18807325 Bevan De Vries

Assignment 1
Lesson Plan Analysis

Contents

Table of Contents

1)Unit Outline

2) Assessment Task

3) Pre-Lesson Plan

4) Post Lesson Plan

5) The Justification

6) Appendices

- Appendix A: Scope and Sequence

- Appendix B: Concept Map

- Appendix C: Assessment handbook

 UNIT OUTLINE
Subject: Course: Number of
Weeks
PDHPE Body In Motion 8

Key Concepts/ Big Ideas The importance of this learning

 How do the
musculoskeletal and
cardiorespiratory systems
of the body influence and
respond to movement?
 What is the relationship
between physical fitness,
training and movement
efficiency?
 How do biomechanical
principles influence
movement?
This core module examines the scientific functions of the
human body and their interrelationship together with the
foundations of human movement. In this module, students
investigate how the body carries out everyday tasks through
the complexity of joint and muscular manipulation.
Students will place emphasis on how the musculoskeletal
and cardiorespiratory systems react to movement,
influences of biomechanics on the movement of the body
and the relationship between training, physical fitness and
movement efficiency, all of which may assist them to
develop keen understanding of the complexity of the human
body.

Unit context within Scope Syllabus Outcomes

and Sequence
P7 explains how body systems influence the way the
One of two core units which is body moves
taught at the end of the course P8 describes the components of physical fitness and
to sustain student interest and explains how they are monitored
engagement in PDHPE P9 describes biomechanical factors that influence the
efficiency of the body in motion
P10 plans for participation in physical activity to satisfy a
range of individual needs
P11 assesses and monitors physical fitness levels and
physical activity patterns
P16 uses a range of sources to draw conclusions about
health and physical activity concepts
P17 analyses factors influencing movement and patterns
of participation
Literacy Focus Numeracy ICT Focus
Focus Differentiation
Provide students Students identify Opportunity for Scaffolding
with opportunities the number of students to engage Mixed ability group work
to demonstrate repetitions and with ICT programs Collaborative Learning
their understanding types of training such as the Google
with Blooms needed for Slides web based
Taxonomy Terms, athletes in tool
particularly the designing fitness
higher order programs based
thinking skills eg- on the FITT
evaluation principle
Week/ Syllabus Content Teaching and Learning Resources
Sequence Strategies including
assessment for learning.
Skeletal and muscular Stage 6 PDHPE syllabus
system - -Introduction: hand
out syllabus Teacher made worksheet
document and
1 Glossary of Terms Textbook
list
Whiteboard
- Down load the
syllabus content and
take students
through the
importance of note
taking
- . Students complete
worksheet on the
skeletal and
muscular system
using their textbooks
- Skeletal Bingo
Game

Joint actions. Eg- - Brief explanation of Worksheet created by

extension and flexion 'The Body in teacher
Motion' program
1 and copy in Textbook
definition of 'The
Structure and Whiteboard
Function of the
Body' Exercise Book

- Students complete
w/s

- Notes on
Anatomical terms
h/o and discuss
types of bone with
class

- Game – Skeleton
Bingo

- Discuss and make

notes on:
- Joint structure
- Joint classification
- Types of synovial joint
 MUSCULAR - Discuss, label and Whiteboard
SYSTEM make notes on:
- The types of Teacher made Worksheet
2 − major muscles muscles
involved in - Functions of muscle tissue Textbook
movement - Structure of muscle tissue
- Types of muscle fibre Exercise book
− muscle relationship
(agonist, antagonist) - Discuss the Teacher made Quiz on:
relationship major muscles, muscle
− types of muscle between muscles relationship and types of
contraction and the roles that contractions
different muscle
types have within
the body.

- W/s on muscle
action
(agonist/antagonist
- Quiz- Muscle
Actions

Respiratory system: - Explain the

Structure and Whiteboard
2 − structure and Function of the
function Respiratory System. Teacher made activity
Students them sheets
− lung function follow this up with
(inspiration, a mind map of the Textbooks
expiration) components and
function of the Teacher made info sheets/
− exchange of gases respiratory system. diagram sheet
(internal, external)
- Students complete
activity sheet on
'The Respiratory
System'

- Label the diagram

of the respiratory
system and define
each of its
components on the
worksheet

- Make notes on -
Inspiration &
Expiration,
Exchange of Gases
as well as the
purpose of the of
spirometer.
 Provide students with info
sheet on 'Inspiration and
Expiration' to use as
supplementary material.

Aerobic and - Mind map of Whiteboard

anaerobic training different types of
– FITT principle aerobic and Google slides
3 anaerobic training
and what sports they Video:
are included in https://www.y outube.com/
watch?v=7X
- Introduce students to aftdE_h60
Google Slides App
Assessment task
- Get students to
create Google
Account
- Group activity on
the FITT principle to
be preseted in next
lesson

- Hand out
Assessment Tasks
and go through the
marking criteria with
the class

Answer questions on the

assessment task
3 circulatory system - Students present White board
- components of their Google Slides
blood presentations Computer
- structure and - Peer feedback on
function of the presentations Video projector
heart, arteries, - Make notes on
veins, components of blood Video:
capillaries including red blood https://www.y outube.com/
- pulmonary and cells, white blood watch?v=7X
systemic cells and platelets. aftdE_h60
circulation
- Show video of how Teacher developed hand
blood pressure the heart functions out sheet and diagram
 - Explain the structure
and function of the
heart as well as the
roles of veins an
arteries in the
transportation of
blood.

4 Whiteboard
Health-related - -Mind map on the Textbook
components of different health and Computer
physical fitness: skill related https://www.youtube.com
components of /watch?v=BpWYGfZgeRU
− cardiorespiratory fitness
endurance
- List and describe the
− muscular strength health related and
skill related
− muscular endurance components of
fitness
− flexibility
− body composition - Reasons for
measuring physical
fitness
- Fitness testing in the NFL
video:
Link to training video :

https://www.youtube.com
/watch?v=BpWYGfZgeRU

4 Skill-related - Students to present Computer

components of their Group Google Teacher made work sheets
physical fitness: Slides Presentations Whiteboard
− power from previous Textbooks
− speed lesson.
− agility
− coordination - Brainstorm skill-
− balance related components
- reaction time of health
- W/s on skill- related
components of
physical fitness

5 immediate - Discuss immediate Practical Lesson

physiological physiological Whistle
responses to responses to training Stop watch
training and brain storm with Heart rate watch
class Measuring tape
 - heart rate
- ventilation rate - Students research
- stroke volume using the internet the
- cardiac output immediate responses
- lactate levels. to training and fill
out table on each
response
- Practical activity
activating each
physiological
response from the
prac activity (1600m
run, game of
football/soccer)

6 Motion· - Teacher introduces White board

- the application motion topic Textbooks
of linear motion, Laptops
velocity, speed, Group activity Teacher made worksheets
acceleration, - Students complete
momentum in cloze passage and
movement and Calculation
performance questions on
contexts worksheets
balance and
stability - Teacher led
- centre of discussion - balance
gravity and stability
- line of gravity Students complete
- base of support worksheets from handout.

7 fluid mechanics - Hand assignments Assessments

- flotation, back Whiteboard
centre of Textbooks
buoyancy
- fluid resistance - Teacher led
discussion - fluid
mechanics
- Brainstorm/ Mind
map
On Fluid mechanics

- Show fluid
mechanics
educational video
8 · force - Teacher Led Whiteboard
- how the body discussion on Force Textbooks
applies force and how it is applied Teacher made worksheets
- how the body in modern day sport Computer
absorbs force and activities Video Link
- applying force - Group Activity on
to an object. w/s about force
- Educational Video
on the application of
force
Assessment Details Outcomes

Weighing: 30% P7 explains how body systems influence the

Due: Week 8 way the body moves
P8 describes the components of physical
Athletes Training Program fitness and explains how they are monitored
Program P9 describes biomechanical factors that
influence the efficiency of the body in motion
P10 plans for participation in physical activity
to satisfy a range of individual needs
P11 assesses and monitors physical fitness
levels and physical activity patterns
P16 uses a range of sources to draw
conclusions about health and physical activity
concepts
P17 analyses factors influencing movement and
patterns of participation.

Evaluation of the Learning and Indicators of Learning

Teaching

Formative assessment Students learn to:

Informative assessment  identify the location of the major muscles involved in
Peer Feedback movement and related joint actions
Teacher Feedback

 identify the location and type of major bones involved

in movement, eg long bones articulate at hinge joints
for flexion and extension

 analyse the relationship between physical fitness and

movement efficiency. Students should consider the
question ‘to what degree is fitness a predictor of
performance?’

 analyse movements, eg overarm throw, by examining:

bones involved and the joint action and muscles
involved and the type of contraction
 Assessment Task

Subject: PDHPE Focus area: Body in Motion (Core 2)

Weighing: 30% Due: Week 8
Task no: 3 Type of Task: Video Analysis and Program

Intended outcomes:

P7 explains how body systems influence the way the body moves

P8 describes the components of physical fitness and explains how they are monitored

P9 describes biomechanical factors that influence the efficiency of the body in motion

P10 plans for participation in physical activity to satisfy a range of individual needs

P11 assesses and monitors physical fitness levels and physical activity patterns

P16 uses a range of sources to draw conclusions about health and physical activity concepts

P17 analyses factors influencing movement and patterns of participation.

Task Description:

 Find one sport and a specific sporting movement of your choice (eg- football &
kicking a football), either on the internet or filmed by yourself. During the
performance observe and outlines the key features of the movement with the option
to freeze frames. (5 marks)
 Choose two specific body parts (e.g. elbow, wrist) of the body in motion and answer
the following questions:

1) Identify the major muscles, joints and joint actions needed throughout the
movement and how they influence the way the movement is performed.
(5 marks)
2) Describes the biomechanical principles that may impact upon the movement in
the performance of the skill (e.g.- force, balance). (5 marks)

3) Explain the Skill-related fitness components in the chosen movement

performance (5 marks)

4) Critically analyse how a program which you have designed, using the FITT
Principle, will improve the athlete’s specific movement in the sport. (5 marks)

 Students must then present their assignments in class through Google Slides (4-6
mins) (5 marks)
 Upload your chosen sporting movement on Google Slides, and hand in the link to
your Google Slides presentation (URL) on a USB.
 Marking Criteria

Written Component – 20%

 Chooses a relevant sporting movement and sketches in general terms, several features of 17- 20
the movement
 Lists several major muscles, joints and joint actions needed throughout the movement and
the ways in which they influence the performance of the movement.
 Provides several characteristics and features that the biomechanical principles may impact
the performance of the skill.
 Provides a detailed relationship between the skill related fitness components to the
sporting movement
 Draws extensive relationships between using the FITT Principle and the improvement in the
athlete’s movement
 Chooses a fitting sporting movement and sketches in general terms, several features of the 13-16
movement
 Lists various major muscles, joints and joint actions needed throughout the movement and
the ways in which they influence the performance of the movement.
 Provides various characteristics and features that the biomechanical principles may impact
the performance of the skill.
 Provides a strong relationship between the skill related fitness components to the sporting
movement
 Draws general relationships between using the FITT Principle and the improvement in the
athlete’s movement
 Chooses an appropriate sporting movement and sketches in general terms, several features 9-12
of the movement
 Lists a number of major muscles, joints and joint actions needed throughout the movement
and the ways in which they influence the performance of the movement.
 Provides a number of characteristics and features that the biomechanical principles may
impact the performance of the skill.
 Provides a relevant relationship between the skill related fitness components to the
sporting movement
 Draws relevant relationships between using the FITT Principle and the improvement in the
athlete’s movement
 Chooses a sporting movement and sketches in general terms, several features of the 5-8
movement
 Lists limited major muscles, joints and joint actions needed throughout the movement and
the ways in which they influence the performance of the movement.
 Provides limited characteristics and features that the biomechanical principles may impact
the performance of the skill.
 Provides a relationship between the skill related fitness components to the sporting
movement
 Draws the relationships between using the FITT Principle and the improvement in the
athlete’s movement
 May or may not Chooses a sporting movement and sketches in general terms, several 0-4
features of the movement
 May or may not Lists major muscles, joints and joint actions needed throughout the
movement and the ways in which they influence the performance of the movement.
 May or may not able to Provide characteristics and features that the biomechanical
principles may impact the performance of the skill.
 May or may not able to Provide a relationship between the skill related fitness components
to the sporting movement
 May or may not able to Draw the relationships between using the FITT Principle and the
improvement in the athlete’s movement

Oral Component 10%

 Content was relevant and student was able to answer each question of the 5-10
assignment and design an appropriate program
 Delivery of the presentation was well timed and was within 4- 6 minutes
 Presenter was well organised and clearly stated the topic of the presentation
 Content may or may not have been relevant and student was unable to answer 0-5
each question of the assignment and design an appropriate program
 Delivery of the presentation was not within 4- 6 minutes
 Presenter may or may not have been unorganised and may or may not have
been able to state the topic of the presentation

Teacher Comments/ Feedback:

 Pre-Lesson Plan
Topic area: Body in Motion Stage of Learner: Syllabus Pages: 22-25
Stage 6
Date: Location Booked: Lesson Number: 5 /12

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson aerobic and anaerobic  design an aerobic
assessment training training session
– FITT principle based on the FITT
P8 Informative principle
P10 assessment of
P11 Google Slides  compare the relative
P16 presentation importance of
aerobic and
anaerobic training
for different sports,
eg gymnastics
versus soccer

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Critical and Creative Thinking To develop in each student a capacity to think

ICT Capabilities critically about key issues related to health and
Personal and Social Capability physical activity in order to make informed
Higher Order Thinking decisions that support and contribute to healthy,
active lifestyles and communities

Through the study of PDHPE, students will

develop:
• Values and attitudes that promote healthy and
active lifestyles and communities
• Knowledge and understanding of the factors
that affect health
•A capacity to exercise influence over personal
and
community health outcomes
•An ability to apply the skills of critical thinking,
research and analysis
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 The use of activities such as the Mind map in this lesson plan promote higher order
thinking skills in the classroom such as problem solving, critical thinking and
collaborative learning
2.6 Setting learning objectives at the beginning of the lesson allows the teacher to
establish a direction to guide the learning of students for the lesson
3.4 The group activity in the lesson plan allows students to work together and feel a sense of
Inclusivity as each member presents their group presentation on Google Slides
Ti Teaching and learning actions
me
10 Establish Learning Objectives of the
Lesson
Introduce
 For students to gain an
understanding of the types of
aerobic and anaerobic training
 For students to use Google Slides
App to assist with the presentation
and their assignment
 Prepare for class presentations of
fitness programs
 For students to develop an
understanding of the assessment
task due in Week 7
Mind Map:
 Create mind maps on the
differences between aerobic and
anaerobic training and what sports
they are used in
 Example: aerobic is used in
football
10
 Introduce students to Google Slides
Web based tool and show them the
Google Slides tutorial video on
YouTube:
https://www.youtube.com/watch?v
=KsUX7Piez-0
 get every student to create an
account on the Google Slides site:
https://docs.google.com/presentatio
n/u/0/
Organisation Centr
ed
T/S
Teacher: Explicit teaching of what T/S
constitutes a ‘Learning Intention’ &
Drawing students answers for the
Mind Map on the whiteboard
Student: copy Learning Intention
into their books/document;
participate in discussion.
Add beliefs and perceptions of the
health of young people to the mind
map.
Resources: Exercise Books/Word
document (computer)
White board
Teacher: demonstrate features of the T
Google Slides App and show class
tutorial video
Student: Participation in
demonstration; asking clarifying
questions
Resources:
Google Slides app
Google Slides Template to show the
students how to use Google Slides
https://www.youtube.com/watch?v=
KsUX7Piez-0
https://docs.google.com/presentation/
u/0/
25 Group activity
Form the class into groups of three,
Activity:
Using your textbook and internet resources
(such as www.pdhperules.com.au ) ,
design an aerobic training program for a 40
yr old female with no previous training
history. The program must be relevant and
over 3-week period. Give a brief
explanation of each criteria in the FITT
principle and how you applied it to your
training program. Students must present
the Google Slides Presentation to the class
in the following lesson, presentations must
go for 3-5 minutes
Teacher: Arrange student groupings S
of mixed ability using previous
assessment data; Explicit teaching of
skills required to work successfully
in groups e.g. listening; roles,
questioning, affirmation.
Scaffold of how to construct n
response which requires ‘evaluation’
Design a marking criteria for the
content and presentation of the task
Student: collaboration in groups
Resources: Laptop/ Computer;
Evaluation Scaffold
textbook
www.pdhperules.com.au
laptops
computers

15 Hand out Assessment Task and go through Teacher: Hand out assessment task T
it with the class to students
Show the use of Blooms Taxonomy
Go through the marking criteria Verbs and how marks will be
distributed
Answer questions presented by students
Student:
Read through assessment task
Ask teacher questions about the
assessment

Resources:
Assessment task
Whiteboard

5 Summary Teacher: Summarise main points of T/S

the lesson
Summarise lesson Revisit learning intentions of the
lesson on the whiteboard
Clarify Learning Objectives of the lesson
and recap on presentations for next week Student:
Ask any questions about the
Answer questions about the assessment assessment and lesson
task
Resources:
Whiteboard
Assessment
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

This lesson plan focuses on preparing students for the assessment task that is distributed
towards the end of the lesson. Reflecting on Understanding by Design, I have strategically
learnt to structure my lesson to achieve the desired goals of the lesson. Starting the lesson
by Establishing the learning Intention of the lesson guides student direction of the lesson,
myself as a teacher can also reflect on the students’ knowledge through the warm up
activity to know where the students need to focus.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P8 Formative assessment through fitness program in Google
Slides presentation
P10 Formative assessment via designing program based on the
FITT principle
P11 Formative assessment via designing fitness program for an
individual
P16 Formative assessment using sources to design fitness
program in Google Slides presentation

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
2.6 Implementing the use of ICT through using Google Slides
3.3 The use of strategies such as group work activities
5.2 Teacher and peers provide students feedback of the presentations
3.4 Students use resources from the Internet and textbooks throughout lesson
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

There are minimal risks in this lesson as the PDHPE class is indoors for the theory
lesson. However, during the group activity, students may be walking around the
classroom to join their groups. In this case students who are using laptops, iPads or
computers may be using charging cords that may appear to be a trip hazard. This
hazard can be removed by placing students who need to charge their electronic
devices closer to PowerPoints in the classroom
 Post Lesson Plan
Topic area: Body in Motion Stage of Learner: 6 Syllabus Pages: 22- 25

Date: Location Booked: Lesson Number: 11/12

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Handing out the fluid mechanics describe how
P7 assessment task  flotation, principles of fluid
P8 in class and centre of mechanics have
P11 learning how the buoyancy influenced changes in
P16 marking criteria  fluid movement and
P17 is interpreted and resistance performance, eg
how marks in technique
assessment are modification,
distributed clothing/suits,
equipment/apparatus

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Critical and Creative Thinking  apply principles of fluid mechanics to

ICT Capabilities enhance performance through participation in
Personal and Social Capability practical workshops
Higher Order Thinking

 describe how principles of fluid mechanics

have influenced changes in movement and
performance, eg technique modification,
clothing/suits, equipment/apparatus

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.5 The use of metalanguage when going through the assessment questions and marking
criteria
2.1 Referring to the marking criteria when going through the results of the assessments

3.1 The use of a class discussion and brain storming to find out the students background
knowledge of fluid mechanics
Time Teaching and learning actions Organisation Centred
T/S
5 Lesson intentions Teacher: T/S
 The marking criteria and identify areas of strengths and Explicit teaching
weaknesses of the class results of what
constitutes the
 Provide feedback on the assessment results (high and low learning
marks, class average) Intentions of the
lesson

 Develop understanding of fluid mechanics Student: copy

 Flotation, centre of buoyancy Learning
 Fluid resistance Intention into
their
books/document;
participate in
discussion.
Add beliefs and
perceptions of
the health of
young people to
the mind map.

Resources:
Exercise
Books/Word
document
(computer)
White board
25 Hand the marked assessments back to students Teacher: T
with annotated comments Go through the
marking criteria
- Distribute copy of an example of a high performing task for with the class
other students to gauge what a A grade response looks like Distribute A
- Explicit teaching of concept areas that were not done well grade response
and give reasons
- Go through marking criteria and explain how the marks to where the
were distributed marks were
given

Student:
Go to marking
criteria and see
where the marks
were given or
not given by the
teacher and
 compare with A
grade response
assessment

Resources:
Assessments
Marking criteria
A grade
response
assessment
20 Teacher: T/S
Introduce topic of fluid and mechanics Start class
discussion and
brain storm on
- Show the class video of the features and elements of fluid the white board
mechanics on: student’s ideas
https://www.youtube.com/watch?v=Dau_deSJYzA&index=15&list and points
=PLjokY8D3Z21oAnlhQQ4pU5hTDsKBAkFrZ
- Class discussion/ brain storm on fluid mechanics Student:
- Floatation Participate in
- Fluid resistant class discussion
and add to
brainstorming

- Class discussion and brainstorm what students know about Resources:

fluid mechanics Whiteboard
- Explain the important of flotation, centre of buoyancy and Textbook
fluid resistance and what sports it is involved in. YouTube Video
on fluid
mechanics
10 Summary Teacher: T
- Summarise lesson Summarise key
- Clarify Learning Intensions of the lesson and recap on points of fluid
presentations for next week mechanics,
- Answer questions about the assessment task Revisit the
learning
Intensions of the
lesson and
Answer student
questions about
the assessment

Student:
Ask questions
about the
assessment task
and
Reflect on the
learning
intentions of the
lesson
 Resources:
Assessment task
White board

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I have learnt that reading through the marking criteria of the assessment is important to show
students how to improve their marks for future assessing. Going through the marking criteria
and explain the marks that were distributed may allow future learning for students. Also,
showing the students an educational video and creating a class discussion is a good strategy
for students to unwind and create a fresh topic, which may be engaging and support learning

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P17 Informative assessment through class discussion on how fluid

mechanics influences body movement

P16 Informative assessment through class discussion watching an

using educational video

P7 Informative assessment via class discussion and mind

maps
 Other considerations

Graduate Standards Evidence within this lesson

3.1 Establishing Starting the lesson by establish the learning goals of the lesson provides
challenging learning achievable challenges for students
goals

5.1 Assess student Handing back the assignment to the students and going through the
learning marking criteria on where to marks were allocated, allows student to
receive feedback on their assessments.

2.6 Information and The use of video footage is an educational tool for the students to learn
Communication about fluid mechanics.
Technology (ICT)

2.3 Curriculum, Creating the assessment based on the PDHPE syllabus, allows students
assessment and to be assessed on the curriculum. Students are then able to learn trough
learning assessment on the content of the Curriculum.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

This lesson is in a setting where there is minimal movement and the students do not
have to leave their seats, however accidents in the classroom may still occur.
Therefore, as a teacher, responsibility must be taken in supervising that students take
responsible care for the health and safety of themselves and other students
 Justification
The lesson plan was designed for a stage 6 class on the topic area of ‘The Body in Motion’ in
the NSW PDHPE syllabus. In this topic area students develop an understanding on the
relationships between the anatomy of the body, biomechanics, fitness, physiology and human
movement. When developing the lesson plan, The Australian Profession Teaching Standards
(APTS) and the Quality Teaching Model were both considered to improve the quality of the
teaching strategies used throughout the lesson. The Understanding by Design (UbD)
framework was also used in the process of structuring the curriculum, assessment and the unit
outline. The Ubd framework is a useful tool as it focusing on assessing and teaching for
learning and understanding of the content as it is designed backwards in relation to those
needs (McTighe & Wiggins, 2008). According to McTighe and Williams (McTighe &
Wiggins, 2008), learning is enhanced when the teachers work strategically around curricular
planning. Together with the APTS, Quality Teaching Framework and the UbD framework,
there are a range of pedagogy and teaching strategies implemented into both the pre and post
lessons to produce skills such as higher- order thinking, critical thinking, collaborative
learning and critiquing skills needed for the unit outcomes.

The UbD framework is a useful tool in the process of designing the course, units and the
lesson plans. McTighe and Wiggins (2008), states that once the learning objectives of the unit
have been identified, then the assessment can be designed in order for teachers and students
to establish learning goals. Once the assessment was designed in the ‘Body in Motion’ unit,
both lesson plans were strategically designed to help students develop skills and an
understanding of the assessment and its outcomes. The concept map is an example of the
UbD framework as it allows the teacher to structure and organise the unit to form
relationships about how they relate and work together. Once the teacher has designed a
concept map, then the teacher may design the unit to suit the learning outcome of the
assessment. The UbD framework is also an example of Standard 3 of the APTS, Plan for and
implement effective teaching and learning.
The Blooms taxonomy model was also an important tool to construct the assessment and
marking criteria. The model was used to create higher- order thinking skills and to categorise
the levels of understanding in the marking criteria (Razzouk, 2011). When constructing the
marking criteria, the levels of Blooms Taxonomy were used to distinguish the level of marks
given in the assessment, as the higher- level words represented higher grades.

In both lesson plans, the teacher goes through the marking criteria to show how the Blooms
Taxonomy is used where to marks are distributed. The use of Blooms Taxonomy is also an
example of metalanguage which is a feature of the Intellectual Quality element in the Quality
Teaching Framework which is considered in developing the lesson plans.

Both lesson plans start with the teacher introducing the learning intentions of both lessons.
Each lesson plan has different learning intentions as one lesson, students receive the
assessment task and the other lesson includes the students receiving the marks from the
assessment task they have handed in. Setting learning objectives at the beginning of a lesson
helps guide the student’s direction of learning in the lesson (Pintrich & Schunk, 2002). This
also relevant to the Quality Learning Environment element of Student Direction within the
Quality Teaching Model.

After establishing the learning Intentions of the lesson, the pre-lesson plan starts with a warm
up activity using a mind map to activate the learning of the students. The main objective of
the mind map is to provide students with the opportunity to think critically and analyse the
types of aerobic and anaerobic training. Activities such as Mind maps and brainstorming
promote higher order thinking skills in the classroom such as problem solving, critical
thinking and collaborative learning (Richland & Simms, 2015). Higher Order Thinking is a
key feature of the Intellectual Quality element of the Quality Teaching framework.

In the APTS, 2.6 Know the content and how to teach it, states that it is important to develop
student’s abilities in Information and Communication Technology (ICT). Following the
warm up activity, the pre-lesson plan introduces students to the web- based tool, Google
Slides. Google Slides is a presentation publisher that allows real time collaboration between
the person sharing the presentation and their audience.
The presentations are linked to users Google accounts which means the users of Google
Slides can access their presentation on any device from computers, laptops, iPads and mobile
phones, without having to carry around a flash drive (Google Slides, 2017). The Pre-lesson
plan’s incorporation of Google slides is used as a scaffold to prepare students for their
assessment as they must use Google Slides in their presentations.

The post lesson plan also incorporates ICT through an educational video on the content of
Fluid Mechanics, which is then used as a class discussion to brain storm the students
understanding of the topic. According to Mujumdar (2006), there are many benefits of
implementing ICT and web based tools as it significantly increases motivation, the learning
culture and engagement in educational contexts.

In the Pre- lesson plan, students are then grouped into numbers of three for the group activity
after familiarizing themselves with Google Slides. In the activity, students use resources such
as their textbook or the internet to design a fitness program suited to the vignette. In standard
3.3 of the APTS, it is suggested that teachers use teaching strategies to support colleagues
and apply effective teaching, which is implemented within the pre-lesson plan through the
group work activity. Students also benefit from groupwork as studies claim that the exchange
of ideas within social support and group work, not only increases the motivation of students
but also promotes critical thinking through collaborative learning (Veach & Gladding, 2006).
Social support such as collaborative learning is another key feature in the Quality Learning
Environment Element of the Quality Teaching Model Framework, which was also considered
in designing the lesson plan.

Finally, both lessons conclude with the teacher summarising the content, revisiting the
learning intentions of the lesson and clarifying any questions about the assessment task. It is
important to clarify any questions about the assessment task to provide future learning and
ensure that the students are able to progress from the feedback (Crichton & McDaid, 2015).
By providing feedback and revisiting the learning intentions, the lesson plan aims to cover
standard 5.2, Provide feedback to students on their learning, of the APTS. The quality
Teaching Element of significance is also touched on as students are able to make a
connection between the subject and learning areas through Knowledge Integration.
 References:

Australian Institute for Teaching and School Leadership (AITSL), (2014). Retrieved August
17, 2016, from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Bevan De Vries (2016). Lesson Plan Analysis. Designing Teaching Learning. 102086.

Crichton, Hazel, and Ann McDaid. "Learning Intentions And Success Criteria: Learners' And
Teachers' Views". The Curriculum Journal 27.2 (2015): 190-203. Web.

"Google Slides - Create And Edit Presentations Online, For Free.". Google.com.au. N.p.,
2017. Web. 20 Mar. 2017.

Hattie J & Timperley H. The Power of Feedback. Review of Educational Research, 2007
77:81.

Ladwig, J & Gore,J, (2009). A classroom practice guide. Quality Teaching in NSW public
schools. State of NSW, Department of Education and Training Professional Support and
Curriculum Directorate.

Majumdar, S. (2006). Emerging Trends in ICT for Education & Training. Enhancing
Teaching and Facilitating Learning Using ICT.

McTighe, J & Wiggins, G. "Understanding By Design (2Nd Edition). Grant Wiggins And Jay
Mctighe". TESOL Quarterly 42.1 (2008): 162-165. Web.

Pintrich Paul R & Schunk, Dale H. "Self-Regulated Learning: The Educational Legacy Of
Paul R. Pintrich". Educational Psychologist 40.2 (2005): 85-94. Web.

Razzouk, Nabil Y. "Analysis In Teaching With Cases: A Revisit To Blooms Taxonomy Of

Learning Objectives". College Teaching Methods & Styles Journal (CTMS) 4.1 (2011): 49.
Web.

Richland, Lindsey Engle, and Nina Simms. "Analogy, Higher Order Thinking, And
Education". Wiley Interdisciplinary Reviews: Cognitive Science 6.2 (2015): 177-192. Web

Veach, Laura J., and Samuel T. Gladding. "Using Creative Group Techniques In High
Schools". The Journal for Specialists in Group Work 32.1 (2006): 71-81. Web.
 Appendices

Appendix A: Scope and Sequence

Appendix B: Concept Map
Appendix C: Assessment Handbook
Appendix D: Glossary Terms
 Appendix A: Scope and Sequence

Course Term 1 Term 2 Term 3 Term 4

Preliminary Topic: Topic: Topic: Students start
8.1 Better Health for First Aid 8.2 Body in Motion the HSC course
Individuals (30% course P6 ( 30% course time) in Topic:
time ) P12 The Health of
P15 Syllabus outcomes: young People
P16 P7 (20% course
P8 time)
Syllabus outcomes: Duration: P9
4 weeks P10 Syllabus
P1 P11 outcomes:
P2 Topic: Fitness P16 this term.
P3 Choices P17 Duration in
P4 (20% course time) weeks and
P5 hours: 10
P6 Duration in weeks weeks
P15 Fitness Choices: and hours:
P16 P5
P6 8 weeks
P10
Duration in weeks and P15
hours: P16
P17
8 weeks Duration in weeks
and hours:
Topic:
8.3 First Aid 6 weeks
(20 % course time)

2 weeks

Course Term 4 (year 11) Term 1 Term 2 Term 3

HSC Topic: Topic: Topic: Revision
Factors Affecting Improving Health Priorities in
Performance Performance Australia
(30% course time) (20% course time) (30% course time)

Syllabus outcomes: Syllabus outcomes:

Syllabus outcomes: H1
H7 H7 H2
H8 H8 H3
H9 H9 H4
H10 H10 H5
H11 H16 H14
H16 H17 H15
H17 H16
Duration in weeks and Duration in weeks Duration in weeks
hours: 10 and hours: 10 and hours: 10
Appendix B: Concept Map

Body In Motion

How do the
musculoskeletal and What is the relationship
cardiorespiratory systems between physical fitness, How do biomechanical
of the body influence and training and movement principles influence movement?
respond to movement? efficiency?

health- related
muscular system
components of motion
physical fitness

skeletal system skill-related

components of balane and stability
physical fitness

respiratory system
aerobic and anaerobic
training fluid mechanics

circulatory system immediate

physiological force
responses to training
 Appendix C: Assessment handbook

Assessment Total % My Marks My Rank

Research Report 30%
Prac Exam 20%
Theory Exam 20%
Video analysis/ fitness 30%
program

Course Structure
Core 1 Unit 1: Better Health for Individuals. This compulsory module examines the meanings
of health, the perceptions individuals have about health and the range of factors and
behaviours that influence health. Students are introduced to health promotion and
investigate approaches and strategies that can assist individuals to achieve better
health.

Core 2 Unit 2: First Aid. This option module addresses the need for a well-rehearsed,
established routine in the delivery of first aid. In this module, students engage in the
investigation and practical application of the major assessment and management
techniques for the types of injury and medical conditions that require first aid attention.
They explore the cause and symptoms of these main injuries and medical conditions.
Students also explore the ethical arguments associated with the delivery of first aid

Core 3 Unit 3: Fitness Choices. This option module examines the exercise options that are
available to meet the varying fitness needs of individuals. In this module, students
investigate what exercise means to different people and the factors that influence
exercise choices. As a major focus of this module, students experience a range of
exercise options and evaluate the ability of each to meet individual fitness needs

Core 4 Unit 4: Body In Motion. This compulsory module examines the scientific foundations of
human movement. In this module, students explore how the body moves and why it
moves in particular ways. Students focus on the relationships between anatomy,
physiology, fitness, biomechanics and efficient human movement.
Appendix D: Glossary terms
Blooms Taxonomy Verb List found on: http://www.cbv.ns.ca/sstudies/links/learn/1414.html

Knowledge Comprehension Application Analysis Synthesis Evaluation

Cite Add Acquire Analyze Abstract Appraise
Define Approximate Adapt Audit Animate Assess
Describe Articulate Allocate Blueprint Arrange Compare
Draw Associate Alphabetize Breadboard Assemble Conclude
Enumerate Characterize Apply Break down Budget Contrast
Identify Clarify Ascertain Characterize Categorize Counsel
Index Classify Assign Classify Code Criticize
Indicate Compare Attain Compare Combine Critique
Label Compute Avoid Confirm Compile Defend
List Contrast Back up Contrast Compose Determine
Match Convert Calculate Correlate Construct Discriminate
Meet Defend Capture Detect Cope Estimate
Name Describe Change Diagnose Correspond Evaluate
Outline Detail Classify Diagram Create Explain
Point Differentiate Complete Differentiate cultivate Grade
Quote Discuss Compute Discriminate Debug Hire
Read Distinguish Construct Dissect Depict Interpret
Recall Elaborate Customize Distinguish Design Judge
Recite Estimate Demonstrate Document Develop Justify
Recognize Example Depreciate Ensure Devise Measure
Record Explain Derive Examine Dictate Predict
Repeat Express Determine Explain Enhance Prescribe
Reproduce Extend Diminish Explore Explain Rank
Review Extrapolate Discover Figure out Facilitate Rate
Select Factor Draw File Format Recommend
State Generalize Employ Group Formulate Release
Study Give Examine Identify Generalize Select
Tabulate Infer Exercise Illustrate Generate Summarize
Trace Interact Explore Infer Handle Support
Write Interpolate Expose Interrupt Import Test
Interpret Express Inventory Improve Validate
Observe Factor Investigate Incorporate Verify
Paraphrase Figure Layout Integrate
Picture Graph Manage Interface
graphically
Predict Handle Maximize Join
Review Illustrate Minimize Lecture
Rewrite Interconvert Optimize Model
Subtract Investigate Order Modify
Summarize Manipulate Outline Network
Translate Modify Point out Organize
Knowledge Comprehension Application Analysis Synthesis Evaluation
Visualize Operate Prioritize Outline
Personalize Proofread Overhaul
 Plot Query Plan
Practice Relate Portray
Predict Select Prepare
Prepare Separate Prescribe
Price Size p Produce
Process Subdivide Program
Produce Train Rearrange
Project Transform Reconstruct
Provide Relate
Relate Reorganize
Round off Revise
Sequence Rewrite
Show Specify
Simulate Summarize
Sketch Write
Solve
Subscribe
Tabulate
Transcribe
Translate
Use