Cameron Wallace 17698724
Topic Feel the Force
area:
Date: TBA
Time: 60 mins
Syllabus strand(s)
Health, Wellbeing Syllabus outcomes:
and Relationships
Movement Skill PD5-5
and Performance
Health, Safe and
Active Lifestyles
PD5-10
PD5-11
Key inquiry questions
 How can I use peer,
performance and self-
reflective feedback to
create adaptations to
movement skills to make
them more effective in
individual and team
contexts?
 How can I create
strategies and tactics in a
team to improve
movement and evaluate
the effect these have on
performance?
 range of movement contexts M
PDHPE Lesson Plan
Stage of learner: 5
Location Oval Lesson No. 1 of 3
booked:
No. of 24 Preparation/ (Listed in the lesson)
students Resources:
Outcomes Outcome Assessment Formative Assessment
> Teacher observation and
takes place throughout the
Appraises and Students in groups devise lesson to gauge student
justifies choices of strategies that will allow understanding of force,
actions when them to run a greater informing the teaching
solving complex number of laps as a practice.
movement team. Students justify
challenges their strategies through >Kahoot quiz allows the
performance, peer and teacher to assess student
self-reflective feedback knowledge and to inform
Critiques their Students are able to their teaching practice.
ability to enact demonstrate their ability
interpersonal skills to work in pairs and > Think-pair-share activity
to build and groups to complete each allows the teacher to
maintain respectful activity in the lesson. determine students
and inclusive Students are provided understanding of how and
relationships in a the opportunity to teach why sprinters start in the
variety of groups or peers movement skills crouch position.
contexts and strategies.
Refines and applies Students demonstrate
>Teacher questioning
movement skills and the movement skill of
using Blooms’ Taxonomy
concepts to sprinting in individual
informs the teacher of
compose and and team contexts.
which are grasping the
perform innovative Students explore how to
concepts and which
movement maximise force when
students need more
sequences sprinting through inquiry-
assistance
based learning.
Syllabus content Contexts for learning
 provide and apply feedback to develop and Individual physical activities
refine specialised movement skills in a (athletics)
range of challenging movement situations:
Fundamental movement skills
(ACPMP099)
- demonstrate fundamental and specialised
movement skills in a variety of increasingly
complex and challenging activities M
- adapt, transfer and improvise creative
movement skills in increasingly demanding
contexts, including varying space, rules,
equipment and apparatus, time restrictions
and rhythm S M
- perform specialised movement skills from a
- respond to teacher and peer feedback to
 enhance movement performance S I M
 analyse the impact of space, time, objects,
effort and people when composing and
performing movement sequences
(ACPMP103)
- experiment with the application of simple
biomechanical principles including force
and speed applied to an object to enhance
performance and ensure safety S M
(COVERED IN LESSON 2)
- demonstrate and describe how the body
can produce and absorb force M
- create a group performance that
demonstrates synchronous and individual
movements S M
- use performance feedback to analyse
movements and enhance movement
sequences and performances, eg ICT, peer,
and self-evaluation S M

Cross Curriculum themes General capabilities PDHPE Skills

Students are given the S - Strengthening personal
opportunity to play Edor a identity
traditional Indigenous - Decision-making and
Australian game played in the problem-solving
Aurukun Aboriginal community
Numeracy (N) - Students work I - Communication
together to form groups of the - Collaboration, inclusion
designated number. Students and relationship-
discuss how the body produces building
force and discuss forces that act M - Fundamental and
against the body. specialised movement
skills and concepts
Literacy (L) - Students work in - Tactical and creative
pairs to place flashcards in the movement
correct sequence. Students work - Health and fitness
together to create a photo enhancing movement
illustrating a sprinting sequence.
Students engage in discussion.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

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

Teaching element Indicators of presence in the lesson

Deep Understanding Students demonstrate their understanding of the key concept of ‘force’ by implementing
strategies to increase the amount of force they can produce during sprinting.
Engagement All students are involved in each activity throughout the lesson. Students are engaged in
inquiry-based learning where they work to find answers through practical application of
themselves.
Social Support Students are given the opportunity to peer-teach and collaborate throughout the lesson
to solve problems. Students encourage each other and display teamwork.
Time Teaching and learning activities Organisation Centred
T/S
13 Introduction Activity: Kahoot quiz + Clumps (N) (I) (PD5-11) Teacher: T/S
Create Kahoot
Purpose: To get students active and introduce them to the fundamental
quiz
movement skill of running/sprinting. To assess prior knowledge on athletics. Ask students to
Description: set up 10mx10m
playing area
Part 1: (Kahoot quiz) (I) Student:
- Students access the Kahoot quiz the teacher has created on athletics and Devices
force. Sets up
10mx10m
- Students answer questions to best of the ability. The teacher will use this playing area
to inform the teaching practice. Resources:
Part 2: (Clumps) (N) Kahoot
4x markers
- Students move around in the playing area demonstrating various
movement skills. For example the teacher could ask students to run, hop,
skip, jump, run backwards etc.
- The teacher then calls out a number that students have to get in a group
of. For example if 4 is called out then students need to get in groups of 4.
- Students take it in turns determining the movement skill + number.
- The teacher takes over for the last round and ensures that students form
groups of two. This will ensure a quicker transition into the next activity
where students will need to be in pairs.
Differentiation:
The teacher or student should demonstrate how the movement skill is
performed to ensure students who are visual learners understand each
 movement skill. Injured students can be involved by being the caller.
25 Activity 1: Sprint Starts (PD5-10, PD5-11) Teacher: T/S
Organised
Purpose: To give students the opportunity to investigate the most efficient
students in pairs
way to generate speed and power through sprint starts. during the warm-
Description: up activity.
Part 1 (practical) 10min Ask students to
- The teacher begins the activity by asking the students three questions. assemble with
their partner on
- “During the last activity what movement skill did everyone do when a
one of the lines
number was called?”, “Why did everyone start running?” ,“Why is running made up by the
faster than hopping, or skipping?” (prompt students to think about how 10mx10m square
running generates more force) from the
previous
- In pairs students take turns sprinting from different starting positions for
activities.
three seconds. Once the 3 seconds expires the student drops their bean Student:
bag to indicate the distance they covered. The other student in the pairing Hand out
then tries to better their partner’s beanbag. The student the leaves the envelopes to
furthest bean bag on the ‘track’ and returns with the closest one. each group.
Collect envelops
- Flashcards of each starting position are given to each paring in an
from each group.
envelope. The flashcards are standing, standing facing opposite direction, Resources:
lying on stomach, lying on stomach facing opposite direction, lying on 4x markers
back, lying on back facing opposite direction and crouching start. 24x beanbags

- Students get to choose the starting position they want to do each round
Part 2 (think, pair, share) (L) 7min
- Students have to place the flashcards in the order of what they believe is
the most efficient starting position for a 100m sprint. Students then
discuss with the pair next to them creating a group of four why they have
placed the flashcards in that order. Students then share with the entire
class justifying their choices.
Questions to facilitate learning:
What forces are against you when sprinting? How do you overcome these
forces? What starting position would be better for a 1500m race? Why?
Part 3 (group photo) (L) 7min
- From the previous activity students should have outlined that the crouch
start (Olympic start) is the most efficient way to generate force.
- Students in their pairs join with two other pairs to make a group of six.
They have to work together to create a photo that shows the first six
‘phases’ of a crouching sprint start. Each student assumes one of the six
positions and then the teacher takes the photo. The teacher prints out the
photos to use next lesson.
Differentiation:
Providing students with pictures aids visual learners. The teacher should pair
students of mixed ability to facilitate peer-teaching. Questions are ‘scaffolded’
by Blooms’ Taxonomy to challenge students at their zone of proximal
development.
15min Activity 2: Hurdle Relay (PD5-5, PD5-10) Teacher: T/S
Explain the
Purpose: For students to collaborate and devise strategies and to
activity
demonstrate running and jumping in a racing context. Student:
Description: Extend the
- 4 teams of 6 students. The aim is to complete as many laps as possible 10mx10m square
around the 20mx20m square track. Students are to come up with their to 20mx20m
 own strategy on how to maximise their lap count. For example all 6 Resources
12xmarkers
students may choose to run around together, they must all cross the
4xbatons
finish line together to get 6 points if they do not they will receive 0 points.
1 student might run around the entire time to receive 1 pint at a time.
Each team will need to think about the best strategy for their team.
- Students must jump over the hurdles (small skill hurdles) for the lap to
count. There will be two races each consisting of 5 min.
- Students prior to race two will be given time to reflect on the
effectiveness of their strategy in race one and whether they want to
change their approach based on their previous performance.
Questions to facilitate learning:
What impact did the hurdles have on your ability to complete laps quickly?
What impact did the shape of the track have? If it were a straight track
covering the same distance would you be able to complete a lap faster or
slower?
Differentiation:
Pairing students of mixed ability promotes peer-teaching and interpersonal
skills.
7min Conclusion Activity: Edor (Indigenous Australian Game) (PD5-11) Teacher: T
Facilitate
Purpose: For students to cool-down and demonstrate running in a game.
discussion
Description: Student:
- One student is the ‘tagger’. All the students start on the line and try and Pack away
get to the other end without being tagged. If they get tagged they equipment
become another tagger.
Conclusion Questions:
What forces act against you when you run? If the surface of the ground was
different how would that work with or against you? Explain. What is the best
starting position for the 100m? Explain. Why is generating force important in
100m sprinting?
Resource: Introduction Activity – Kahoot Quiz (6 out of 10 questions shown)
 PDHPE Lesson Plan
Topic Feel the Force Stage of learner: 5
area:
Date: TBA Location Oval Lesson No. 2 of 3
booked:
Time: 60 mins No. of 24 Preparation/ (Listed in the lesson)
students Resources:

Syllabus strand(s) Outcomes Outcome Assessment Formative Assessment

Health, Wellbeing Syllabus outcomes: > Teacher observation
and Relationships and takes place
Movement Skill and PD5-4 Adapts and Students demonstrate the throughout the lesson to
Performance improvises different techniques gauge student
movement skills to involved with throwing a understanding of force,
Health, Safe and perform creative shotput, discus and javelin informing the teaching
Active Lifestyles movement across a in internally and externally practice.
range of dynamic paced activities.
physical activity > ICT task allows the
contexts teacher to see how
PD5-5 Appraises and Students demonstrate students utilise the
justifies choices of throwing techniques to coaching software and
actions when increase and decrease how students provide
solving complex force upon the object in and receive feedback
movement order to meet the required
challenges target. Students explain >Teacher facilitated
how they generate more discussions with groups
force through to ensure they
performance, peer and understand the concept
self-reflective feedback. of ‘force’
PD5-10 Critiques their Students display and
ability to enact improve their interpersonal
interpersonal skills throughout the lesson.
to build and Students are given the
maintain respectful opportunity to peer-teach
and inclusive and collaborate across all
relationships in a activities.
variety of groups or
contexts

Key inquiry questions Syllabus content Contexts for learning

 How can I use feedback to  analyse the impact of space, time, objects, Individual physical activities
create adaptations to effort and people when composing and (athletics)
movement skills to make performing movement sequences
them more effective in Fundamental movement skills
(ACPMP103)
different contexts?
- experiment with the application of simple
 How can I create new
strategies and tactics to biomechanical principles including force
improve movement and and speed applied to an object to enhance
evaluate the effect these performance and ensure safety S M
have on performance?  develop, implement and evaluate
 How can I include, assist movement concepts and strategies for
and lead others during
successful outcomes with and without
physical activity?
equipment (ACPMP101)
- use established criteria to measure and
 evaluate the effectiveness of movement
performance in relation to movement
concepts and strategies S I M
- develop and implement appropriate rules,
strategies and tactics for selected
movement scenarios S M
- review, propose and implement alternative
responses to movement situations based on
the outcome of previous performances S I
M
 devise, implement and refine strategies
demonstrating leadership and collaboration
skills when working in groups or teams
(ACPMP105)
- evaluate individual strengths and the
contribution they make to teamwork and
leadership to encourage enjoyable
participation for everyone in movement
activities S I M
- implement motivational strategies to
influence the involvement and engagement
of themselves and others in movement
activities S I M
- create and implement self-assessment and
peer-assessment tools to evaluate
performance in a variety of roles including
player/performer, official and record-
keeper during movement activities S M

Cross Curriculum themes General capabilities PDHPE Skills

Students are given the S - Decision-making and
opportunity to play Kalkadoon problem-solving
kee’an a traditional Indigenous
Australian game played in areas
of north Queensland.
Numeracy (N) - Students use I - Communication
coaching software to highlight - Collaboration, inclusion
angles and direction of the body and relationship-
and object to explain how force is building
generated. Students use subtraction - Leadership and
to work out their scores in activity 2. advocacy
M - Fundamental and
Literacy (L) - Students are tasked specialised movement
with completing a puzzle and then skills and concepts
explaining its contents - Tactical and creative
movement
ICT (I) - Students use coaching - Health and fitness
software to provide constructive enhancing movement
feedback to their peers.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

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

Teaching element Indicators of presence in the lesson

Substantive Students display great levels of communication in pairs and in teams to solve problems
communication around skill execution, to devise tactics and strategies and to modify games. There is also
continual dialog between the teacher and students to ensure student understanding.
Students’ self- Students are given the opportunity to regulate their own learning. Students move into
regulation small groups and analyse different throwing techniques, play modified games
independently and collaborate to devise game plans. The teacher continually reminds
students of how long they have to complete each task this is so students can manage their
time and learning.
Background Students utilise their prior knowledge on ‘force’ to work out how to generate force on an
knowledge object.

Time Teaching and learning activities Organisation Centred

T/S
5min Introduction Activity: Kalkadoon kee’an (Indigenous Australian game) (PD5-4) Teacher: T
Explain the game
Purpose: To introduce students to throwing activities. Student:
Description: Set up playing
area
- 4-5 players per group
Resources:
- students take turns throwing a tennis ball that is inside a long sock with 5 hula-hoops
the aim of landing it in the target (hula-hoop) 10m away 2xmarkers
- Students score 2 points if it stays in the hoop and 1 point if it bounces out
Differentiation:
Move target closer or further away depending on the skill level of the
students.
15min Activity 1: Throwing the DJ’S (discuss, javelin, shotput) (N)(I) (PD5-4, PD5-10) Teacher: S
Ensure students
Purpose: For students to explore the best-technique to generate force in
are a safe
athletic throwing events through trial and error. For students to give and distance from
receive feedback using ICT tools, performance measures and self-evaluation. one another.
Description: Student:
Part 1 (practice/analysis) (10min) Set up playing
area. Use the
- Students in pairs are given one plastic discuss, one rubber ball, one
lines of the
plastic/foam javelin and one ICT device with The Coach’s Eye or Dartfish football field
application. Pairing should be made up of mixed ability to allow peer- everyone throws
teaching to occur. from the goal
line.
- Students are tasked with finding the best legal technique that will
Collect
generate the most force for each piece of athletic equipment.
 - The teacher demonstrates how to legally throw all three pieces of equipment.
Resources:
equipment without showing them the best technique.
12x plastic
- Students take it turns throwing the equipment and filming. Students who discuss
are filming provide feedback to their partner using the analysis software. 12x rubber ball
For each throw the student ‘rates’ the distance and compares that to the 12x plastic
technique that was used. javelin.

- The teacher observes which groups are demonstrating the best technique
and gets them to join a group who is finding it difficult. The teacher may
also help students with technique if required.
- Students are to wait for the teachers signal before retrieving equipment
this is to ensure the safety of all students.
Questions to facilitate learning:
Just like there are forces against you when sprinting what are the forces
against you when throwing? How do you generate the most force when
throwing a shotput, discuss, javelin?
Differentiation:
Pairings are made of students with mixed ability to facilitate peer-teaching.
Demonstrations are given as well as verbal instruction to cater for students
learning styles. The duration of the activity will be defined frequently so
students can self-direct their own learning.
10min Activity 2: Dartboard Athletics (N) (PD5-4, PD5-5) Teacher: S
Places two pairs
Purpose: For students to demonstrate their ability to apply different levels of
together to
force to an object to hit a specific target. create a group of
Description: 4.
- Students in groups of four are to set up an area that resembles a discuss Student:
field. Inside the discuss field they are to set up four zones each 10m apart. Collects
equipment and
Each zone represents a number distinguished by the students in the group
sets up playing
of four. For example zone 1 could equal 10 points and zone 4 could equal area.
50 points. Resources:
- Each student starts with a score distinguished by the group. For example 6x plastic discuss
20x markers
each student starts with 100. The aim is to get your score back to zero by
landing the discuss into the four zones. For example if zone 2 is worth 20
points, the student will then be on 80 points.
- After the first round students are to make up a rule.
- The teacher does a demonstration with one group, showing them how to
play as well as how to set-up the playing area.
- Each student then selects one of the flash cards at random. According to
their flashcard they have to work out which throwing technique and
object they have to use.
- Students take turns which each piece of equipment.
Differentiation:
Allowing students to choose how they want to score allows them to direct
their own learning. Provide students with the CHANGE-IT principle scaffold.
15min Activity 3: Shotput Puzzle Relay (L) (Appendix A) (PD5-4, PD5-5, PD5-10) Teacher: T/S
While students
Purpose: For students to demonstrate the movement skills of running and
are completing
throwing. For students to showcase their leadership, teamwork and co- activity 2 set up
operation. playing area.
Description: Student:
- There are four teams of six students. Students are to be in the group 6 Collects
 from last lesson. equipment.
Organise
- Each group has an individual playing area. The playing area is 20m long.
themselves into
Within each playing area are four different coloured hula hoops. At the their group of 6
end of the playing area is four coloured buckets that represent the colour from last lesson.
of the hula-hoop. Resources:
- Inside each bucket is three puzzle pieces that have been made out of the 16x hula hoops
4x rubber balls
sprinting picture the students took last lesson. There is a total of 12 puzzle
4x crates/bucket
pieces across 4 buckets. Photos from last
- The aim is to collect all 12 pieces and assemble the picture. lesson which
- To begin one member of each team throws the shotput and tries to land have been
turned into
in one of the coloured hula-hoops. If it lands in hula-hoop another
puzzle pieces.
member of the team runs up the side of the playing area and collects a
puzzle piece from the matching coloured bucket.
- No player can have two turns in a row at either throwing or running.
- In their teams students can decide amongst them who will be throwers
and who will be runners.
- The first team to assemble their picture first wins.
Differentiation:
Forming groups of students with mixed ability fosters peer-teaching. Allow
students to make modifications to the game if they are finding it too difficult
or too easy using the CHANGE-IT Principle.
5min Conclusion Activity: Debrief the lesson Teacher: T
Bring exit slips
Questions to Facilitate Learning:
Student:
- How do you produce maximum force upon the discus, shotput, javelin. Complete exit
(Each time a student answers, they demonstrate to the class and the class slips
copies them. Resources:
- Students fill out exit slips, detailing one thing they learnt, one thing they 24x exit slips

did not understand and one thing they want to know.

Resources: Activity 2: Dartboard Athletics – Flashcards

Glue me to the card when you know who I Glue me to the card when you know who I
am am

Charactersitics Charactersitics
- I ‘throw’ the object with a straight - I ‘throw’ the object with a slightly
arm bent arm
- I ‘throw’ within a small circle - I have the longest follow through after
- My object travels the least amount of I throw my object
distance. - My object travels the most distance

What is my event ______________________ What is my event ______________________

Glue me to the card when you know who I

am

Charactersitics
- I ‘throw’ the object with a straight
arm
- I ‘throw’ within a small circle
- My object travels the least amount of
distance.

What is my event ______________________

 PDHPE Lesson Plan
Topic Feel the Force Stage of learner: 5
area:
Date: TBA Location Oval Lesson No. 3 of 3
booked:
Time: 60 mins No. of 24 Preparation/ (Listed in the lesson)
students Resources:

Syllabus strand(s) Outcomes Outcome Assessment Formative Assessment

Health, Wellbeing Syllabus outcomes:
and Relationships
Movement Skill and PD5-4 Adapts and Students demonstrate > Teacher observation
Performance improvises their ability to select the and takes place
movement skills to best suited jumping form throughout the lesson to
Health, Safe & perform creative during activity 2. gauge student
Active Lifestyles movement across a Students demonstrate understanding of force,
range of dynamic their ability to execute informing the teaching
physical activity movement skills in the practice.
contexts context of a game.
PD5-5 Appraises and Students work out the >Teacher questioning
justifies choices of force they generate using Blooms’ Taxonomy
actions when when completing a two informs the teacher of
solving complex footed jump. From this which are grasping the
movement analysis they justify concepts and which
challenges utilising it subsequent students need more
activities. assistance
PD5-10 Critiques their Students display and
ability to enact improve their > ICT task allows the
interpersonal skills interpersonal throughout teacher to see how
to build and the lesson. Students are students utilise the
maintain respectful given the opportunity to coaching software and
and inclusive peer-teach and how students provide and
relationships in a collaborate across all receive feedback. It also
variety of groups or activities. allows the teacher to view
contexts students understanding of
the formula for force and
PD5-11 Refines and applies Students utilise the whether or not students
movement skills movement skills they can apply it to the context.
and concepts to have learnt over the past
compose and three lessons in the
>Teacher facilitated
perform innovative context of a game.
discussions with groups to
movement
ensure they understand
sequences
how to apply the formula.
 Key inquiry questions Syllabus content Contexts for learning
 How can I use feedback to  develop, implement and evaluate Individual physical activities
create adaptations to movement concepts and strategies for (athletics)
movement skills to make
them more effective in successful outcomes with and without
Fundamental movement
different contexts? equipment (ACPMP101)
skills
 How can I create new - use established criteria to measure and
strategies and tactics to evaluate the effectiveness of movement
improve movement and
evaluate the effect these
performance in relation to movement
have on performance? concepts and strategies S I M
 How can I include, assist - develop and implement appropriate
and lead others during rules, strategies and tactics for selected
physical activity?
movement scenarios S M
- review, propose and implement
alternative responses to movement
situations based on the outcome of
previous performances S I M

Cross Curriculum themes General capabilities PDHPE Skills

Students are given the S - Decision-making and
opportunity to play Kabi kabi problem-solving
buroinjin a Traditional
Indigenous Australian game
played by Aboriginal
Groups such as the Kabi Kabi in
south Queensland.
Numeracy (N) - Students use I - Communication
coaching software to highlight - Collaboration, inclusion
angles and direction of the body to and relationship-
explain how force is generated. building
Students calculate the force they - Leadership and
generate from a two-footed jump. advocacy
M - Fundamental and
Literacy (L) - Students in groups specialised movement
spell as many words as they can skills and concepts
using the hop-scotch playing area. - Tactical and creative
movement
ICT (I) - Students use coaching - Health and fitness
software to provide constructive enhancing movement
feedback to their peers as well as
calculating how much force they
can produce from a two-footed
jump
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

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

Teaching element Indicators of presence in the lesson

High Expectations Students are tasked with activities that present some difficulty throughout the lesson.
Students are encouraged to complete the activities to the best of their ability.
Student Direction Students are tasked with working out movement problems in pairs. They are given the
choice on how they want to approach the challenge.
Knowledge integration Students are tasked with completing a mathematics problem in the lesson. Students are
to use mathematics to find out the force they are exerting when completing a two
footed jump
Time Teaching and learning activities Organisation Centred
T/S
10min Introduction Activity: Alphabet Hopscotch (L) (PD5-5, PD5-10) Teacher: S
Prepare sticky
Purpose: To introduce students to the movement skill of hoping, leaping and notes with
jumping. letters on them.
Description: Student:
Choice letters at
- In groups of four students are to set up a hopscotch playing area. Letters of random
the alphabet replace numbers in each square. Resources:
- The aim is for each team to spell out as many words as they can by jumping Sticky notes x30
from letter to letter. vowels
Sticky notes x30
- Students draw 8 letters they have the choice how many vowels and
consonants
consonants they want by drawing the letters from two different ‘hats’.
- Students work together to point out words, write them down and complete
the hopscotch. Students are encouraged to spell words with maximum
letters. The team with the most words wins.
Differentiation:
- Change distance between squares to make it easier or harder.
20min Activity 1: Jumping for inquiry (N) (I) (PD5-5, PD5-10) Teacher: T/S
Explains the
Purpose: For students to analyse which form of jumping produces the most
activity
force. Student:
Description: Sets up playing
Part 1 area, collects and
- Students in groups of three are given an ICT device with the Coach’s Eye or packs up
equipment
Dartfish application.
Resources:
- Students are to line up across the baseline indicated by markers. They are to Google
see how much force they can individually produce from a two footed jump classroom
form a stationary position.
- Using coach’s eye, a calculator, a measuring tape and the Google Slides
scaffold (which entails the formula for force) they will be able to work out
how much force they each have produced.
- Students then add ‘their force’ to the table. As an extension activity
students can work out the force exerted using other jumping techniques.
- Students then are instructed to see how much distance they can cover in
three jumps. They are able to two foot jump, hop and leap.
Part 2
- Students are asked to inquire about a movement ‘problem’ in their pairs, by
coming up with a question they want to answer. The teacher may prompt
students if they are unable to devise a question. Questions could be ‘during
consecutive jumps do you lose force between each jump? If so why?
- Students using the coaching software investigate and try to answer their
question. They then present their findings to the class.
Questions to facilitate learning:
What is the formula to work out force? Ask a student who is competent to
complete a two footed jump. Observe the way they landed, why do they bend
their knees once they have landed? What are they trying to do?
Differentiation:
Pairing students of mixed ability can be beneficial, some students may not be as
athletic and some may not be as developed mathematically so there is great
 opportunity for reciprocal peer-teaching to occur. Providing visual aids helps
visual learners. Questions scaffolded by Blooms’ Taxonomy.
10min Activity 2: Jumping Golf (N) (PD5-4, PD5-5, PD5-10) Teacher: T/S
Set up playing
Purpose: For students to demonstrate their understanding of how different
area during last
forms jumping produce different levels of force. activity. 20x20
Description: grids with 18
- Students in pairs attempt to complete the course in the least amount of hula-hoops
steps. Students start in one of the corners of playing area and work out the inside.
Student:
best route to land in every ‘hole’. Students take turns each hole.
Collect hula-
- Some holes may require more than one form of jump. Two footed jumps hoops at the end
count as two steps. of the activity so
- Using the knowledge they have gained from the previous activity students the playing area
is clear for the
should be able to devise thoughtful strategies.
next activity.
Questions to facilitate learning: Resources:
What strategies did you use to navigate the course in the least amount of steps? 18x hula-hoops
Which form of jumping did you utilise the most? Why? 10x markers
Differentiation:
Change the distance between ‘holes’ depending on the skill level of students.
Pair students of mixed ability so peer-teaching can occur. Provide a
demonstration for visual learners.
15min Activity 3: Kabi kabi buroinjin (Indigenous Australian Game) (PD5-4, PD5-11) Teacher: S
Explain the game
Purpose: To bring together the three fundamental movement skills the students
Use marked out
have been focusing on over the last three lessons. playing area.
Description: Students:
- Teams of 6. Two games. Group students of mixed ability. Make replica
- The aim of the game is to get the vortex into the end-zone by throwing it to playing area for
another game.
teammates; you cannot run with the ball but can take one step after
Resources:
receiving the ball. Students have to throw the ball above shoulder height to
replicate javelin throw.
- After a team conceded two goals they are able to introduce a new rule that
‘fits’ in with the content that has been covered. Such as you can only jump.
Or you can only throw the vortex like it is a shotput etc. Students will be
provided with the CHANGE-IT principle to aid them.
Differentiation:
Grouping students of mixed ability allows collaboration and peer-teaching to
occur. Allowing students the opportunity to make modifications increases their
autonomy over their learning.
5 Conclusion Activity: Kahoot quiz + debrief Teacher: T
Create Kahoot
Purpose: To assess whether students have grasped key concepts and ideas.
quiz
Description: Students:
- Students access the Kahoot quiz the teacher has created. devices
- Kahoot quiz summarises the content learnt across the three lessons. Resources:
- Students answer the questions to the best of their ability. Kahoot
Resources: Activity 1: Jumping for Inquiry – Google Slides (Calculating Force)

Link:
https://docs.google.com/presentation/d/1IuHIgbOirOwn-xVzIm2RZlX4Bnft_RcoM-cAwUJDKNA/edit?usp=sharing
 References

Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library

Association, 103(3), 152-153. doi:10.3163/1536-5050.103.3.010

Australian Sports Commission. (n.d.). Inclusive coaching : Participating in sport. Retrieved from

http://www.ausport.gov.au/participating/resources/coaches/tools/coaching_specific_groups/Incl

usive

Edwards, K., & Meston, T. (2008). Yulunga: Traditional indigenous games. Retrieved from Australian

Sports Commission website:

http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FINAL.

pdf

Kahoot (n.d.) .Retrieved from https://kahoot.it/

Appendices:

Appendix A: Shotput puzzle relay diagram

Shotput Puzzle Relay

Collect puzzle piece

from the matching
bucket

Land shot put in

the hula-hoop

Team 1 Team 2 Team 3 Team 4

Return puzzle piece

and assemble
puzzle
Justification

These three lessons plan have been designed within the Stage 5 unit of work ‘Feel the Force’. The three
lessons embed two contexts for learning, ‘individual physical activities’ and ‘fundamental movement skills,
drawing syllabus content from the ‘movement skill and performance’ strand. More specifically the three
lessons explore ‘force’ through athletic based activities (running/sprinting, throwing and jumping). The
syllabus content has been thoughtfully sequenced allowing students to develop and utilise knowledge they
have acquired in previous lessons into future lessons. The activities across all three lessons have been
purposefully designed to meet the identified learning outcomes of the ‘movement, skill and performance
strand’, the cross-curriculum priority area of ‘Aboriginal and Torres Strait Islander histories and cultures’
and the general capabilities: numeracy, literacy and information communication technology (ICT).

The cross-curriculum priority area ‘Aboriginal and Torres Strait Islander histories and cultures’ has been
included across the three lessons in the form of traditional Aboriginal games. Including these games gives
students insight into the contribution Indigenous Australians have made to the sporting context in
Australia, as well as promoting relevance for Indigenous students in the classroom (Santoro, Reid,
Crawford & Simpson, 2011). The general capabilities of numeracy, literacy and ICT have been embedded
within most learning activities as learning these skills help students form knowledge and attitudes that are
required to be a successful individual in the current social climate (NSW Education Standards Authority,
2018).

The learning activities across all three lessons have been informed predominantly by constructivist learning
theory as there is substantial evidence detailing the effectiveness of ‘placing’ students at the centre of
their own learning (Slavich & Zimbardo, 2012). Constructivism proposes learning is experiential, taking
place through practical inquiry/problem based activities where social interaction and collaboration has a
heavy presence, this allows learners to create knowledge and construct conclusions based on their
personal experience (Keengwe & Onchwari, 2011; MacPhail, Tannehill, & Goc Karp, 2013).Constructivist
pedagogical models used in physical education includes inquiry-based learning, cooperative learning,
games-based learning and peer-teaching (Gurvitch & Metzler, 2013). These pedagogical models have been
used across all three lessons to foster learning about ‘force’ within an athletics context. Additionally due to
the nature of the content teacher-centred approaches have been ‘blended’ into some learning activities in
the form of teacher-led instruction and teacher-led discussion. These pedagogical models have been
included to ensure the safety of all students when utilising athletic equipment, to facilitate a smooth
transition between tasks and to check for understanding (Otukile-Mongwaketse, 2018).
Inquiry based learning has been incorporated across the three lessons to foster student learning. Inquiry
based learning enables students to build their knowledge on key concepts and ideas through self-directed
investigation (Østergaard, 2016). Across the three lessons students investigate how the body combats and
produces force in order to perform the movement skills of sprinting, throwing and jumping. Students
experiment with different techniques with the goal of answering the inquiry problem of which technique
produces the most force. The inquiry problem becomes more student-centred as the unit progresses; this
is because students need to be initially guided by the teacher through scaffolds and discussion on how to
conduct an inquiry before they can undertake an inquiry of their own (Lynott & Bittner, 2019). For example
in lesson 1 students are given distinct instructions on what to investigate where in lesson 3 students form
their own problems and questions to investigate. Inquiry based activities have been incorporated because
students engaged in inquiry based learning show increase knowledge of key concepts, demonstrate
greater interpersonal skills and are able to make real-world applications (Lynott & Bittner, 2019).

Additionally, cooperative learning is used within the games-based activities throughout the three lessons.
Despite athletics being an individual sport and not games related there is still reason to include some game
related activities within the unit. The games that have been included focus specifically on the skills of
running, throwing styles related to discus, shotput and javelin and jumping. Through playing these games it
allows students to develop the skills ‘naturally’ as well as increasing engagement, motivation and
enjoyment (Hewitt, Pill &, McDonald, 2018). Furthermore, students work in teams of varying ability
allowing students to demonstrate their athletic strengths as well as their leadership, interpersonal and
problem solving skills (Dyson & Casey, 2016). Additionally, working in a team allows students to recognise
‘gaps’ in their own understanding of concepts allowing peer-teaching to occur (Slavich & Zimbardo, 2012).

Peer-teaching occurs throughout each lesson in the inquiry-based activities where students investigate
how force is generated through sprinting, throwing and jumping. Pairs are mostly composed of students of
mixed ability, this is to afford students who are athletically competent the opportunity to teach and
provide timely feedback to students who are not as athletically capable (Topping, 2005). Likewise, it allows
students who are more proficient in using ICT the opportunity to teach their peer who is less proficient.
Additionally, in some instances pairings will be made up of ‘same-ability’ students, in these cases peer-
teaching becomes reciprocal. This form of peer-teaching allows both students to remain engaged and
challenged as they collaborate in order to find solutions to the movement problem (Gazula, McKenna,
Cooper, & Paliadelis, 2017). Peer-teaching activities have been included as they are an effective way to
assess student learning as students are able to present performance assessments of their peers (Gazula et
al., 2017) which is a syllabus requirement. Peer teaching also enacts motivation, self-efficacy and student
achievement among students (Nurmi & Kokkonen, 2015).
To ensure all students learning needs are being addressed these pedagogical models have been used to
differentiate the way syllabus content has been presented. Additionally, the teacher provides verbal
instruction, demonstration and scaffolds to aid student understanding. Scaffolds are resources, directions
and tools that allow students to work within their zone of proximal development increasing their ability to
learn new knowledge and concepts (Wass & Golding, 2014). Within the three lessons, activities have been
scaffolded by visual and verbal instruction, templates, pictures, flashcards, the organisation of the playing
area and Blooms’ Taxonomy.

Further differentiation strategies include giving students choice on how they present their learning this is
important in a mixed ability class. Across the three lessons students are able to present their learning
through questioning, by solving inquiry-based problems and by demonstrating their understanding through
skill execution. By implementing these differentiation strategies it allows students who are less skilled
athletically to demonstrate their understanding of the content through answering questions and devising
strategies (Light, Curry, Mooney, 2014). This allows the teacher to formatively assess students which
informs their future teaching practice and therefore helps students meet learning outcomes (Andersson &
Palm, 2017).
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Dyson, B., & Casey, A. (2016). Co-operative learning as a pedagogical model in physical education. In Co-

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London, United Kingdom: Routledge.

Gazula, S., McKenna, L., Cooper, S., & Paliadelis, P. (2017). A systematic review of reciprocal peer tutoring

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doi:10.1016/j.hpe.2016.12.001

Gurvitch, R., & Metzler, M. (2013). Aligning learning activities with instructional models. Journal of

Physical Education, Recreation & Dance, 84(3), 30-37. doi:10.1080/07303084.2013.767719

Hewitt, M., Pill, S., & McDonald, R. (2018). Informing Game Sense pedagogy with a constraints-led

perspective for teaching tennis in schools. Agora for Physical Education and Sports, 20(1), 46.

doi:10.24197/aefd.1.2018.46-67

Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through constructivist

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doi:10.1080/18377122.2014.868291

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