Unit+Overview

Unit Overview:

This unit of work is based on the K-6 PDHPE syllabus outcome ALS2.6 Discusses the relationship between regular and varied physical activity and health. The aim of the ten lessons is for students to create a video that is a 'Campaign for Health Week'. Within this video students will look at the components of a Healthy and Active Lifestyle and what contributes to this. Therefore lessons will build upon prior lessons and look at elements of a healthy lifestyle such as nutrition, rest, active and passive pursuits and leisure. Lessons will also look at the need for regular participation in physical activity. Throughout these lessons students will focus on various english outcomes that address various ways of talking, listening, reading and writing. The initial lessons build the field of knowledge for the students, and each lesson has some focus on English and Literacy based on various resources. The final lessons focus more so on the actual creation of the multimodal text, that being the video for Health week, which will discuss the relationship between regular and varied physical activity and health. We decided that this was an excellent way to interrelate both PDHPE and English together in a unit of work, whilst addressing specific PDHPE outcomes, and a range of English outcomes for Stage 2.

__//**a) an introduction to the content of the focus outcome using 1 of the resources**//__ Introduction to PDHPE Healthy Lifestyles strand. Aim: To reflect on students previous knowledge about the importance of healthy lifestyles and learn about what attributes to a healthy lifestyle Indicators: - Explains the need for good health practices for an active lifestyle - Describes links between nutrition, exercise and performance - Discusses food needs for growth and activity
 * Lesson One: **(Pip)**

Lesson Two: During this lesson, the students explore various //websites (resources),// on healthy activities and lifestyles, to develop a greater understanding of what is required to achieve a healty lifestyle through activities as well as healthy choices. During this lesson, students refer back to the introductory lesson and build upon previous knowledge to create a deeper understanding of what is required, to be able to then develop and dicuss what has been learnt, and eventually turn it into an advertisement that will be previewed to the rest of the school to promote and encourage the other students to choose healthy activities and lifestyles.

Visual Grammer looking at various Advertisements and discussion of visual techniques, what enages the audience, vectors, visual features, camera angles, long short, panning, close up etc. __//**c) A lesson using 1 or 2 resources which focus on the visual grammar required to develop studnets' knowledge of the content of the focus outcome**//__ - Describes how junk food adverts make them feel and how they may influence personal health choices. - Discusses the purpose of television adverts, the importance of a ‘target audience’ and some ways that advertisers try to reach the intended audience. - Recognises and labels the features and techniques used in television advertisements.
 * Lesson Three: **(Jessica)**
 * Aim: ** For students to understand the persuasive techniques advertisers use to promote their products. Students will be equipped with the skills needed to make a video for health week and to be active, informed viewers.
 * <span style="font-family: Calibri,sans-serif;">Indicators: **

During this lesson, students reflect upon the place of regular physical activity in their own lives. They consider what this means in terms of overall health and wellbeing. Through a range of different lesson activities students explore the written language (grammatical features)specific to health promotion advertisements. Students then work in their small groups to look at the effectiveness of this persuasive language and ideas for the production of the final health campaign video are developed. //Resources, text with persuasive language// __//**b) A lesson using 1 or 2 resources which focus on the written grammar required to develop studnets' knowledge of the content of the focus outcome (from unit outline)**//__ <span style="font-family: Verdana,sans-serif; font-size: 8pt;">WS2.10 Produces texts clearly, effectively and accurately using sentence structure, grammatical features and punctuation of conventions of the text type. <span style="font-family: Verdana,sans-serif; font-size: 8pt;">RS2.8 Discusses text structure of range of text types and grammatical features that are characteristic of those text types.
 * Lesson Four: **(Jay)**

<span style="font-family: Verdana,sans-serif; font-size: 8pt;"> Students will learn about: <span style="font-family: Verdana,sans-serif; font-size: 8pt;">- Healthy lifestyle choices, their benefits and influences.

<span style="font-family: Verdana,sans-serif; font-size: 8pt;"> Students will learn to: <span style="font-family: Verdana,sans-serif; font-size: 8pt;">- Construct and use written grammar to develop an understanding of the ways that exercise impacts on physical activity for the development of their final video.

Lesson Five: During this lesson, the students start to develop a script for the storyboards they will develop in the next lesson, to be used for the filming of their healthy lifestyles advertisement. The class is split into 4 groups, with each covering either 'introduction, healthy activities, healthy lifestyles, and conclusion. Each group will need to develop 10seconds of scripting for their part of the advertisement, and all must ensure it is engaging and creatively written - using the skills of persuasive language they learnt in the previous lesson.

Throughout this lesson, students develop and create the sequence of events for their commercial, following the scripts they produced in the previous lesson. After a rough outline of events on the board, the teacher works alongside the student to develop understanding and create construction of a story board for the whole advertisement - using only 4 images (one for each group). After discussion and development of the understanding of a story board, students get into their groups and create a detailed story board of at least 6 images for their topic, focusing on sequence and presenting what is to be shown on their film, including scripting.
 * Lesson Six: **(Louisa)**

__//**d) A lesson which provides the scaffolding for creating an aspect, written or visual of the multimodal text (from unit outline)**//__ <span style="font-family: Verdana,sans-serif; font-size: 8pt;">TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. <span style="font-family: Verdana,sans-serif;"> <span style="font-family: Verdana,sans-serif; font-size: 8pt;">By the end of this lesson, students will have worked co-operatively in groups to produce an effective story board for their ten seconds of film for the class advertisement on physical activity and health.
 * //Resources- importance of storyboards//**
 * <span style="font-family: Verdana,sans-serif; font-size: 8pt;">Lesson Outcome: **

Lesson Seven: Throughout this lesson, the students have the opportunity to practise how/what they are going to perform their area of topic. Each group will have a chance to film the majority of their scene and all the extra out-takes. Each student must have a chance at filming and performing/talking on the video. Students will have a chance to watch back their pieces on the computer and decide what they like and what they will change for the final bit of shooting in the next lesson.

Lesson Eight: This is the final lesson students have to complete the filming for their topic, they have the opportunity to change bits they dont like, and film any more extra pieces to cut away to - for example running scenes, food etc. By the second half of the lesson, all students are to be editing their video as a team at a computer for each group.

Lesson Nine: As a class, the students edit the video and all the different scenes get put together. This includes music, cut-aways, sequencing of topics, ensuring everything is fluid, as well as introduction and end credits. This lesson involves discussion and processing of thoughts into what makes the advertisement effective.

Lesson Ten: Students view the video they have created and critically reflect on the video. Students discuss the strengths and weaknesses of the video, as well as what aspects and techniques were used and why they were effective. Students also discuss what they enjoyed most about making the video, as well as what they learnt through creating this video. Students prepare a paragraph of information they will present at school assembly for when they show their video to the rest of the school.