Education Differentiation for Diverse Learners

Assignment 2: Differentiated Learning Experience

Name: Marley Fairclough - Student Number: 2151189

Curriculum (Learning) Area of Learning Task: Physical Education

Specific Topic Learning Task: Nutrition, Health, and Wellbeing
Year Level: Year Seven/Eight

Differentiation Choices
For this assignment, I have chosen to design a differentiated:
RAFT (Role, Audience, Format, Topic)
My lesson or learning task is differentiated to address differences in student:
Interest
Learning Profile Preferences

CONTEXT
The Australian Curriculum Assessment and Reporting Authority (ACARA, 2018) year seven and eight curriculum expands
student's knowledge, understanding and skills to help them achieve successful outcomes in the classroom, leisure, social,
movement and online situations. The curriculum supports students to refine a range of specialised knowledge,
understanding and skills in relation to their health, safety, wellbeing and movement competence and confidence. The
current topic of Food and Nutrition focuses on the development of students understanding and knowledge of healthy and
unhealthy food choices. Students will determine the effects of unhealthy choices on people's short and long-term health
and wellbeing to establish a connection between nutritional habits and one's physical lifestyle. The unit of study
emphasises the importance of making informed healthy eating food choices within daily life. It further focuses on the
promotion of public health and wellbeing to address obesity concerns within society (ACARA, 2018).
The Achievement Standards specify that ‘By the end of year eight, Students investigate strategies and practices
that enhance their own, others’ and community health, safety and wellbeing’ (ACARA, 2018). Students demonstrate skills
to make informed decisions, take positive actions and propose strategies that promote their own and others health,
safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence
people's beliefs, attitudes, opportunities, decision, behaviors, and actions (ACARA, 2018). Students further investigate a
range of help-seeking strategies that support them to access and evaluate health and physical activity information and
services.
At the beginning of the unit, students completed a pre-assessment questionnaire to determine their current level of
understanding and knowledge towards healthy and unhealthy eating habits. This process helped established the key
objectives and focus areas for assessment. Pre-assessment uncovered that students had quite substantial knowledge of
healthy and unhealthy foods and eating healthy for physical fitness due to advertisements are seen on television,
however, lacked understanding of what makes a food healthy or unhealthy and how to find out the recommended daily
intake for particular foods.
Pre-assessment information informed learning tasks for the duration of the unit, with learning structured around the
Australian Guidelines to Healthy Eating (2018). Students began by conducting research into their own daily nutritional
lifestyles by keeping a food diary. This involved students using a colour coding traffic light system, whereby students
considered the nutritional value of the food they ate; for example healthy meals coloured in green, unhealthy in red, and
if unsure it would be coloured in yellow. This task worked as a form of continuous assessment for the duration of the unit
by allowing teachers to see if learning had changed their views and actions towards healthy eating.
Information gathered progressed to students looking into the Australian Daily Intake and Physical Activity Guidelines
(2018) to determine to whether their daily food intake was considered healthy for their age and physical activity levels
and what measures they can take to improve there current health and wellbeing. Students have further conducted
research into the current obesity levels of the Australian and Global population and investigated intervention strategies
being implemented across the world, with a particular focus on adolescents.
Students are currently in the final stages of this topic where they are beginning to complete their final summative
assessment task in the form of a RAFT. The summative assessment task is designed for students to demonstrate their
learning over the course of the unit; they will be required to apply their knowledge, skills, and understanding of Nutrition,
Health, and Wellbeing. Students will work on research, analysis and present information on a particular topic related to
the promotion of healthy eating and physical activity in their chosen format of communication. Students will be given the
final week of the unit to complete the assessment piece with class time allocated researching and articulating information
gathered; students will be further allocated the task as homework to ensure the task is presented to the students best
ability.
LEARNING OBJECTIVES
Clear learning objectives are fundamental in developing activities and assessment that cater to the students learning
needs, interests and learning preferences (Wiggin’s and McTighe, 2011). Emphasis must be placed on the importance of
objectives as the basis for effective understanding; it is vital that teachers consider what they wish students to come away
with as a result of completing the particular learning activity or assessment (Tomlinson, 2014). When focusing on the
development of specific overarching understanding as the basis of content learning students are able to come away with
clear learning outcomes (Tomlinson, 2014).
Learning Objectives have been adapted from the Australian Curriculum Assessment and Reporting Authority (ACARA,
2018) year seven to eight achievement standards. Learning focuses on the topic of Food and Nutrition and aims for
students to contribute to building healthy, safe and active lifestyles and communities. Students will investigate and select
strategies to promote health, safety, and well-being within their own and the wider community (ACPPS073). They will
investigate preventive health practices relevant to adolescents, to design and implement health promotion activities that
target behaviors and resources within their own community (ACPPS077). Elaborations focus on students investigating
food-serving recommendations from the Australian Guide to Healthy Eating and producing a guide to help students make
healthy choices.
As a result of engaging in the differentiated lesson or task, students will:
Understand that:
- Individual health and associated lifestyle choices will impact not only themselves but also their family and potentially
their community
- Unhealthy dietary and physical habits can lead to increased likelihood of health-related illnesses into adulthood

Know: Be able to:

- There is a connection between individuals health and
wellbeing and their diet and physical activity levels
- There are physical, mental and social effects
associated with both healthy and unhealthy
lifestyles.
- Make informed health decisions based on their nutrition
requirements and physical activity levels
- Make adjustments to there daily eating and exercise
routines to meet the recommendations of the Australian
Healthy eating and physical activity guidelines

Essential Questions
 How do you think that your health can affect your own life, but also your family’s life?
 How do you think following the Australian healthy eating and physical activity guidelines can help us to create a
healthier lifestyle for ourselves?
 How do you think we can alter our lifestyles to promote being healthy at home, school and in our community?
PRE-ASSESSMENT SURVEY
A Pre-assessment survey in the form of a classroom exit card has been created to help develop the structure of the
summative assessment task. Pre-assessment aims to set a task that caters for all students learning Interests and learning
profile preferences, students will be asked a series of questions to help determine topic interests they would be
interested in further investigating and preferred the format of communication of information. Questions asked in the
survey will allow for broad statements from students, as I wish for learning content to be centered on students learning
interests rather than my own. Subsequently, I wish for students to display their knowledge, skills, and understanding in a
format best allows them to express their critical and creative thinking. Refer to appendix for a copy of the pre-assessment
survey.

EXPLANATION
High-Quality curriculum content builds the foundation for effective differentiation within the context of learning and
development. The curriculum must focus on key principles, classroom elements and instructional strategies to engage,
promote and enhance conceptual understanding of learning objectives (Jarvis, 2013). The implementation of effective
differentiation within curriculum structure enables teachers to ensure all students differences in learning abilities;
interests and learning profile preferences are catered for (Hattie, 2014).
The RAFT Summative Assessment Task addresses differentiation to cater for students’ diverse learning needs. Emphasis
has been placed on developing a task that centers on providing opportunities for all students to succeed. When
developing assessment focus has been placed on creating an appropriate amount of challenge for learning (Tomlinson,
2014; 2015). It is understood that with effort leads to success; student learning must sit within the Zone of Proximal
Development whereby allows students current level of knowledge to be extended accordingly to their current knowledge,
understanding, and skills (Vygotsky, 1987). It becomes difficult for students to feel supported and confident in a classroom
where work is consistent with hard or too easy or not mentally stimulating. Adapting assessment to promote each
individual's interests and learning profile preferences will work to positively enhance the motivation of students to
achieve an enhanced understanding of learning objectives.
Assessment has been developed using Learning Objectives from the Australian Curriculum (2018). Clear Learning
Objectives have been based according to the desired outcomes wished to achieve by the end of the unit of work and aim
for all student’s to gain the same knowledge, skills, and understanding from the topic. The inclusion of The RAFT task as a
form of Summative Assessment further acts as a reinforcing activity; students will demonstrate their knowledge, skills,
and understanding through their desired mode of communication. Creating chose within the assessment allows students
to decide upon their preferred form of articulation and expression; based on their learning interest and preferred learning
profile preference (Jarvis, 2010). This, in turn, provides students will a level of comfort with the material to promote
positive learning outcomes for all students. Each topic reflects learning that has occurred throughout the unit and asks
students to consider different aspects of their learning. The complexity of each task allows students to adhere to the
assessment criteria, with each criteria band being assessed on the students’ ability to communicate evidence and analysis
based on their selected format (Tomlinson, 2013).
REFERENCES
 Australian Government Department of Health. (2018). Australian Physical Activity and Sedentary Guidelines. Retrieved
from Department of Health: www.health.gov
 Australian Government National Health and Medical and Research Council. (2018). Eat for Health. Retrieved from
Australian Guide to Healthy Eating: www.eatforhealth.gov.au
 Hattie, John 2012, ‘Flow of the lesson: the place of feedback’, in Hattie, John, Visible Learning for teachers: maximizing
impact on learning, Routledge, London, pp. 115-137.
 Jarvis, J. 2010. ‘Differentiation for the many, not the few’, SERUpdate, vol. 20, no. 2, pp. 3-6. McTighe, J., & O'Connor,
K. (2009). Seven practices for effective learning. Kaleidoscope:
 Jarvis, J. M. (2015). Inclusive classrooms and differentiation. In N. Weather by-Fell (Ed.), Learning to teach in the
secondary school (pp. 154-172). Port Melbourne, Victoria: Cambridge University Press.
 Jarvis, J.M. (2013) Differentiating learning experience for diverse students. In P. Hudson (Ed.), Learning to teach in the
primary school (pp. 52-70). Port Melbourne, Victoria: Cambridge University Press
 Tomlinson, C.A. (2014) Good curriculum as a basis for differentiation. Chapter 5 in the differentiated classroom:
Responding to the needs of all learners (2nd ed., pp. 60-79), Alexandria, Virginia; ASCDAustralian Curriculum
Assessment and Reporting Authority. (2018). Health and Physical Education. From Australian Curriculum:
http://www.australiancurriculum.edu.au
 Tomlinson, Carol Ann & Moon, Tonya R 2013, 'Assessment, grading and differentiation', in Tomlinson, Carol A & Moon,
Tonya R, Assessment and student success in a differentiated classroom, ASCD, Alexandria, Va., pp. 120-140.
 Wiggin, G., G & McTighe, J. (2011). Essential questions and understandings. In G. Wiggins, & J. McTighe, The
Understanding by Design Guide to creating a high-quality unit (pp. 70-88).
 Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high- quality units. ASCD
 Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological
processes, 5291, 157.

APPENDIX – PRE ASSESSMENT INTEREST AND LEARNING PROFILE PREFERENCE SURVEY

Exit Card must be completed and returned to teachers prior to leaving the classroom at the end of the lesson.
Questions answer will help assist in developing as Summative Assessment Task that reflects your Interests and Learning
Preferences.
1. What topics have you found most interesting about the Nutrition, Health, and Wellbeing?

2. What format of presentation do you best enjoy when completing assessment?

3. Who do you believe would best benefit from learning more about nutrition, health, and wellbeing?
TASK SHEET – RAFT FINAL ASSESSMENT TASK
PHYSICAL EDUCATION: NUTRITION, HEALTH, AND WELLBEING
‘Unhealthy dietary habits effects on nutrition, health, and wellbeing’

TASK OUTLINE:
Your task is complete one of the three RAFT categories detailed in (Purple, Orange or Green)
Each option offers a different means of communicating your knowledge, skills, and understanding.
You are to choose your role, audience, format, and topic based upon your particular interest into nutrition, health and
wellbeing and your preferred form of communication.
Once deciding upon chosen RAFT, students will receive a Handout sheet informing them of the specific task and
template.
Students are required to gain information from The Australian Guide to Healthy Eating and The Australian Physical
Activity Guidelines; additional research can be conducted using online sources.

ROLE AUDIENCE FORMAT TOPIC

Health Promotion Officer Community Promotional Poster How can the community make healthy
dietary and physical activity lifestyle
choices?

School Health and School Peers Information The impacts of individual health and
Wellbeing Councillor Pamphlet wellbeing as a result of unhealthy
dietary and physical activity lifestyle
choices.

Nutritional and Dietetics Wider Informative Speech Physical, mental and social effects
Professional Population associated with both healthy and
unhealthy lifestyles.

The task is framed around the Australian Healthy Eating (2018) and Physical Activity Guidelines (2018). Each topic reflects
learning that has occurred throughout the unit and asks the student to consider different aspects of their learning. The
complexity of each task allows students to adhere to the assessment criteria, with each band being assessed on the
students' ability to communicate evidence and analysis based on their selected format.
Students must choose between the three categories, once students have chosen a category they must report to the
teacher to receive further instructions, handouts in the form of templates will be given to students relating to their chosen
category. The handouts will give students instructions and direction for the task. Also, as it is a task, which addresses
students’ interest and learning profile preference, the format and topic may be negotiated with the teachers.
Students will be assessed using the Australian Curriculum year seven/eight Achievement Standards (2018), which has been
outlined below. To Help them gain a deeper understanding of what is required of them, they will be receiving a copy of the
Assessment rubric with their Coloured Category and Template Handout sheet.
ASSESSMENT RUBRIC
Students will be assessed on the following Criteria.
Criteria have been adapted from the year seven/eight Australian Curriculum Achievement Standards (2018) for Physical
Activity
Students will be marked out of five on each of the following elements of the task, students will be then given a grade
out of twenty, which will be transferred to a percentage out of 100%

Assessment Criteria/Mark 1 2 3 4 5

Analyse of factors that influence nutritional,

health and wellbeing.

Investigation of strategies and practices

that enhance their own, others’
and community nutrition, health and
wellbeing

Demonstrate skills to make informed

decisions, and propose and implement
actions that promote their own and others'
health, safety, and wellbeing.

Communication of ideas, views, and opinions

in a chosen format.

TOTAL MARK OUT OF 20:

PERCENTAGE GRADE:
ADDITIONAL COMMENTS:
HANDOUT – PROMOTIONAL POSTER

TASK
Create a promotional poster that identifies and informs your community about the how they can make healthy
dietary and physical activity lifestyle choices.
Possible options:
Poster informing the community of:
- Healthy eating guidelines
- Physical activities they can join and be apart of within the community
- The effects of poor dietary and physical activity on health and wellbeing
Begin research by investigating the Australian Guide to Healthy Eating and The Australian Physical Activity
Guidelines; additional research can be conducted using online sources.
Students are to submit the final copy of their assignment as a Printed A3 Poster, which will be displayed within
the classroom.
TEMPLATE
Bold Heading that draws attention to the poster.
Include images, graphs or diagrams to attract the viewer.
Facts and information about the topic.
Posters do not require large amounts of text; keep information precise and descriptive.

HANDOUT – INFORMATION PAMPHLET

TASK
Create an Information Pamphlet detailing the impacts of individual health and associated lifestyle choices.
Possible Options:
- Unhealthy lifestyles impact on themselves, their family and potentially their community
- Healthy lifestyle improvements to mental health and wellbeing
Begin research by investigating the Australian Guide to Healthy Eating and The Australian Physical Activity
Guidelines; additional research can be conducted using online sources.
Students will use Microsoft Publisher to generate pamphlet
Students are to submit the final copy of their assignment as a Printed A4 folded pamphlet, which will be
displayed within the classroom.
TEMPLATE
Bold Heading/Front Cover that presents the purpose of the pamphlet.
The inclusion of images graphs or diagrams to attract the reader.
Create headings that reflect the key points being discussed.
Headings for each subject discussed, with information outlines clearly.
HANDOUT – INFORMATIVE SPEECH

TASK
Physical, mental and social effects associated with both healthy and unhealthy lifestyles.
You are to perform your speech to the class, in order to express your views and opinions using verbal
expression.
Possible Options for discussion:
- Obesity as a result of poor eating habits
- Self Esteem as a result of poor body image
- Positive influences of healthy lifestyles, Including health, fitness, and wellbeing
Begin research by investigating the Australian Guide to Healthy Eating and The Australian Physical Activity
Guidelines; additional research can be conducted using online sources.
Students are to present the final copy of their speech to the class, students will be assessed on their
communication of ideas, views, and opinions in an oral format.
PREPARATION
Decide Topic
Consider the audience and refine your topic
Decide the purpose of your speech
TEMPLATE
Introduction
- Opening Greeting and Attention Getter
- Summarise what your speech is about
- Identify key points
- An overview and the benefit of the speech to the audience
Body
- Transition introduction and body
- Main Ideas and supporting ideas
- Examples and details
Conclusion
- Summary of main points
- Closer or Call to action