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SCHOOL OF EDUCATION
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)
Year Level: 7 Time: 45 minutes Date:
26.02.2019
Learning Area: Health & Physical Education
Strand: Movement and Physical Activity (MPA)
Sub-strand: Moving Our Body (MB), Understanding
Movement (UM)
Content Descriptor:
 Practise, apply and transfer movement concepts
and strategies with and without
equipment ACPMP082
 Participate in physical activities
that develop health-related and skill-related
fitness components, and create and monitor
personal fitness plans ACPMP083
Focus Areas:
Games and Sport (GS), Challenge and Adventure
Activities (CAA), Lifelong Physical Activities (LLPA),
Rhythmic and Expressive Movement Activities (RE),
Health Benefits of Physical Activity (HBPA)
LESSON PLAN EDUC2111
ASSESSMENT 1
Students’ Prior Knowledge:
Theory
 What gymnastics is
 Why gymnastics is important
 How the 6 dominant movement patterns (DMP)
can be used in everyday life and what they are
 What a good warm up consists of
Practical
 Students can demonstrate and perform a forward
roll – understand to tuck chin to chest for safety
 Students are spatially aware of their surroundings
–can recognise where they are when moving with
an object or moving their body from one space to
another
 Students can demonstrate and adjust their FMS
to improve control – can transfer knowledge of
one skill into a different sport and slightly adjust it
to suit the new sport
Teacher’s Prior Preparation/Organisation:
 Ensure that mats are available and laid out prior
to students arriving for class
 Count students into pairs or threes for spotting
 Ensure students know where to go for warm up
stations – create cards for each station with a
picture and description with differentiation
 Have music organised and accessible for warm
up circuit
 Have cards prepared for each static and
handstand progression with some KTP’s and an
image
Provisions for Learner Diversity (G&T, SWD, EALD,
SAER)
Gifted and Talented
5 students – to cater for these students that are gifted
and talented they can be provided with more KTP’s
OR hold the static for longer OR assist another student
(such as an EALD student) to learn the
static/progression
Students with Disabilities
N/A

English Additional Language Dialogue

Equipment List
 1x single mat per student or 3x floor mats
with 10x single mats
 Wall space available for students
 4x skipping ropes
 1x bench (or steps if bench is unavailable)
 1x phone with music downloaded and ready
to play
 1x speaker (if available) - if speaker is
available, make sure there is an aux cord to
plug phone into
3 students – these students must be provided with a
clear demonstration of each static and progression.
Students can be paired up to work together and
communicate in their own language OR can be put
with a gifted and talented student who can help them
to grasp the concept
Students at Educational Risk
4 students – providing basic and simplified visual and
verbal demonstrations for the students who are
struggling can help them to gain an understanding,
these students could also be paired with the gifted
and talented to get a student’s perspective and
understanding instead of always from the teacher’s
perspective

Whole Class
General negative attitude towards HPE so have to be
very motivating and engaging for students to keep
them on task

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative behaviou competence understanding
thinking r
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement Sustainability
histories and cultures with Asia
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 At the beginning of the lesson, students will RECAP what the 6 DMP’S are and why they are important and
the importance of a WARM UP
 By the end of the lesson students will be able to EXPLAIN what a STATIC is and the different static positions
 Throughout the lesson, students will be able to DEMONSTRATE the progressions of a HANDSTAND
LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:

Assessment of Lesson Objectives

 Were the objectives of the lesson met?
 To assess the students’ knowledge of statics they will recite their answer to a partner, before the whole class
review at the end of the lesson where answers will be shared.
 To assess the students understanding of DMP’s and a warm up, students will be asked at the start of the
lesson to get into groups and talk about the 6 DMP’s and why a warm up is important and then share their
answers with the class.
 To see the students’ development and understanding of a handstand they will move from progression to
progression and be able to recall some of the KTP’s.

Suggestions for Improvement

 Create a cheat sheet – name of each static and KTP’s but have blanks for students to fill in at the end of the
lesson
 Set up a circuit like lesson where each station is a new progression and students can move through them at
their own pace

Teacher self-reflection and self-evaluation:

 By adding music in the warm up, did it motivate students more and encourage them?
  What worked well throughout the lesson?
 If I was to take this lesson again what would I change?
 Did I position myself in the right places during the lesson?
 Was the feedback and information I gave students targeted at the right level or could I have been more
specific or more basic depending on the students’ ability?

LESSON PROGRESSION
Motivation and Introduction:
Time
Motivation

How will you gain the students’ attention, engage the interest of the students and introduce the
concept(s)?
 Use music during the warm up to get the students moving and engaged
 Walk around and provide feedback and help students to improve techniques during the warm up
 Count down the last 5 seconds at each warm up station to push students as there is such a short
time left
 Progress through each static relatively fast to keep students from getting distracted and losing
focus or trying to perform the skill incorrectly
 Conclude with a small competition that includes all students as a fun way to end the lesson

9.00a
m
2 mins Introduction

Recap from last week

 In groups of 3 – 4 students, recap the 6 DMP’s and why they are important
 Statics
 Springs
 Landings
 Locomotion
 Rotation
 Swing
1 min  Important – DMP’s are building blocks for more complex skills that relate to efficient
movement and can be carried over from one skill to the next.
 In the same group of 3 – 4 students, address why a warm up is important
 A warm up prepares the body and mind for the activities that will follow in the training
session and minimise the risk on injury
1 min  It should involve everyone, be quick and easy to organise, maintain enthusiasm and be
fun and challenging

Today’s Lesson we will cover;

 What is a static?
 Applying statics to a handstand
 For a handstand we need strength and flexibility – what body parts/muscles do we use?
9.04a Student Organisation
m Resources/Equipment
(Individual task structure,
6 mins differentiation)
LEST
L – In groups of 3 – 4
students
E – 4x skipping ropes, 1x
bench, 13x cones
S – half of the gymnasium
area, stations set up in a
square formation
T – 45 seconds at each
station, 15 seconds rest
WARM UP
DIFFERENTIATION
Skipping
Beginner – Slow
skips
Intermediate –
Quick skips
Advanced – Double skips
High Knees
Lesson Content Class Organisation
(Content & KTP)
(Position of teacher/students,
setup/working area/grids for
GENERAL OBSERVATION
class, transitions)
Students are to partake in an endurance
circuit that consists of 8 stations. Each Equipment
station will last for 30 seconds with a 15
4x Skipping ropes
second rest in between stations.
1x Bench (or steps if bench is
Stations; unavailable)
 Skipping 13x Cones
 High knees
 Agility sprints 1x Phone with music
 Plank downloaded and ready to play
 Squats 1x Speaker (if available) - if
 Star jumps speaker is available, make sure
 Step ups there is an aux cord to plug
 Sit ups phone into
Resources Needed
By completing this warm up it activates
and prepares the relevant muscles and Warm up cards
body parts that are used in a handstand.
It physically prepares students to help
them apply the progressions to a
handstand.

Agility Sprints

Diagram

Plank
Beginner – Normal plank
(on elbows)
Intermediate –
Straight arm
plank
Advanced – Side plank
Squats
Beginner –
Regular squat Teacher to constantly move
around to different stations
Intermediate – Jump squat remaining on the outside of the
Advanced – Jump and 180 circuit to keep an eye on all
turn squat stations at all times

Provide motivation and

 Bridging organization
9.10a
m Get students to collect all the equipment that is at their station from the warm
1 min up and put it up the front
Students are then to sit down on a mat and stretch which is led by the teacher as
statics are explained (1x student per mat)
LEST
L – individual activity
E – 1x mat per student
9.11a S – 1x mat spaced 1m away
m from another mat
16
T – ~1 - 2 minutes per
mins static
STATIC DIFFERENTIATIONS
Stand with Good Posture
Easier – stand against a
wall
Front Support
Easier – knees down,
against a bench
Harder – feet elevated
Back Support
Easier – bend your knees
Harder – lift hips higher,
point toes
Stork Stand
Easier – one hand to
balance
Harder – close your eyes
Tuck Sit
Easier – flat feet on ground
Harder – rock back and
forth/side to side and keep
tight position
V-Sit
Easier – hands down
Harder – no hands/hands
in front
Shoulder Stand
Easier – Hands behind back
and elbows on ground to
support body
Stage 2 Body of lesson
Equipment
Stretches – hold each stretch for 15 – 20 1x mat per student
seconds. Wall space available for
 Quads students
 Hamstrings Resources Needed
 Calves
 Triceps Gymnastics week 2 notes
 Biceps
 Back
 Stomach
 Neck
 Shoulders
*WHILST STRETCHING GO THROUGH
WHAT A STATIC IS AND THE STATICS
THAT WILL BE COVERED*
What is a static?
A static is a “held” or “still” position in
gymnastics that is kept for 5 seconds
It can be divided into three categories;
 Balances – using a small base of Diagram
support
 Supports – shoulders above the
apparatus
 Hangs – shoulders below the
apparatus
Statics that will be covered today are;
 Standing with good posture
 Front support
 Back support
 Stork stand
Teaching Notes
 Tuck sit
Teacher to constantly move
 V-sit
around to different students
 Shoulder stand
remaining on the outside of the
 Front scale
mats to keep an eye on all
stations at all times. If some
Practice – Provide a demonstration with
students have done gymnastics
verbal KTP’s for each static. Make sure to
before, get them to go around
hold each static for 5 seconds.
and spot for people or to assist
people with the static and have
Key Teaching Points
the teacher remain up the front
Stand with good posture
to be able to keep an eye on all
 Feet together
the students easier.
 Squeeze bottom

Harder – Roll in to and out
of shoulder stand
Front Scale
Easier – hold onto
something in front, lean
towards a wall
Harder – lean forwards
more, eyes closed
Bridging organization
9.27a
m Students are then prompted to stretch out muscles again before moving on to applying statics to a
1 min handstand (individual stretch)
Stay on same mat
LEST
L – individual activity (can
be in pairs as progressions
move on depending on
student’s ability)
E – 1x mat per student
S – 1x mat spaced 1m away
from another mat
T – 1 min per progression
PROGRESSION
DIFFERENTIATION
Tuck Sit
9.28a Easier – flat feet on ground
 Shoulders back Provide motivation and
 Arms by side encouragement
Front support
 Shoulders over hands Count 5 seconds out loud when
 Chest in students are holding the static
 Bottom down
 Legs straight
 Feet together
Back support
 Hips up
 Legs straight
 Feet together
Stork stand
 Big toe on one knee
 Base leg straight
Tuck sit
 Knees up
 One hand on each leg
 Feet together
 Feet close to bottom
 Straight back
V – sit
 Arms back
 Legs straight at 45
Shoulder stand
 Laying on back
 Feet, knees and hips in a straight
line
 Holding onto your hips
Front scale
 Bottom leg a little bit bent
 Leg behind you and straight
 Hips and shoulders square
Stage 2 Body of lesson
Equipment
Students will now be applying the basic 1x mat per student
statics to a handstand. Progressions that Wall space available for
will be covered are; students
 Tuck sit Resources Needed
 Front support
 Bunny hop Gymnastics week 2 notes
 Tuck handstand
 Scorpion
 Half handstand
 Full handstand
*STUDENTS STRETCHING WHILST
PROGRESSIONS ARE BEING NAMED*

m Harder – rock back and
7 mins forth/side to side and keep
tight position
Front Support
Easier – knees down,
against a bench
Harder – feet elevated
Bunny Hop
Easier – Bear walk then
kick up
Harder – try to hold
yourself in the air
Tuck Handstand
Easier – Against a wall,
have a spotter
Harder – Hold position for
5 seconds, stay more
vertical
Scorpion
Half Handstand
Easier – Against a wall,
spotter to hold one leg up
Harder – Swap the raised
leg over every 3 seconds
Full Handstand
Easier – Crawl up a wall,
against a wall
Harder – Hold it still for as
long as possible, walking
handstand
Bridging organization
9.35
1 min Students are then prompted to stretch out muscles again before moving on to applying statics to a
handstand (individual stretch)
Stay on same mat
Applying to a handstand – A visual
Diagram
demonstration with verbal KTP’s is to be
provided for each progression. Students
are to attempt to hold each static for 5
seconds.
Tuck sit
 Knees up
 One hand on each leg
 Feet together
 Feet close to bottom
 Straight back
Front support
 Shoulders over hands Teaching Notes
 Chest in Teacher to constantly move
 Bottom down around to different students
 Legs straight remaining on the outside of the
 Feet together mats to keep an eye on all
Bunny hop stations at all times. If some
 Straight arms students have done gymnastics
 Two-feet take-off before, get them to go around
 Two-feet landing and spot for people or to assist
Tuck handstand people with the static and have
 Straight arms the teacher remain up the front
 Hips, shoulders and hands in to be able to keep an eye on all
straight line the students easier.
Scorpion
 One-foot take-off Provide motivation and
 One-foot, two-foot landing encouragement to all students
Half handstand
 One leg is 180 Call out to students and have
 Straight arms them demonstrate to you the
 One-foot take-off progression and then provide
feedback on what could they
 One-foot, two-foot landing
Full handstand change/improve and what they
 Feet, knees, hips, toes, arms, did really well
shoulders and back in a straight
line

LEST
L – Whole class activity,
however each student is
still participating
individually
9.36am
E – 1x mat per student
1 min
S – 1x mat to be spaced 1m
away from another mat
Stage 3: Conclusion
How will you draw the lesson ideas
together so that the students can
evaluate what they have learnt? How
will you prepare the students for the next
task?
Introduce Salutes/Presenting
KTPS:
 Chest out
 Back arched
Equipment
1x mat per student
Wall space available for
students
1x Phone with music
downloaded and ready to play
1x Speaker (if available) - if
speaker is available, make sure
there is an aux cord to plug
  Two-feet landing
T – varying depending on phone into
how long static is held  Girls: fingers spread out, middle
finger down, head up Resources Needed
9.37am  Boys: fingertips together, hands N/A
2 mins form a straight line out by your
side Diagram

Static Race
 Go through all the statics in a
random order
9.38am  Challenge students as to who
1 min can hold the static for the
longest
 Most aesthetic static
Handstand competition
 Best looking handstand
 Handstand held for the longest
Teaching Notes
Play music to motivate students
Students who drop the static
can then help judge whose
static looks the best or who
holds it for the longest
Students who fall out of the
handstand can then help judge
and encourage students who
are still in a handstand who can
last the longest

9.40am Bridging organization

2 mins All students are to pick up their mat and then row by row come up and place
their mat neatly on the trolley
Students are then to grab their water bottle and sit down in a group with
enough space to stretch
9.42am Lesson Closure: (Review lesson objectives with students)
3 mins *WHILST THE LESSON IS BEING RECAPPED MAKE SURE STUDENTS ARE STRETCHING WHISLT SITTING
DOWN*
What did we cover today?
 DMP’s – what are they?
 Warm up – why is it important?
 Statics – how long do you hold a static for? What statics did we do? What is 1
KTP of a specific static?
 Progressions of a handstand – applying the statics, what were the progressions? What was 2
KTP’s for a specific static?

*All equipment will be placed away by the teacher after the lesson has ended*
 Transition: (What needs to happen prior to the next lesson?)
Before the next lesson students need to;
 Revise and memorise the different statics
 Practice applying statics to the handstand progressions
 Update gymnastic notes
Assessment: (Were the lesson objectives met? How will these be judged?)
Lesson objectives met;
Objective 1 – Did students successfully recap the 6 DMP’s and why they are important and the
importance of a warm up?
Objective 2 – Could students explain what a static is and name the different statics we learnt today?
Objective 3 – Were students able to demonstrate some or all of the KTP’s of each progression applying
the statics to a handstand?
Overall lesson – Did the students fill out the worksheet?

Feedback for: Emm
Criteria
Clarify - Ask questions to help
you understand fully.
Are there aspects of the lesson
that you don’t believe you
understood?
 Ensure that you're clear about
what your feedback colleague
was trying to accomplish in
the lesson by asking some
questions or stating any
assumptions you've made.
o “I wasn’t sure if you
meant that students
will understand X, but
that’s what I assumed,
so now you can
understand where my
feedback is coming
from.”
Value - Say something kind
about what you have seen or
heard.
What did you see in the lesson
plan that you find to be particularly
impressive, innovative, strong, or
noteworthy?
 Valuing builds a supportive
culture of understanding and
will help your feedback
colleague identify strengths in
their work that they might not
have recognized.
 Valuing reminds your
feedback colleague of the
EDUC2111
Foundational Teaching Skills
Ladder of Feedback Guide for Lesson Plan Round
Table
Lesson Topic: Physical
Feedback from: Alice
education
Feedback Notes
ALICE
What would you do if two students are constantly misbehaving
DANI
If it’s a co-ed class, for activities that require group work will you keep
the boys and girls separate?
LUCY
What music?
What will you do with the equipment placed at the front? Desired area?
ALICE
I like how you set up the class before you start the class.
I like the techniques you used to encourage the class
I like how you have the students stretching when they are listening to
the teacher
I like how you have a competition for students encourages them to work
towards something
DANI
I like how you have the cards for the circuit and how they have pictures
on them so students can see what to do
The music is good for motivation
I like how you have considered where the teacher will stand
LUCY
 parts of his/her lesson that Putting high skilled students with weaker students
should be preserved when Adding competition
making improvements.
 Stressing the positive points
and offering honest
compliments sets a supportive
tone
Raise Questions & Concerns ALICE
What questions, issues, tensions, Would you have a playlist pre-made before class? To ensure that no
or concerns were raised for you inappropriate music comes on
within the lesson plan?
 Share your concerns, not as DANI
criticisms, but as honest If you’re stretching for 15-20 seconds for each stretch, it will take a long
thoughts and questions, not time to get through them all, maybe just stretch each for 10 seconds?
as absolute judgments of right
and wrong. LUCY
o "It might be interesting to Students with injuries?
explore . . .” Unchanged students?
o “I wonder what would
happen if . . .”
o "Perhaps you have
thought about this,
but . . .”
o “A question this raised for
me was . . .”
o “One of the things this got
me thinking about
was . . .”
o “Discussing the lesson
plan made me more
aware of the tension
between . . .?
o “A concern raised for me
was . . .”
Suggest ALICE
Do you have suggestions for Maybe have provisions for learner diversity for each activity rather just
refining the lesson plan, moving one overall
forward, or on how to address the With your diagrams maybe show where the teacher would stand
concerns you identified? Change the amount of students you have in the diagram
 Help your feedback colleague
make improvements by DANI
sharing your ideas on how You could maybe cut it down to only 3 KTP’s for each static so that its
he/she might refine or easier for the students to remember
advance the lesson.
 Suggestions can also be LUCY
forward looking by putting How will you ensure everyone’s involved?
forth ideas on where the Different competitions for different student skill levels so the same
lesson might go next. students are winning?
Thank
How has observing and giving
feedback enhanced your own
understanding of teaching and
learning?
 Tell your feedback colleague
what you have learned from
this experience.
 Share the questions and
issues you will take away to
think more about.
 “This lesson has made me
think more about how I
might...”
 500 WORD REFLECTION

Reflection is an ongoing and continuous process that further develops teacher’s knowledge about

their content and pedagogy (Killen, R., 2019). By participating in the round table conference session, it

showed the importance of receiving peer feedback as it provides an objective view and poses you with the

questions of “how”, “what” and “why” you do something (Killen, R., 2019). The round table conference

brought up issues I hadn’t thought of such as ‘What if two students are constantly misbehaving?’ It also

helped me to see what other peers do and how they plan their lessons for students.

I learnt that sharing experiences and ideas of what works and doesn’t work helps to improve

relationships with other peers and also maximises learning as responsibility is taken for your own

professional development (Killen, R., 2019). Hattie (2012) states that “the most powerful way of thinking

about a teacher’s role is for teachers to see themselves as evaluators of their effects on students.” This

statement creates self-awareness and pushes individuals to take note on how the lesson goes before, during

and after.

The reflective process has helped to develop communication skills with peers and has shown me

the importance of supporting others as it can also be productive to your own learning (Marsh, C., 2011).

This is due to sharing ideas which can help you to modify and tweak your own plan, as well as, learning new

strategies and ways of teaching students.

By providing feedback to peers it helps to develop an understanding of their own lesson planning

and can help them to improve their strategies as well as learning other strategies to test (Killen, R., 2019).

Providing feedback to peers also creates bonds between those peers which can lead to more confidence
and the sharing of content knowledge. This then creates more qualities of an effective teacher as the

teacher will go into the lesson knowing more about the subject – in this case gymnastics – and will be

confident about teaching it so there will be more interaction between the teacher and the students (Marsh,

C., 2011). This will then create better student-teacher relationships making students begin to enjoy the class

more (Marsh, C., 2011). By students creating a relationship with their teacher it will begin to shift their

attitude towards the class as they will want to do well for the teacher.

Overall, I think that the role of reflective practice in the teaching and learning style can create a

sense of self-efficacy for teachers and helps them develop throughout the learning process from a “novice

to an expert” (Killen, R, 2019). It helps to accept responsibility for your own development, to think and learn

for yourself as well as to see progress over your lessons from your first lesson to the present and also

looking forward to future lessons.

(469 words)

References

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.

Killen, R. (2014). Effective teaching strategies. Cengage Learning Australia. Retrieved from

http://www.ebrary.com.ipacez.nd.edu.au

Marsh, C. (2011). Becoming a teacher: knowledge, skills and issues. (6th edition). Australia; Pearson