Elizabeth Baxter 17220141

Secondary Curriculum 2 HPE

Assignment 1: Professional Task

Table of contents
1. Unit Outline
2. Assessment task
3. Pre-lesson (lesson one)
4. Post-lesson(lesson two)
5. The justification
Appendices
- Appendix A: Scope and sequence
- Appendix B: Concept Map
- Appendix C: Assessment handbook/assessment schedule

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UNIT OUTLINE
Subject: PDHPE Number of
Weeks: 10
Unit title: Body
in Motion
Key Concepts/ Big Ideas The importance of this learning
- body systems (skeletal,
muscular, respiratory,
circulatory)
- physical fitness & training
- movement efficiency
- biomechanical principles
(motion, balance & stability,
fluid mechanics, force)

Unit context within Scope and Syllabus Outcomes

Sequence
Preliminary Core 2: Body in P7 explains how body systems influence the way the body
Motion 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.
Literacy Focus Numeracy Focus ICT Focus
Differentiation
- writing - angles - application Gifted & Talented
- justification - shapes - research Disability
- critical - time CALD
analysis
- reading
- linking

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Week/ Syllabus Content Teaching and Learning Strategies Resources

Sequenc including assessment for learning.
e
1-2 Skeletal and Muscular - name bones and muscles of the - skeleton
systems body on a skeleton, in class test
3-4 Respiratory and -
Circulatory systems
5-6 Biomechanical Body in Motion assignment handed
principles out
7-8 Health Related and Skill
Related components of
physical fitness
9-10 aerobic and anaerobic Body in Motion assignment due
training
immediate physiological
responses to training

Body in Motion assessment task

Assessment task for stage 6: Year 11 Subject: PD/H/PE

Assessment Date: Term 1,Week 9 Task: Health promotion presentation.

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 Elizabeth Baxter 17220141
Outcomes being assessed:
A student:
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 Instructions
In groups, students are required to examine and explore the following topic question, ‘What are the
scientific foundations of human movement in your skill?’. One sports skill is chosen from a list and
students must use the ICT app ‘Hudl Technique’ to create and submit a presentation which
demonstrates and explores the specific movement skill at a novice level. Students analyse the
application of biomechanical principles and skill-related components of physical fitness in this skill.
Using the application, students must then locate a video of the same movement skill performed at
an elite level and compare it against their novice video. Students recognise and apply knowledge
of the relationship between physical fitness, training and movement efficiency. Students must
evaluate and apply knowledge learnt in a short justification through answering critical questions
and relating back to the topic question.

Task Description

Part A: Skill Analysis

In this section you are required to:

- In groups of 3-4, choose one movement skill from the following:
• baseball swing
• kicking a soccer ball
• passing a football
• running
• long jump
• cricket bowl
- during class time, record one group member performing the skill in slow motion on ‘Hudl
Technique’ app
- use the draw and voiceover features of the app to outline biomechanical principles and skill-
related components of fitness used in this skill

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 Elizabeth Baxter 17220141

Screenshot of ‘Hudl Technique’ app with recorded skill

using draw and slow motion function for long jump.

Part B: Comparison - Novice vs. Elite

In your comparison you are required to:
- as a group, locate and upload a video of the same movement skill performed at an elite level to
‘Hudl Technique’ app.
- using the voiceover feature, identify the similarities and/or differences between the two videos,
specifically linking to:
• efficiency of movement pattern
• biomechanical differences (if any)

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Screenshot of ‘Hudl Technique’ app comparing novice to

elite athlete using voiceover, draw and slow motion features
for long jump.

Part C: Personal Justification (500 words)

- individually summarise the main focus points learnt about this skill relating to the topic question
‘What are the scientific foundations of human movement in your chosen skill?’
- guide your justification through answering the following questions:
1. How do the body systems work to influence your chosen movement skill?
2. What is the relationship between physical fitness, training and performance of this skill?
3. How can we assess the skill-related components of physical fitness (from Part A) needed for
this movement skill?
4. What are some coaching tips you could offer to the novice to improve performance?

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Assessment Criteria/Teacher Feedback Sheet

Student Name:
CRITERIA UNSATISFACTO SATISFACTORY COMPETENT HIGH
RY ACHIEVEMENT

Acceptable
Recording of Good quality Excellent quality
video recording
allocated video - clear recording - clear
Not submitted - slightly
movement skill image but image and angle
or no attempt pixellated image
unclear camera captures entire
and/or unclear
5 marks angle movement
camera angle

Identifies a
Outline Identifies 3-4 broad range of
biomechanical Fails to identify Provides a list of biomechanics biomechanics
principles and any 1-2 principles and principles and
skill-related biomechanics biomechanics skill-related skill-related
principles and/ principles and components of components of
components of or skill-related 1-2 skill-related fitness and fitness with an
fitness used in components of components of provides a brief in depth
this skill fitness. fitness. overview of explanation of
15 marks each. each, linking to
video recording.

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 Elizabeth Baxter 17220141

Student Name:
CRITERIA UNSATISFACTO SATISFACTORY COMPETENT HIGH
RY ACHIEVEMENT

Identify the Video does not Appropriate Good Good

similarities display a elite athlete representation representation
competent elite video used in of an elite of an elite
and/or
athlete and comparison. athlete video. A athlete video. A
differences little to no Few similarities number of broad range of
between similarities and/or similarities similarities
student and/or differences are and/or and/or
recording and differences are listed and differences are differences are
outlines against linked to the briefly outlined explained in
that of an elite
the student student video. and linked to depth and
athlete, video. the student linked to
specifically video. Mention student video.
linking to of efficiency of Displays good
efficiency of movement and understanding
biomechanical of efficiency of
movement
differences. movement and
pattern and biomechanical
biomechanical differences with
differences links to
comparison
videos.
10 marks

500 word Unbalanced/ Brief Sound Excellent

justification little /no justification justification justification
that: justification of summarising summarising summarising
main focus main focus main focus main focus
Individually points. points, points, points,
summarise the No/little/ answering answering answering
main focus unacceptable critical critical critical
points learnt attempt at questions with questions with questions with
about this skill answersng limited depth. depth, drawing depth, drawing
critical from video from video
relating to the questions. examples. examples as
topic question well as other
and guided by research. Topic
critical question is
questions. addressed
throughout.

15 marks

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 Elizabeth Baxter 17220141

Student Name:
CRITERIA UNSATISFACTO SATISFACTORY COMPETENT HIGH
RY ACHIEVEMENT

Presents work Work lacks Generally clear Well-structured Clear and

professionally structure and presentation and coherent concise
with evidence inappropriate with structure. text. Minor structure,
terminology. Some spelling spelling and strengthened by
of extended Frequent and grammatical relevant
research spelling and grammatical errors. research. Few
conducted. grammatical errors. spelling and
Presentation is errors. grammatical
clear and errors.
concise.

5 marks

Name: ___________________ Score: /50

Pre Lesson Plan

Topic area: Body in Stage of Learner: Syllabus Pages:

Motion Stage 6 22-25

Date: Term 3, Week 1 Location Booked: Lesson Number: 1 /

Classroom E010 & Sports
Oval
Time: 60 minutes Total Number of students: Printing/preparation:
20 smartphone/iPad

Outcomes Assessment Students learn Students learn to

about

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Syllabus outcomes Lesson • skill-related • measure and analyse a

P7 explains how body systems assessment components of range of both health-
influence the way the body • Completion of physical fitness related and skill-
moves revision power related components of
P11 assesses and monitors worksheet. speed physical fitness
physical fitness levels and . Participation in agility • apply principles of
physical activity patterns class discussion coordination motion to enhance
P17 analyses factors and answering balance performance through
influencing movement and reflective reaction time participation in
patterns of participation. questions. • motion practical workshops
the application of • apply principles of
linear motion, balance and stability to
velocity, enhance performance
Life Skills outcomes speed, acceleration, through participation
- critical thinking momentum in in practical workshops
- planning movement and
- communication performance contexts
• balance and
stability
centre of gravity
line of gravity
base of support

Cross Curriculum themes & General Explicit subject specific concepts and
capabilities skills
- Use of ICT - Identifying biomechanical principals and skill-
- Environment related components of physical fitness
- Critical and creative thinking - Understand and manage ‘Hudl Technique’ app
- Understand and apply the biomechanics and
skill-related components of specific movements
skills

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 1.2 Deep 1.5 Metalanguage
understanding of important, substantive concepts, skills and understanding 1.6 Substantive
ideas. Such pedagogy treats knowledge as something that 1.3 Problematic communication
requires active construction and requires students to engage knowledge
in higher-order thinking and to communicate substantively
about what they are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self
students and teachers work productively in an environment 2.2 Engagement regulation
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 knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy draws 3.2 Cultural 3.6 Narrative
clear connections with students’ prior knowledge and knowledge
identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the
lesson.
Teaching Indicators of presence in the lesson
element

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 Elizabeth Baxter 17220141

Higher-order students require more cognitive processing in the video recording activity as
Thinking they are asked to identify and critically analyse one movement skill.

Engagement Students are required to work collaboratively as a group and share feedback.

Working collaboratively as groups and also as a whole class, students can

Inclusivity share ideas, provide feedback to each other in an encouraging environment.

Tim Teaching and learning actions Organisation Centre

e d
0-15 Mind Map Revision
1. Line students up outside classroom, once ready bring inside
to start activity and mark roll
2. Get students to complete the mind map sheet that the
teacher has provided on ‘body systems and the way we
move’ (covered in previous lessons)
3. Recap on activity as a class, asking reflective questions
(below).
4. Explain that the today’s lesson will focus on the upcoming
assignment.
Modifications and safety: n/a
T/S
Teacher: instructs students to complete S
activity quietly and independently whilst
marking the role
Student: complete the activity quietly
and independently, participate in
answering questions
Resources: 20 x mind map revision
sheets

Questions:
1. What is the role of the respiratory system?
2. How does training improve performance?

15-30 Assignment Preparation & App Familiarisation
1. Read over the assignment task and explain to students
they will be starting on Part A in class today.
2. Ask students what they have learnt about the app so far
and its features. (Homework was to download and play
around on the app to get familiar).
3. Split students into groups of 3-4, ensuring each group have
access to a smartphone or iPad (these will be the same
groups for the assignment).
4. Get students to write a set of simple instructions of how
to record a video on ‘Hudl Performance’, using the slow
motion, voiceover and draw functions. Instructions must
be clear and concise to teach an inexperienced user.
5. Share instructions with the rest of their group.
Teacher: revisit assignment task S
requirements and explain Part A. Split
students into groups (must have one
iPad or smartphone per group) and
explain activity instructions. Reinstate
the class rules of using ICT appropriately
for work only relating to this task. Walk
around the room and check student
participation and understanding. Offer
assistance if needed.
Student: complete activity in a group
effectively and use ICT appropriately.
Ask teacher questions where
clarification is needed.

Modifications and safety: n/a Resources: iPads/smartphones, student

workbooks, spare pens and paper
Questions:
1. How do you voiceover whilst the recording is playing/
paused?
2. What are some tips for recording? (ie. angle, distance)

1

30-50 Video Recording
1. In these same groups, students must choose one movement
skill out of the following for their assignment: baseball
swing, kicking a soccer ball, passing a football, running,
long jump, cricket bowl
2. Students collect equipment needed for the sport skill and
head to the oval to record.
3. Using their own instructions in the previous activity,
students must record one member of the group performing
the movement skill.
4. Get students to record from a number of different angles,
ensuring the whole body is captured from start to finish of
the skill.
5. Students regroup in the classroom to upload their video to
‘Hudl Technique’ and start to discuss/plan their analysis.
Modifications and safety: ensure students are spaced out
appropriately to avoid clashing with each other. Get students
to demonstrate the movement safely (ie. kick away from other
groups, stay controlled and not with full force). Students with
a disability can perform a modified movement which can be
analysed.
Elizabeth Baxter 17220141
Teacher: give students the list of S
options, then explain task instructions
before taking students outside. Allocate
equipment needed and make note of
which groups take what equipment. On
the oval, walk around between groups to
ensure task is done properly. Ensure
safety measures are enforced.
Student: as a group, choose movement
skill and complete task appropriately
and effectively as a group. Ask questions
where needed.
Resources: iPads/smartphones, baseball
bat, soccer ball, football, cricket/tennis
ball, whistle, student workbooks spare
pens and paper

50-60 Reflection Teacher: facilitate reflection by asking S&T

Ask students open ended questions to ensure understanding of guiding open ended questions
the assignment requirements and content knowledge:
1. What are the next steps involved to complete Part A of the Student: participation in answering
assignment? questions and asking any further
2. What is then required to complete Part B? questions they have.
3. What are some things you have to talk about in your
justification? Resources: n/a
4. Any further questions?
Offer students the opportunity to stay back at the end of class
if they have any questions regarding the assignment.
Recommend that students set up regular meeting times
outside of class time with their group to ensure work is
completed by due date.

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

From developing this lesson plan, I have learn the importance of integrating homework,
in class work and assessments to ensure deeper understanding of the assignment task.
Giving students the opportunity to guide their own way around the application prior to
and during class, they then have the opportunity to clarify any questions with their
peers or teacher. Students can then focus on the assignment content rather than
stressing over the ICT component. Another key learning point was the integration of ICT
into activities and assignment. ICT is a huge part of day to day life for students
nowadays so having this as part of their work will increase engagement in content and
relating this to tasks.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P7 explains how body systems
influence the way the body
moves
P11 assesses and monitors
physical fitness levels and
physical activity patterns
- revision mind map activity
- assignment preparation
- class discussion
- video recording
- assignment preparation

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 Elizabeth Baxter 17220141
P17 analyses factors - video recording
influencing movement and - assignment preparation
patterns of participation.

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
1 - Know Revision sheets allow me to see which previous teaching techniques
students and have worked. Activities can be differentiated for students of all
how they levels.
learn
2 - Know the Relating all work to syllabus outcomes and appropriate assessment.
content and Applying content through a range of modes (literacy, ICT & group
how to teach work) to expand curriculum learning opportunities for students.
it
3 - Plan for Planning and sequencing was used as the lesson was structured to
and build on prior knowledge, hence the revision sheet. A range of
implement resources were used to engage students in learning.
effective
teaching and
learning
4 - Create Students work in groups and as a class collaboratively, promoting
and maintain inclusivity.
supportive
and safe
learning
environments
5 - Assess, Revision activity assesses student learning. Guided reflective
provide questions provide feedback and report on student learning.
feedback and
report on
student
learning

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?

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This lesson is taken partially in the classroom and partially outdoors on the
sport oval. Therefore certain precautions need to be taken to minimise the
chance of accidents happening. The Department of Education (2016), sets
guidelines including 1.1.3 - adopting a preventative and strategic approach to
health and safety and using measurable objectives and targets to monitor
performance. Within a classroom setting, teachers must be proactive and
inspect the classroom prior to the class to ensure that there are no hazards
or potential risks (eg. broken chairs, slippery floor etc.). On the sports oval,
teachers must ensure students are spaced out appropriately to avoid
clashing with each other. Also ensure there are no hazards on the oval
(rubbish, holes, bindies, sticks, sports equipment etc.).

References

Australian Institute for Teaching and School Leadership (2014). Australian

Professional Standards for Teachers. Retrieved from http://
www.aitsledu.au/australian-professional-standards-for-teachers/
standards/list

Board of Studies, Teaching and Educational Standards (2009). Assessment

and reporting in Personal Development, Health and Physical
Education Stage 6. Retrieved from http://www.boardo
fstudies.nsw.edu.au/syllabus_hsc/pdhpe.html

Hudl Technique (Version 5.4.3). (2016).

NSW Department of Education (2016). Work Health and Safety (WHS) Policy.
Retrieved from: https://education.nsw.gov.au/policy-library/
policies/work-health-and-safety-whs-policy

Resources Attached:

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Post Lesson Plan

Topic area: Body in Stage of Learner: Syllabus Pages:

Motion Stage 6 22-25

Date: Term 3, Week 5 Location Booked: Lesson Number: 24/29

Classroom E010

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 Elizabeth Baxter 17220141

Time: 60 minutes Total Number of students: Printing/preparation:

20 smartphone/iPad

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson
P8 describes the components of assessment • skeletal system
physical fitness and explains how • Completion of major bones involved
they are monitored revision in movement
P10 plans for participation in structure and function
worksheet.
physical activity to satisfy a of synovial joints
range of individual needs . Participation in joint actions, eg
P17 analyses factors influencing class discussion extension and flexion
movement and patterns of and answering • muscular system
participation. reflective major muscles involved
questions. in movement
muscle relationship
(agonist, antagonist)
Life Skills outcomes types of muscle
contraction (concentric,
eccentric, isometric)
• respiratory system
structure and function
lung function
(inspiration, expiration)
exchange of gases
(internal, external)
• circulatory system
components of blood
structure and function
of the heart,
arteries, veins,
capillaries
pulmonary and
systemic circulation
blood pressure.
• health-related
components of physical
fitness
cardiorespiratory
endurance muscular
strength
muscular endurance
flexibility
body composition
• skill-related
components of physical
fitness power
speed
agility
coordination balance
reaction time

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Cross Curriculum themes & General Explicit subject specific concepts and
capabilities skills
- Use of ICT - understand the application of biomechanical
- Environment principles and skill-related components of
- Critical and creative thinking physical fitness
- self reflection & feedback - Identifying, understand and apply the FITT
principle
- develop an appropriate sports specific training
program

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 1.2 Deep 1.5 Metalanguage
understanding of important, substantive concepts, skills and understanding 1.6 Substantive
ideas. Such pedagogy treats knowledge as something that 1.3 Problematic communication
requires active construction and requires students to engage knowledge
in higher-order thinking and to communicate substantively
about what they are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self
students and teachers work productively in an environment 2.2 Engagement regulation
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 knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy draws 3.2 Cultural 3.6 Narrative
clear connections with students’ prior knowledge and knowledge
identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the
lesson.
Teaching Indicators of presence in the lesson
element
Higher-order students require more cognitive processing in the training program activity as
Thinking they are asked to identify, analyse and implement content knowledge.

Students' students must critique and provide feedback for their own work against marking
self- rubric.
regulation
Working collaboratively as groups and also as a whole class, students can share
Inclusivity ideas, provide feedback to each other in an encouraging environment.

Tim Teaching and learning actions Organisation Centre

e d
T/S

1

0-20 Assignment Review
1. Line students up outside classroom, once ready bring inside
to start activity and mark roll.
2. Get students to read over the assignment marking rubric on
their desks when they sit down.
3. Explain to students they will be marking their own Part C of
the assignment before receiving feedback from the teacher.
4. Students must read through and mark their personal
justification, using the marking rubric as a guide. Students
must make a note of any feedback and also score the
assignment with a total mark.
5. Students then receive their mark from the teacher and must
compare comments, feedback and total mark.
Modifications and safety: n/a
Questions:
1. How did marking your own work compare with the teacher
feedback?
2. How can you use the marking rubric for your assignment net
time?
20-30 FITT Principle Video
1. Play video ‘F.I.T.T Training’ (VEA Australia - New Zealand,
2012) on SmartBoard as an introduction to FITT Principle
and designing a training session:
https://www.youtube.com/watch?v=g64o-GY3Mw0
2. Ask students to take notes as they watch as their next
activity is to design a program using this principle.
Modifications and safety: n/a
Questions:
1. What are the components of the FITT Principle?
2. How may training differ for different sports?
3. How is this principle implemented in your own sport?
30-50 Training Program
1. Explain to students that they are working in their
assignment groups for this activity.
2. Students must design a basic training program for a sport
of their choice (they may choose the same one from their
assignment) using the FITT principles.
3. Students are allowed to use their ICT devices to research
different method.
4. Students present their ideas to the class and can use
SmartBoard and whiteboard if they wish.
Modifications and safety: n/a
50-60 Reflection
Ask students open ended questions to ensure understanding of
content knowledge:
1. What are some key points learnt over this core topic?
2. Which areas would you like to go over again to clarify?
3. How did the assignment help with your understanding of
this topic?
4. Any further questions?
Offer students the opportunity to stay back at the end of class
if they have any questions regarding the assignment.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Elizabeth Baxter 17220141
Teacher: instructs students to complete S
reading quietly and independently whilst
marking the role. Offer students time at
the end of class to ask any questions
regarding their assignment mark.
Student: complete the reading quietly
and independently, participate in task
and answering questions
Resources: student assignments, 20 x
marking rubric sheets, spare pens and
paper
Teacher: play video on board, ensure S
students are note taking. Pause video to
clarify key points.
Student: watch video and take effective
notes
Resources: SmartBoard, student
workbooks, spare pens and paper
Teacher: give students instructions and S
then split into groups. Reinstate ICT
device class policy and using
appropriately. Walk around classroom to
provide assistance and ensure students
are on task.
Student: as a group, choose movement
skill and complete task appropriately
and effectively as a group. Ask questions
where needed.
Resources: iPads/smartphones, student
workbooks spare pens and paper,
SmartBoard, whiteboard
Teacher: facilitate reflection by asking S&T
guiding open ended questions
Student: participation in answering
questions and asking any further
questions they have.
Resources: n/a
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 Elizabeth Baxter 17220141
From developing this lesson plan, I have learn the importance of using students to self
reflect, mark and critique their own work. Self evaluation and deeper understanding of
marking criteria are an important skill to have for the HSC. Also having students work
collaboratively in groups will allow for further development of knowledge and sharing
ideas. Students learn to communicate, delegate tasks and combine ideas to create an
appropriate response.



How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P8 describes the components of - FITT video
physical fitness and explains how - training program activity
they are monitored
- class discussion
P10 plans for participation in - training program activity
physical activity to satisfy a range - class discussion
of individual needs

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
1 - Know Assignments allow us to gauge student understanding and their
students and ability to apply this knowledge. Activities can be differentiated for
how they students of all levels.
learn
2 - Know the Relating all work to syllabus outcomes and appropriate assessment.
content and Applying content through a range of modes (literacy, ICT & group
how to teach work) to expand curriculum learning opportunities for students.
it
3 - Plan for Planning and sequencing was used as the lesson was structured to
and build on prior knowledge, hence the revision sheet. A range of
implement resources were used to engage students in learning.
effective
teaching and
learning
4 - Create Students work in groups and as a class collaboratively, promoting
and maintain inclusivity.
supportive
and safe
learning
environments

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 Elizabeth Baxter 17220141
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?
As this lesson takes place in a classroom, there are minimal risks of danger
occurring but precautions still need to be taken to keep these risks low. The
Department of Education sets guidelines including 1.1.3 - adopting a preventative
and strategic approach to health and safety and using measurable objectives
and targets to monitor performance. Within a classroom setting, teachers
must be proactive and inspect the classroom prior to the class to ensure that
there are no hazards or potential risks (eg. broken chairs, slippery floor
etc.). Also the WHS guidelines state in 4.4.1 - take reasonable care for the
health and safety of themselves and those under their supervision, and take
reasonable care that their acts or omissions do not adversely affect the
health and safety of others. This could relate to ensuring that lessons are
appropriate for the stage, not offensive and students can opt out if they feel
uncomfortable (eg. showing graphic content and allowing students to sit
out).

References

Australian Institute for Teaching and School Leadership (2014). Australian

Professional Standards for Teachers. Retrieved from http://
www.aitsledu.au/australian-professional-standards-for-teachers/
standards/list

Board of Studies, Teaching and Educational Standards (2009). Assessment

and reporting in Personal Development, Health and Physical
Education Stage 6. Retrieved from http://www.boardo
fstudies.nsw.edu.au/syllabus_hsc/pdhpe.html

NSW Department of Education (2016). Work Health and Safety (WHS) Policy.
Retrieved from: https://education.nsw.gov.au/policy-library/
policies/work-health-and-safety-whs-policy

VEA Australia - New Zealand,. (2012). F.I.T.T training. Retrieved from https://
www.youtube.com/watch?v=g64o-GY3Mw0

Resources Attached:
n/a

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Justification

Teachers have a significant impact on their students’ learning experience, whether it be

positive or negative. A good quality teacher will have a large positive impact on their
students if they are passionate about what they do, create positive relationships with
their students, know student learning outcomes, actively continue to build on their own
knowledge, adopt evidence based strategies and adjust they approaches to teaching
where needed (The Australian Society for Evidence Based Teaching, n.d). There is a
substantial amount of literature supporting a range of pedagogical theories and concepts
which contribute to student learning. Although many of these theories and concepts
have been reported to be successful, there is no sole approach that works for all classes
and all students. Pedagogy is not a ‘one size fits all’ solution so teachers must be
analytical, flexible, fluid and up to date with their approach. When designing this
Personal Development Health and Physical Education unit, ideas were drawn from a
range of pedagogical theories, models and approaches to create an appropriate and
engaging plan. When choosing these approaches, teaching strategies had to be
supported by strong evidence based research and display results of having a greater
effect on students learning considerably. These strategies included the inclusive and
collaborative pedagogy, ‘flipped classroom’ model, Problem Based Learning approach,
self-directed learning approach and student centred approach. These strategies aim for
students to drive their own learning, think critically and ensure inclusivity for all
students.

The underlying strategies of inclusive and collaborative pedagogy are weave throughout
this unit plan and its lessons. It is important to understand and implement inclusive
pedagogy as it reflects an understanding of our students and how they learn, one of the
graduate teaching standards. Through this strategy, the teacher will build positive
rapport with students, allowing them to engage in classroom discussion and therefore
unit content. To display this, the assignment as outlined above was designed to be
flexible and support a range of learning styles and abilities. Through designing the
assignment to have multiple components, students are given the opportunity to work to
their personal strengths and merge ideas with other group members. Leading on from
this, working in groups displays evidence of collaborative pedagogy. In many activities
students are allowed to work in groups, which allows for students to share and engage
more successfully in critical thinking, understanding of concepts and inter-personal skills
(O’Donnell, Hmelo-Silver & Erkens, (2014).

The ‘flipped classroom’ model is another approach used when designing lesson plans.
This concept utilises time in the classroom much more efficiently and effectively
through engaging students in content at home before they enter the classroom (Milman,
2012). For example, in lesson plan 1, students are required to download and explore the
‘Hudl Technique’ app prior to coming to class. By setting students this task, it will free
up time in class to focus on deeper exploration of content and activities. This ‘flipped
classroom’ approach introduces students to content and develops questioning, once in
the classroom students apply meaning to these concepts through class discussion and
then experience it through demonstration and activities.

Problem Based Learning is a pedagogical approach where learning is developed by

centering tasks around student investigation and problem solving. Within this unit, this
approach is used in lessons where students are given a problem but no solution and must
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self guide their learning to create an outcome. There is not necessarily one correct
solution and this is not the key focus but rather the journey to get to the answer is more
important. Teachers then become facilitators of learning rather than being the driving
source and they create a positive environment of inquiry and interest. Problem Based
Learning strategy develops critical thinking and creative skills, improves problem-solving
skills, increases motivation and helps students learn to transfer knowledge to new
situations (Savery, 2015).

Throughout this unit plan, students are required to engage in independent learning. This
self-directed approach allows students to guide their way through content at their own
pace and style. Four aspects of self-directed learning are important for this approach to
work; students being ready to learn, setting student learning goals, engaging students in
the learning process and get students to self evaluate (Gureckis & Markant, 2012).
Teachers must make their own judgment on whether a student/class is ready to take on
self-directed learning. They must consider the student’s background and learning
capabilities for example support at home, learning difficulties etc. Setting learning goals
at the beginning of each lesson is imperative so students know what is expected of them
and to tasks they must complete for high achievement. This also supports the need for a
unit outline, so students know what to expect throughout the semester through
structure and sequencing as well as how to achieve a high mark. In the AITLs, standard
states that the teacher must “know their students and how they learn.” It is also just as
important for a student to know how they learn, so that they can plan the approach they
are going to take to complete tasks. The use of the assignment feedback task in lesson 2
is integral in the self directed approach. Students are required to self reflect and
evaluate their responses against set learning goals to critique and mark where they may
have gone wrong. Not only does this teach students how to use a marking rubric
effectively but also to self evaluate tand learn how to improve their work.

The final approach is the ideology of Student Centred learning. This approach is
effective if the teacher knows what their students value and then engage them in to the
content through this (Jonassen & Land, 2012). In the training program in lesson 2,
students can choose their own sport to study and write a program for. Giving students
the flexibility to choose their own sport allows for students to feel more interested in
the task and therefore more engaged. Students can share in the aspects of decision
marking, responsibility and capacity to lead.

Using the above approaches, theories and models with the right students at the right
time should increase student motivation, focus and engagement in content and class
discussion. For any of these approaches to work, the teacher must work towards building
a collaborative and cooperative environment, work together with students acting like an
advisor rather than an instructor, continue to direct student learning, continually update
teacher knowledge on current research and trial out implementing a range of techniques
to see which one is the best fit.

References

Australian Institute for Teaching and School Leadership (2014). Australian

Professional Standards for Teachers. Retrieved from http://
www.aitsledu.au/australian-professional-standards-for-teachers/
standards/list

Gureckis, T. M., & Markant, D. B. (2012). Self-directed learning: A cognitive and

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computational perspective. Perspectives on Psychological Science, 7(5),
464-481.

Jonassen, D., & Land, S. (Eds.). (2012). Theoretical foundations of learning

environments. Routledge.

Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best
be used?. Distance Learning, 9(3), 85.

O'Donnell, A. M., Hmelo-Silver, C. E., & Erkens, G. (Eds.). (2013). Collaborative

learning, reasoning, and technology. Routledge.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and

distinctions. Essential readings in problem-based learning: Exploring and
extending the legacy of Howard S. Barrows, 5-15.

The Australian Society for Evidence Based Teaching (n.d). John Hattie & His High Impact
Strategies. Retrieved 22 March 2017, from http://
www.evidencebasedteaching.org.au/hattie-his-high-impact-strategies/

Appendixes

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