Ivana Nikitovic 17765161

PDHPE Lesson Plan

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: Majority of the content is reasonably deep and focuses on key areas revolving
5 around the lesson. This follows through into the lesson which allows students to get
involved socially seeing it is there first class and familiarise themselves with key concepts

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Students would just be exploring relationships playing games. There is no real
5 task to show if students can understand what the unit of work is about, some mention is
made about solving problems.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: The lesson involves communication between students and the teacher and are
5 all open to question. It also involves knowledge being socially constructed and not treated
as only a fact or statement.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Lesson plan involves more so lower order thinking, students are engaging with
5 information from simple facts. There are no signs of students having to manipulate
information and create any type of new meaning.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Low metalanguage is used as students are not exposed to particular texts from
5 the teacher which involve looking at language and symbols. There are so signs or
comparing and contrasting information and focusing on specific language.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: There is some levels of substantive communication but high levels of
5 interaction between students about the substance of the lesson. Understanding is evident in
a game sense and the interaction is reciprocal,

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Only minimal statements are made on the amount of work that should be
5 complete. Majority of the lesson is playing games but has some work regarding asking
questions about what students want to know in relation to content being taught seeing it is
there first lesson.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: High engagement is revolved around the class as all students are involved
5 playing games. Also, asking questions and putting in a box and showing initiative allows
students to stay on task and peruse the substance of the class without feeling embarrassed.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: There is a minimal amount of high expectations set out. States that students can
5 help in making rules for the class, but the teacher does not state classroom expectations.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Teacher encourages for all students to have a strong social support network.
5 High student support by engaging in working together and expression includes all students
to have an equal opportunity in learning.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: There is so sign no poor student self- regulation, smoothly run and the teacher
5 does not need to spend time discipling students as all students are engage in class activity
which demonstrates autonomy in relation to their behaviour.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Low student direction, as all the activities are set by the teacher and timing is
5 set by the teacher. Students control some aspects of the lesson by having a choice of who to
partner up with during activities but low exercising control over class activities.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students background knowledge is only briefly mentioned as the teacher only
5 plays one game that refers to students talking about previous school background. Only
some connection is made to students back ground which is incorporated in a game.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Substantial cultural and values are recognised within the lesson as students are
5 in multiple social groups whilst getting to know each other in a game sense and adopted
into a game. This allows for the teacher to distinguish characteristics such as age, gender,
language and ethnicity

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Low Knowledge integration is identified as there is some but limited amounts
5 of information integrated involving themes or topics that require substantial knowledge.
There are some connections made towards the topic area but minimal knowledge
integration.

3.4 Inclusivity
1–2–3–4– Comments: High inclusivity is evident in the lesson plan as all the students are getting
5 involved at some point. This allows for limitation of any type of discrimination and
negative talk; all students are socially interacting in accordance to the topic.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Connectedness is high in the lesson plan as there is value beyond school which
5 students can use in their everyday life. What students learn in their class adds meaning in
their lifestyle as they can adopt that information and transfer it when they are in the
community.

3.6 Narrative
1–2–3–4– Comments: Limited amounts of narrative in the lesson plan as there is limited story writing
5 involved or storytelling. Personal stories could have been beneficial to allow students to
interact with one another and share stories.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Student direction 2) Background Knowledge
3) Knowledge Integration 4) High expectations

Topic area: “Connecting with
others” – (Getting to Know
You)
Date: XX/YY/ZZ
Time: 60 minutes
Outcomes
Outcome 4.1 – A student
describes and analyses the
influences on a sense of self.
Outcome 4.2 – A student
identifies and selects
strategies that enhance their
ability to cope and feel
supported.
Outcome 4.11 – selects and
uses communication skills
and strategies clearly and
coherently in a range of new
and challenging situations.
Outcome 4.4- A student
demonstrates and refines
movement skills in a range of
contexts and environments
Life Skills
LS.1 – A student recognises
the personal characteristics
and needs that make them
similar to others yet unique.
LS.5 – A student uses
appropriate behaviours in
social situations.
LS.7 – A student uses
appropriate strategies to
initiate and manage
relationships.
Lesson Plan
Stage of Learner: 4, Year 7 Syllabus Pages:
Location Booked: Classroom Lesson Number: 1/3
Total Number of students: 30 Printing/preparation:
30 x Bingo cards
Assessment Students learn Students learn to
about
Lesson assessment 4.1 – a sense of self 4.1 – explore the influence
Prior – being the same as of who I am, who I relate to
knowledge/skills and different from and what I can do on a
-Teacher to observe others sense of self
student 4.2 – Interpersonal 4.4- Practice and refine
abilities/interactions communication fundamental and
during the lesson. - the qualities of specialised movement skills
-Teacher to analyse effective in predictable and dynamic
what students communication. learning environments.
already know from 4.4- Aspect of
previous knowledge movement skill
Informal development
assessment - -Body control and LS.1 – recognise similar
Ongoing observation awareness characteristics of students
of student input LS.1 within the class group, e.g.
towards activities - how people are feelings, interests and
Summative similar to each other abilities
assessment - - the needs people LS.5 – demonstrate
Assessment task have in common behaviours that are socially
“My Influences” due - how people are appropriate in a range of
at the end of the different from each situations
term. other - use good manners, eg when
- what makes people eating, asking for assistance
unique
LS.5 – behaviour LS.7 – demonstrate the skills
that is appropriate in to initiate relationships
a range of situations
LS.7 – initiating
relationships
 Time Teaching and learning actions
5 Introduction
As this is the first HPE lesson for the students the teacher is entering the class with three
initial objectives:
1. To introduce them-self to the students and address what we hope to achieve over the
coming year. This will involve a demonstration of the scope and sequence for year 7 (see
appendix A) which includes the layout of each unit and assessment task students will
complete for each term.
2. To identify the background knowledge and understandings which students have
previously attained. This second objective is specific to each unit of work as new skills
are introduced and developed; hence in this unit background knowledge circulates around
student relationships and helping build connections between new peers.
3. Every class/classroom activity needs to ensure all students are given equal opportunity to
be included, for students to feel safe, and to have an element of fun within the lesson. This
can be achieved through various pedagogical approaches which address a variety of
students learning needs. Examples are group work, audio-visual learning, comprehension
and integration of ICT learning mediums (as seen in appendix B).

Communicate to the student’s high expectations that are to be incorporated in the classroom
environment and what they are expected to do. Explain to them how this year they will be
mastering work that will be challenging and to challenge themselves to see what they are
capable of doing. This will emphasise to students to aim high and have a desire to do so.

After explaining (in summary) these three points to students, the teacher will then state that:

“While this unit will be enjoyable, there will be some topics that we cover that may make you
uncomfortable, embarrassed, or may spark a question that you don’t wish to share with the
class.”
“Because this can happen, we have created a “Question Box” which can be used by placing
an anonymous (or named) question, suggestion or any other kind of feedback on a piece of
paper. This is to help ensure that you feel like this is a safe environment where all of your
question’s – no matter how long or short, simple or difficult they are - can be heard as long as
they are appropriate to the conversation. Alternatively, you may stick your hand up if you
have a question at any point during the class. The question box will be located next to the
door and is available every lesson in our classroom or between class times too at the HPE
staff room. It is also worth noting that the door is our primary fire exit in the event of an
emergency so cannot be blocked at any time. Remember, chances are if you are thinking of
asking the question, then someone else is too.”

Ask if there are “Any questions?” at this stage.

12 Introduction activities (Explore)
Ice breakers:
2 truths, 1 lie (Allow students to become to teacher)
-Students begin by pulling out a spare piece of paper and a pen.
- Students are given a sheet of paper which contains a list of facts and myths about
the human body for example how many bones there are in the human? Or how far one

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 can see with their eyes?
- Students are to pair with each other and attempt to identify which of these points are
true and which of these are lies.
- For every fact they guess correctly they get one point.
- The pair with the most amount of points at the end of the game win the game.
They are to write down three facts about themselves – however two must be true and
one must be a lie.
- The teacher should provide an example about themselves which students are to guess:

e.g. I teach HPE at this school (truth)

I enjoy participating in sport (truth)
I have competed at the Olympics (lie)
- Students are to write their three “facts” down and partner up with another student
nearby.
- Students take turns to read out their three “facts” and guess which of the three their lie
is. They may also stand up, move around, and repeat this process with other
students too.
-
25 Do You Know Bingo
This game has been adapted from the idea “human bingo” as described in McDonald (2010).
- Students receive a bingo card (see resource 1 below) with a 4x4 grid of information which
students could have in common with each other.
- The aim of the game is to walk around and meet other students, asking them if they share
one of the same boxes in common (as found on the bingo card). (Remind students to
tuck in their chair’s)
- If students have the same thing in common as listed on the card, then they place each-
others names down for ONE of those categories only and continue to search for other
students with things in common.
- This game has two challenges – first is to list up to four names in a row (up, down or
diagonal) then second is to finish the sheet with a different students name in each box.

Find a word:

-Students are to work on a find a word which will incorporate words from every day life
words, PDHPE words they would have seen in primary school year 6 since it is there first
PDHPE lesson in year 7. This will familiarise the students with what they prior knowledge
and what they already know. Also, incorporating words they will be seeing this year and what
topics we will be studying.

-Following this will be questions involving the words they found in the find a word, the last
question of the find a word will be to write down a personal experience they have gone
through and share it with the person they are sitting next to.

- The aim of the activity is to recap the memory of the students from what they have already
been taught as well as every day knowledge, words they would come across outside of school
and some new words they will be taught this year. This will aid the students in familiarising
themselves with what the subjects involves and the content they will be covering. The

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 questions will allow students to make connection between knowledge and experiences.

45 Introduce a partner
Students find a partner (group of three is fine if there are uneven numbers) with something in
common from the previous game and take a seat together. Students have the directive to ask
what type of questions they please, the teacher can be a by stander for this task.
Let students know:
“You will get a few minutes to find out a bit more about your partners before introducing
them to the class.”
Students are then given three minutes to have a brief chat about each-other.
- The students name.

Example questions may include, favourite food, favourite sport, what they like to do on
weekends.

- Their previous primary school.

- One thing from either the “bingo card” they have in common (or at least one fact if
nothing in common).

55 Set the tone:

After having met their classmates and completing introductions, the teacher is to direct
student’s attention towards the board.
The teacher is to write up on the board “Classroom Rules and standards” and direct
students towards this statement.
Teacher states:
“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set of rules
and standards that can be used for our class for the year. If you have a point, then please
share it and I’ll scribe it up on the board. Alternatively, there is also the “Question Box”
available if you would like to drop an anonymous piece of feedback or suggestion also.”
Accordingly, students are given a chance to set the rules for the class and to come up with
consequences for student misbehaviour. Students are encouraged to take notes related to this.
Teacher to facilitate discussion and ensure fair and equal input occurs.
An important part of this process is allowing the students the freedom to assist with setting
the rules and consequences as it encourages positive social interactions to occur (Board of
Studies, 2003b).
As this is the case, the teacher will have a prepared list of rules for reference (see resource 2
below), though will avoid referring to them to allow this task to be student directed. At the
end of the lesson, the entire class will be encouraged to engage in a class discussion as to

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 why they believe rules and consequences matter in the classroom and whether there is a need
for them in the classroom (this allows students to continue to interact with each other whilst
sharing apposing opinions and judgments.)
After this process, the teacher states:
“Thank you very much for your input. I will ensure these rules are checked over and
available for the next lesson, along with any additional rules or standards we may have
missed. Before the next lesson I would like you to think through what we discussed and any
notes you’ve taken about the rules and standards for next weeks’ discussion. Don’t forget to
bring a workbook (exercise book) if you haven’t already.”
60 Remember my name
Students stand up, spread out around the room and pass the ball to each other.
At the start, when students catch the ball they state their name.
As students become more familiar with the game and each-others names, the rules can be
changed so that students are calling the name of the person they are passing to. As an added
challenge to this game students can throw and catch the ball with one hand only, whilst also
attempting to remember names of other students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
Identifying Within each activity of this lesson the teacher is able to observe student
characteristics of self
interactions. This can be useful for revealing prior knowledge as it is anticipated
and others that some students may already know each-other while others may not. The final
activity “Remember My Name” provides a pre-emptory view of students basic
sporting ability which can be translated to the practical aspects of HPE.
Allowing the students to become the teacher and make the rules of the game, this
means students taking control and responsibility of how they play.
Relating to others The group activities throughout this lesson are able to reveal: a. how students
interact one-to-one with their peers and b. how students respond to the teacher
during class discussion. Observations about attitudes, values and ability of
students to relate to others can be made during both formal and teacher and
student directed discussion/activity times.
Communication skills As this will be the first time the teacher and students meet in a classroom setting,
communication is vital to this lesson. The majority of activities in this lesson are
student centred which grants more room for teacher observation.

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Reflection:

Student Direction:
In the initial lesson plan in the task ‘introduce a partner’ students were required to follow the

directions of the teacher and adhere to rules of the game set by the teacher. As a way to grant

students more directive and choice within this task, students were given the opportunity to come up

with there own questions to ask each other. This allows students to take control and direct where the

lesson for that particular task is going. Ryu and Lombardi (2015) highlight engagement is defined

as meaningful changes which integrates students to play relative positions within the class and

draws relationships between students. This allows students to become independent and make

substantial decisions on timing of games, rules and pace of activities. Considering this is there first

PDHPE lesson, it is beneficial for students to make these decisions collectively to familiarise

themselves with one another and create a positive respectful relationship within the learning

environment. Therefore, students will also be able to use these tools from the class and adapt them

in there outside of school relationships.

Background Knowledge:
The original lesson plan lacked background knowledge and there were no real relations or games

that incorporated background knowledge for students to relate to in some way since they are in year

7 and just starting high school. A ‘find a word’ task is added into the lesson which incorporates

words they hear every day in relation to PDHPE, new words they will learn and also PDHPE words

they would have studied prior in year 6 to refresh their memory. This allows students to have an

idea of what they will be learning about and how this is built on from what they already have been

taught. Furthermore, the activity permits students to feel comfortable in there first lesson and gain

some knowledge about what PDHPE as a whole incorporates. Muijs and Reynolds (2017)

emphasise that background knowledge and understanding are dependent on teaching, focusing on

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concepts and making connections to pupils prior learning is essential to add effectiveness from

background knowledge in the class as a whole. The original lesson only focused on the teacher

making decisions, limited background knowledge was incorporated. Therefore, by making

connections to background knowledge of what students already know and what they will be

learning creates further questions that may arise in the class for class discussion as a whole in

relation to PDHPE. This allows for students to learn of one another.

Knowledge Integration:

Within the above lesson plan, it was evident that there was some mention about knowledge

integration but not enough. The above lesson was altered in a way to involve knowledge

integration. Within the introduction activity, some of the ice breaker game ‘two truths and one lie’

stayed the same and some parts were added to enforce knowledge integration from the Quality

Teaching Framework. Originally, students were to write down two truths and one lie about

themselves, however, this was altered by incorporating knowledge integration which means

addressing connections between subjects and other topics. This was done by listing myths and facts

about the human body for example, how many bones are in the human body? or how far can one

see with their eyes? This allows students to enjoy playing ice breaker games to not only socially

make each other feel comfortable but to make the learning environment friendly for one another to

learn in. Honey and Pearson (2014) illustrates that knowledge integration enhances motivation for

learning and this improves students interest, achievements attention skills. This will allow for a

greater study space as connections are made from various topics, subjects and themes.

High Expectations:

Within the lesson there was limited mention on high expectations from students, this also means

students do not have the bar set to what is expected from them and at what level they should be

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thinking. Considering this is there first lesson, they are starting high school are in in year 7, high

expectations must be incorporated into the lesson for students to aim high and think outside the

box. According to the quality teaching framework students are encouraged to recognise for taking

risks in learning. One of the lessons were altered, the task ‘set the tone’ students are given the

chance as part of making rules in the class, to come up with consequences for student misbehaviour.

At the end of the lesson, the entire class will be encouraged to engage in a class discussion as to

why they believe rules and consequences matter in the classroom and whether there is a need for

them in the classroom and in games (this allows students to continue to interact with each other

whilst sharing apposing opinions and judgments.). Liou et al (2016) highlights high expectations

involve understanding with how students learn within the learning space with various techniques

allows for positive self- concept in academic learning and socially with one another Furthermore,

high expectations are set for students to think outside the box, they look at rule setting from

multiple perspectives and have to justify their opinion. For example, a game that can relate to this

as highlighted above is for the students to throw a ball with one hand and catch the ball with one

hand.

Word count: 2109

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Reference List:

Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K-12 education: Status,

prospects, and an agenda for research. Washington, DC: National Academies Press.

Liou, D. D., Marsh, T. E., & Antrop-Gonzalez, R. (2016). The Spatiality of Schooling: A quest for equitable

classrooms and high expectations for low-income students of color. InterActions: UCLA Journal of Education

and Information Studies, 12(2).

Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage.

Ryan, A. M., Kuusinen, C. M., & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher

self-efficacy that varies between elementary and middle school teachers and is associated with observed

classroom quality. Contemporary Educational Psychology, 41, 147-156.

URL:

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