James Perrett Curriculum 1a Pdhpe Professional Task

Lesson Plan
Topic area: Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:

others (Getting to Know
You)
Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 1/3
Time: 60 minutes Total Number of students: 30 Printing/preparation:

30 x Bingo cards
Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment 4.1 a sense of self 4.1 explore the influence
(Board of studies, 2003a) being the same as of who I am, who I relate to
Outcome 4.1 A student Prior and different from and what I can do on a
describes and analyses the knowledge/skills - others sense of self
influences on a sense of self. Teacher to observe
student 4.2 Interpersonal
Outcome 4.2 A student
abilities/interactions communication
identifies and selects
strategies that enhance their during the lesson. - the qualities of
ability to cope and feel effective
Informal communication
supported.
assessment -
Outcome 4.11 selects and Ongoing observation LS.1 LS.1 recognise similar
uses communication skills of student input - how people are characteristics of students
and strategies clearly and towards activities similar to each other within the class group, e.g.
coherently in a range of new - the needs people feelings, interests and
and challenging situations Summative have in common abilities
assessment - - how people are
Life Skills Assessment task
LS.1 A student recognises different from each LS.5 demonstrate
My Influences due other behaviours that are socially
the personal characteristics
and needs that make them at the end of the - what makes people appropriate in a range of
similar to others yet unique. term. unique situations
- use good manners, eg when
LS.5 A student uses LS.5 behaviour eating, asking for assistance
appropriate behaviours in that is appropriate in
social situations. a range of situations LS.7 demonstrate the skills
LS.7 A student uses LS.7 initiating to initiate relationships
appropriate strategies to relationships
initiate and manage
relationships.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills:
- Learning about peers/students names and interests

- Importance of communication with others
- Identifying characteristics of self and peers
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of knowledge
important, substantive concepts, skills and ideas. Such pedagogy treats 1.5 Metalanguage
knowledge as something that requires active construction and requires 1.2 Deep
understanding 1.6 Substantive
students to engage in higher-order thinking and to communicate
communication
substantively about what they are learning.
1.3 Problematic
knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where students and criteria
teachers work productively in an environment clearly focused on 2.5 Students self
learning. Such pedagogy sets high and explicit expectations and develops 2.2 Engagement regulation
positive relationships between teacher and students and among students.
2.3 High 2.6 Student direction
Expectations
Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and knowledge
important to students. Such pedagogy draws clear connections with 3.5 Connectedness
students prior knowledge and identities, with contexts outside of the 3.2 Cultural
knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

element
1.6 Substantive Activities in this lesson are focused around introducing students to secondary
communication school and the HPE unit through both teacher and student directed activities that
allow students to build relationships with peers they dont yet know.
2.2 Both the peer and teacher directed activities have clear and enjoyable goals set
Engagement before them for students to reach for. Additionally, by setting time-limits for each
activity, students are consistently engaged throughout the lesson as they try to
complete the task.
3.4 Inclusivity This lesson aims to assist students in forming relationships with each other through
identifying common interests, skills and abilities during the in-class activities. The
final setting the tone activity is all about inclusivity and ensuring students are given
the opportunity to provide input for class rules to be used during the year.
Time Teaching and learning actions Organisation Cen
tred
T/S
5 Introduction Teacher:
As this is the first HPE lesson for the students the Ensure that tables and
teacher is entering the class with three initial chairs are set up so there
objectives: is walking space between
them. Ensure nothing is
1. To introduce them-self to the students and address obstructing fans, heaters
what we hope to achieve over the coming year. and doorways.
This will involve a demonstration of the scope and T
sequence for year 7 (see appendix A) which Student:
includes the layout of each unit and assessment task Students are to line up in
students will complete for each term. two quiet lines outside
2. To identify the background knowledge and prior to entering the
understandings which students have previously room.
attained. This second objective is specific to each
unit of work as new skills are introduced and Resources:
developed; hence in this unit background Question Box to be
knowledge circulates around student relationships placed on a table next to
and helping build connections between new peers. the door.
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).
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 dont
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 questions 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) Teacher:

Teacher to explain game
Ice breakers: and then allow students
2 truths, 1 lie to play while observing
how they interact with
- Students begin by pulling out a spare piece of each other while S
paper and a pen. completing the activity.
- They are to write down three facts about
themselves however two must be true and Student:
one must be a lie. Can be as imaginative as
- The teacher should provide an example about they want.
themselves which students are to guess: Students with disabilities
such as mute or deaf can
e.g. I teach HPE at this school (truth) participate as they can
I enjoy participating in sport (truth) write their responses.
I have competed at the Olympics (lie)
Resources:
- Students are to write their three facts down Paper and pen provided
and partner up with another student nearby. by students.
Computer connected to
- Students take turns to read out their three
overhead projector,
facts and guess which of the three their lie
Activity description to be
is. They may also stand up, move around, and
placed up on the screen.
repeat this process with other students too.
25 Do You Know Bingo Teacher:
This game has been adapted from the idea human Teacher to explain game
bingo as described in McDonald (2010). and then allow students
to play while observing
- Students receive a bingo card (see resource 1 how they interact with
below) with a 4x4 grid of information which S
each other while
students could have in common with each other. completing the activity.
- The aim of the game is to walk around and meet
other students, asking them if they share one of the Student:
same boxes in common (as found on the bingo
Can be as imaginative as
card). (Remind students to tuck in their chairs)
they want.
- If students have the same thing in common as listed
Students with disabilities
on the card, then they place each-others names
down for ONE of those categories only and
participate as they can
continue to search for other students with things in
write their responses
common.
while students with
- This game has two challenges first is to list up to
vision impairment can
four names in a row (up, down or diagonal) then
have help from their
second is to finish the sheet with a different
guides.
students name in each box.
Resources:
30 xs copies of bingo
card from resource 1
below.
Students to provide their
own pens to write with.
overhead projector,
45 Introduce a partner Teacher:

Students find a partner (group of three is fine if there and then allow students
are uneven numbers) with something in common from to play while observing
the previous game and take a seat together. Let how they interact with
students know: each other during the
You will get a few minutes to find out a bit more activity.
S
about your partners before introducing them to the Teacher can partner with
class. student/s if there is an
issue with group
Students are then given three minutes to have a brief sizes/behaviour.
chat about each-other.
Student:
- The students name. Students with disabilities
- Their previous primary school. such as mute or deaf can
- One thing from either the bingo card they participate as they can
have in common (or at least one fact if nothing write their responses.
in common). Students with vision
impairment can also
participate though will be
relying on working
memory.
Resources:
May make reference to
bingo card or two truths,
one lie from previous
activities.
55 Set the tone: Teacher:

Teacher to explain rules
After having met their classmates and completing of the classroom and then
introductions, the teacher is to direct students allow students to have
attention towards the board. their input. observing
The teacher is to write up on the board Classroom how they interact with T/S
Rules and standards and direct students towards this each other while
statement. completing the activity.
Teacher states: Student:

Okay, so I hope youve all enjoyed todays class. We they want but within
will now be going through a set of rules and standards reason.
that can be used for our class for the year. If you have Students with disabilities
a point, then please share it and Ill scribe it up on the are all able to have input
board. Alternatively, there is also the Question Box though some may require
available if you would like to drop an anonymous a translator (e.g. sign
piece of feedback or suggestion also. language) to help them.
Accordingly, students are given a chance to set the Resources:

rules for the class. Students are encouraged to take Students use their own
notes related to this. Teacher to facilitate discussion workbooks and pens.
and ensure fair and equal input occurs. Computer connected to
An important part of this process is allowing the overhead projector,
students the freedom to assist with setting the rules as Activity description to be
it encourages positive social interactions to occur placed up on the screen.
(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.
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
youve taken about the rules and standards for next
weeks discussion. Dont forget to bring a workbook
(exercise book) if you havent already.
60 Remember my name Teacher:

Students stand up, spread out around the room and and can then join in
pass the ball to each other. playing alongside
At the start, when students catch the ball they state students while observing
their name. how they interact with S
each other during the
As students become more familiar with the game and activity.
each-others names, the rules can be changed so that
students are calling the name of the person they are Student:
passing to. Students with disabilities
participate as they can
pass and catch their
responses.
Wheelchair or injured
students can also
participate as this game
is played standing on the
spot.
Resources:
A single soft touch ball
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
This lesson preparation has provided three key insights into the role of a teacher. Firstly, a
reasonable amount of time has gone into consideration of appropriate teaching and learning
activities for students to engage with. Secondly, while it was relatively easy to determine the
concepts to be taught in this lesson, it was actually difficult to ensure the flow of lesson
content which would address the selected learning outcomes whilst maintaining student
engagement. Thirdly was the narrowing of outcomes and activities towards a specifically
targeted lesson that was grounded in literary findings. In this case, the above lesson was
designed from the basis of Hanewalds (2013) literature review that suggested peers roles,
parental and teacher support, sense of belonging, family-school connections and academic
outcomes were all critical aspects that affect student transition into secondary school. As this
lessons overarching concept was all about addressing peer relationships within a new
schooling environment, it was imperative to ensure that great care was taken towards
selecting appropriate and worthwhile activities.
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.
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.
Other considerations
Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
(Australian Institute for Teaching and School Leadership, 2014)
Graduate Standards Evidence within this lesson
1.1 Physical, social and Each activity within this lesson has been carefully designed with
intellectual consideration of either the social, physical or intellectual
development development of students. Students are given multiple
and characteristics opportunities to engage with their peers and a wide range of
of students questions/topics with which to engage in conversation.
2.2 Content selection Content has been selected based on research evidence
and organisation (Hanewald, 2013) that students need to receive peer interaction
during transition to secondary school. Each weeks lesson plan
flows from one topic to the next (e.g. Getting to Know You -
Working Together - Managing Groups).
4.1 Support student The majority of learning activities within this three-week
participation program are student centred. This unit is all about students
working within groups to get to know their new peers. This
allows the teacher to observe student behaviours which can be
used to plan appropriately for future lessons.
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?
- Cultural safety needs to be considered in the classroom as it promotes a more inclusive perspective of
culture through a critical lens (Gerlach, 2012).
- Students beliefs/comfortableness with the topic Students are allowed to leave when they need as
long as they have a partner to go with them and remain within sight of the teacher through the
window.
- It is vital to ensure fire exits are made known and that there are gaps for walkways between tables,
chairs should be tucked in when not in use.
- Providing enough instruction to reasonably prevent harm, promote students wellbeing and ensure
their actions do not adversely affect the health of their students (Department of Education and
Training, 2013).
- First aid needs to be available within the classroom environment and on the school grounds
(Department of Education and Training, 2013).
- While school is important, it is recommended to stay at home and provide a sick note to the school if
you are ill (Department of Education and Training, 2013).
- Ground checks should be conducted to ensure nothing presents a trip hazard including rubbish or
wires from computers/chargers etc.
- Ensure resources used for activities are in proper working order for their task and that they are used
correctly.
References (In APA)
You must list all references that you have used for the content and resources of this lesson in
this space.
Australian Institute for Teaching and School Leadership. (2014). Australian professional
standards for teachers. Australian Government. Retrieved August 15, 2016, from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers
Board of Studies, NSW. (2003a). Personal development, health and physical education:
Years 7-10: Syllabus / Board of Studies. Sydney, Australia: Author.
Board of Studies, NSW. (2003b). Personal development, health and physical education:
Years 7-10: Syllabus / Board of Studies. Advice on programming and assessment.
Sydney, Australia: Author.
Department of Education & Training. (2013) Work health and safety (WHS) policy.
Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?lev
el=Schools&
categories=Schools|school+administration+%26+management|work+health+%26+saf
ety
Gerlach, A. J. (2012). A critical reflection on the concept of cultural safety. Canadian

Journal of Occupational Therapy, 79(3), 151-158. doi: 10.2182/cjot.2012.79.3.4
Hanewald, R. (2013). Transition between primary and secondary school: Why it is important
and how it can be supported. Australian Journal of Teacher Education, 38(1), 62-74.
doi: 10.14221/ajte.2013v38n1.7
McDonald, T. (2010). Developing safe and accountable classrooms. In Classroom

management: Engaging students in learning (pp. 144-180). South Melbourne,
Australia: Oxford University Press.
Resources Attached:
You must list all the resources that you have created or found in this space.
Can use screenshots, copies or WHERE can I find access to the similar/needed resources
(e.g. quiz)
Resource 1: Do You Know Bingo Game card
Resource 2: Teachers pre-determined list of classroom rules. (Note: some modifications

to below need to be made dependent on schools approach).
School rules:
Be courteous and respectful of other students belongings

Phones - Policy is dependent on schools approach/philosophy
Behaviour management dependent upon school approach/philosophy
No student is to leave the premises after arrival this matter is to be taken seriously
and may result in police involvement
Teachers expectations:
Students will make a reasonable attempt to complete all work theory and practical.
Students will ensure that their peers are given equal opportunity to engage with each
class.
Assigned homework must be in on time It is vital towards gaining the knowledge to
pass each unit.
Assessment tasks must be handed in on time any late assessment will experience a
5% penalty of that assignments total worth per school day that it is handed in late
for example if my assignment is due on Monday and I hand it in Wednesday then I
lose 10% of its mark because it was two (2) days late.
Anyone using a mobile device unless otherwise given permission will be referred to
the schools policy.
Students will bring their sports uniform to all practical classes or they will be
required to walk laps
A doctors certificate is required for any absences and a signed note from your parent
or guardian is required on the day for any practical/theory classes you are unable to
participate in (only exception is physical/visual/auditory impairment however
appropriate measures will be put in place to try and enhance participation for students
with these needs).
Lesson Plan
Topic area: Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:

others (Working Together)
Date: XX/YY/ZZ Location Booked: classroom Lesson Number: 2/3
Time: 60 minutes Total Number of students: 30 Printing/preparation: 30 xs

class rules and standards
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Lesson assessment:
(Board of studies, 4.2 changes and 4.2 - develop a realistic
2003a) Prior challenges sense of their ability to
Outcome 4.2 A knowledge/skills: sources of change and respond to and cope
student identifies and - Observing
selects strategies that challenge, eg school, with challenges
students interactions family, friendships
enhance their ability to
as they walk 4.3 - identify strategies
cope and feel
supported. in/during the class 4.3 - caring and and behaviours for
Looking for how respectful relationships negotiating caring and
Outcome 4.3 A they interact e.g. respectful relationships
student describes the have they made new in a range of settings
qualities of positive friends etc.? relevant to young
relationships and people
strategies to address the Informal:
abuse of power. - do students engage LS.5 - follow protocols
LS.5 behaviour that is
well in group appropriate in a range of and procedures in a
Outcome 4.16 -
activities do they situations variety of relevant
clarifies the source and
nature of problems and work well with contexts, eg on public
draws on personal others and do any LS.6 enhancing or private transport, at a
skills and support demonstrate positive relationships theatre or cinema, in a
networks to resolve leadership etc. queue to be served
them
Summative: LS.6 recognise the
Life Skills: Todays lesson factors that contribute
activities can to positive
LS.5 A student uses
contribute towards relationships, eg
appropriate behaviours
in social situations. forming ideas for cooperation, sharing,
this terms practical tolerance, respect,
LS.6 A student assessment task. honesty, trust, loyalty
recognises factors that
affect personal
relationships.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities - Effective communication
- Problem solving
- Teamwork
Intellectual Quality 1.1 Deep 1.4 Higher-order

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

This refers to pedagogy that creates classrooms where students and criteria
teachers work productively in an environment clearly focused on 2.5 Students self
learning. Such pedagogy sets high and explicit expectations and 2.2 Engagement regulation
develops positive relationships between teacher and students and
2.3 High 2.6 Student direction
among students.
Expectations

This refers to pedagogy that helps make learning more meaningful knowledge
and important to students. Such pedagogy draws clear connections 3.5 Connectedness
with students prior knowledge and identities, with contexts outside 3.2 Cultural
of the classroom, and with multiple ways of knowing all cultural
perspective.
3.3 Knowledge
integration

element
1.3 Problematic Activities and their rules are targeted towards students and their groups working
knowledge out the answers for themselves. As the activities have set criteria (e.g. reach the
other side), but no methodological instruction to accompany, students face the
challenges of solving the problems behind the activities for themselves.
2.6 Student Though the teacher has set the activities, students are ultimately responsible for
direction this lesson as they take charge of directing each activity for/within their group.
While students effectively control how each activity is completed, the teacher is
available to offer assistance throughout the tasks.
3.5 Given the intentionally ambiguous nature of how students are allowed to
Connectedness complete the group work tasks, it is anticipated that students will experience a
sense of teamwork and connectedness as they work through the problems
presented. Specifically, students will need to identify their communication
strengths and limitations while they develop them throughout the tasks.
Time Teaching and Learning Actions Organisation Centred
T/S
3 Form Groups: Teacher:

Ensure that tables and
As students enter the room, but before sitting chairs are set up so there is
down, they are asked to stand up and partner up walking space between
with someone of a similar height. Groups of them. Ensure nothing is
three are fine if there is an odd number. obstructing fans, heaters S
Once partners have been formed, each pair is to and doorways.
then seek out another pair of a different height.
Student:
There should now be groups of 4-5 students. Students are to line up in
Each group member needs to gather their two quiet lines outside
belongings and sit together again. prior to entering the room.
This activity is inclusive of
students with disabilities
though teacher/peer
assistance may be
required.
Resources:
Nil.
8 Introduction: Teacher:
Ensure students are sitting
This lesson continues from where the previous down and settled. Explain
one ended as students receive a compiled list of the rules and standards to
class rules and standards based on student students, while watching
discussion from previous lesson. and gauging their reactions T
This final list includes: to various elements. May
need to remind them
- Schools expectations prompts like these are
- Teachers expectations school rules or these are
- Students expectations what you suggested.
- Anything from the Question Box
Student:
After running through the rules, provide each All students are able to
student with a printed set of rules and standards engage with this process as
for themselves to keep. there are audio and visual
cues provided by the
This exercise is purely descriptive with an
teacher.
analysis of the rules and standards to come later
in the lesson. Resources:
30 xs Printed lists of class
rules based on previous
lesson. Question box is
available next to the door.
A computer with
connection to overhead
projector rules to be
20 Between the Lines Teacher:

Teacher to observe peer
In their groups, students are to first do a brief interactions and be
meet and greet to familiarise themselves with prepared to intervene if
their peers again. groups are not working
Specifically, students are to briefly share (one well together. This may S
minute each): mean prompting students
- their name to be on task or splitting
- their favourite food groups up if cohesion is
- one activity they did over the weekend OR not achievable.
after school during this week (depending on
Student:
lesson timing relative to the previous lesson). Again, due to audio-visual
After completing this short meet and greet, nature, all students are able
students are to discuss the rules and standards to be a part of this process
from the printed handout. This will be vital to regardless of disability.
student learning and understanding the
expectations for their ongoing assessment tasks
each term (as seen in appendix C). Resources:
Printed list of draft class
Working together, they are to discuss what they rules and standards for
like, what they dont like, and are given an each student (as above)
opportunity to write down their responses based on previous lesson.
(anonymous or not) to place in the question
box.
30 Class Discussion from previous activity. Teacher:

Teacher to write notes up
Discussion questions to answer about the class on the board during
rules and standards: discussion. Teacher to
Did you all agree with the rules and standards? observe how students
Why/why not? interact with each other
during the activity who
Was a leader designated for your group? T/S
dominates discussion and
who is reluctant to
Did you feel like everybody was included?
respond?
If not, what can be done differently?
Student:
- If time runs out and students still have they want.
questions, then the teacher may direct Students with disabilities
them to the question box. can all be included due to
the audio-visual nature of
this task.
Resources:
Paper and pen provided by
students.
overhead projector,
Black/whiteboard and
appropriate
chalk/whiteboard
markers/erasers.
40 Human Tangle Teacher:

This game has been adapted from the game Teacher to explain game
Human Knot as demonstrated by Pearce (2012) and then allow students to
on Youtube. An example of the game is play while observing how
available as Resource 1 below. Students gather they interact with each
their own group in a circle and grab two other other during the activity.
peoples hands (must be different peoples
hands). Students are not allowed to let go of Student:
their partners hands. Students can be as
S
imaginative as they want
The aim is for the group to untangle themselves towards achieving the
into a circle without breaking hand contact. objective.
Students with a range of
If students complete this task easily, they are disabilities can participate
allowed to have a second try of the same game. as they can either join in or
Discussion questions to place up on the board observe the groups if they
while groups attempt this include: are unable to participate
and provide feedback for
- What was the easiest/hardest part of this how to solve the problem.
game? In this sense, the student
- Who, if anyone, took the lead in this may not get to physically
game? complete the activity but
- If there was no leader, who gave the they do engage with the
majority of instructions? problem solving nature
- Did your group work well together? and peer interactions
- If a second try was attempted, did (providing feedback).
students find it easier to complete than
Resources: Nil
the first try?
50 The Floor is Lava: Teacher:

This game has been adapted from the source and then allow students to
Paradigmshift.org (n.d.) with an example of this play while observing how
game available in the resources section below they interact with each
(resource 2). Using three to four pieces (one- other during the activity.
two less than the number of students in the Teacher to intervene if
group) of A4 sized cardboard or paper (stepping there is trouble
stones) supplied by the teacher, students work with/caused by students.
in teams to cross the room without touching the
floor. Student: S
NOTE: if the room is too small then already Students can be as
formed groups are to team up with another imaginative as they want
group to form a large group. towards achieving the
Alternatively, space just outside the room may objective.
also be used provided students do not obstruct Students with a range of
corridor/walkway for other individuals. disabilities can participate
as they can either join in or
From a space which has a straight walkway observe the groups if they
down the middle of the room that is are unable to participate
unobstructed by tables or chairs, designate a and provide feedback for
start point at the back of the room for teams to how to solve the problem.
line up behind. A finish point is also designated In this sense, the student
at the opposite end of the room during this time. may not get to physically
Students must cross the room from the start to complete the activity but
the finish point without touching the carpet. they do engage with the
problem solving nature
The other rule is that any piece of and peer interactions
paper/cardboard placed down on the floor must (providing feedback).
be in contact with a student at all times. If a
team touches the floor, then the team must Resources:
restart. Approximately 20-25
sheets to be used as
stepping stones.
55 What happened? Teacher:

Teacher to lead debrief of
Bring all students back to their seats and both the Human Tangle
discuss were there any major differences and The Floor is Lava
between the human tangle and The Floor is games. Ask probing
Lava games? questions to enhance
students thinking behind
T/S
responses.
What were some of the different skills Student:
employed and how could these activities be Students to take notes on
modified or improved? what they experienced.
To promote inclusivity,
any students with
disabilities who were
unable to participate are
asked to share their
opinions first based on
what they observed.
Resources:
Paper and pen provided by
students.
overhead projector,
60 Forward Thinking Teacher:

Description of practical
After the discussion, the teacher will bring up based assessment task and
the assessment task for the practical component what students will need to
of this term (no resource attached for practical be able to accomplish for
assessment). Students are given the chance to this unit.
write some information down during this time.
The teacher states: Student: T/S
Listening, taking notes,
This term, for your practical assessment task and are also welcome to
you will get to work with a group of peers to ask questions at the end.
create a team-building game or activity. You
will get to choose who is in your group in two Resources:
weeks-time, though I can assist if there is any Computer connected to
difficulty in making a group. This game or overhead projector, present
activity needs to include aspects of group work, assessment task sheet (for
communication, leadership and some degree of practical unit) up on the
challenging students skills, and also needs to screen.
be somewhere between 10 and 15 minutes in
length. Your game or activity can also be
modified from one we have completed so far in
our lessons or from a game on the internet;
however, you will not pass if there are not
enough changes. If you want to do really well at
the assessment, your game needs to be original.
Your game or activity will not be due till the
second last week of term, but you will receive a
grade during week 10 and feedback for
improvement by the start of term 2 at the latest.
Lastly, your group will be given an opportunity
to test out your groups game or activity with
the rest of the class if you want to during our
Term 2 practical unit.
Follow this up with:
Are there any questions? Dont forget there is

also the question box available.
Thank you for your time, have a good week.

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Throughout the development of this lesson, the importance of drawing up sequential links
between each lesson within a unit became apparent. This was evident through the linking of
both the classroom rules and the interactive formation of groups within each lesson.
Specifically, while the first lesson leaves students thinking about the rules, the second lesson
provides students a chance to critique their own recommendations in an effort to enhance
their negotiation and cooperation skills (Board of Studies, 2003a). While this may place the
teacher in a vulnerable spot if students refuse to agree, completing this process will be vital
to setting the standard for the HPE subject throughout the year. Additionally, the use of
group work in the second plan builds upon the peer interactions and relationships established
within the first lesson. Inherently, these activities have made links between the content of
each lesson (e.g. state favourite food also part of week 1 bingo game) which aims to help
establish a link between knowledge and understanding. From this perspective, the mind-map
seen in appendix B was vital to teacher planning as it actively differentiates and draws
together students knowledge (interpreting a topical concept) and understanding (how each
concept links together) (Hay, Kinchin, & LygoBaker, 2008).
Learning Method of measurement and recording

Outcome
Problem solving Students abilities to both look at and solve problems from multiple angles will be
/change and measured through their ability to complete the set tasks in this lesson. Inherently,
challenge opportunities are provided to do this for both theory (e.g. Between the Lines and Class
Discussions) and practical (e.g. Human Tangle and The Floor is Lava) which both test
students abilities to explore solutions to the problems/ideas presented.
Teamwork/ Building on the above point, students must demonstrate a high level of team cohesion to
building complete the tasks within this lesson. Evidently, students will not be able to complete the
respectful tasks if they are unable to work together, as the tasks require each member to have a go.
relationships Therefore, observing students ability to build relationships and work together is vital.
Communication Communication will be measured through students responses to questioning throughout
this lesson and through observing their ability to complete the assigned tasks.
Communication barriers have actually been considered as an intentional possibility within
this lesson plan, as students may experience difficulty with completing tasks. The Class
Discussions have therefore been designed with questions that target communication needs.
Complete the table blow by inserting the AISTL graduate standards that you are
standard.
Graduate Evidence within this lesson

Standards
3.1 Establish The teacher has set group work which challenges students to use teamwork and critical
challenging problem solving skills to be able to achieve their goals and complete the challenges. This is
learning goals evident in the games and discussion activities as students think through and reflect on the
processes involved within each activity in an attempt to promote understanding.
4.1 Support Students are encouraged to participate within each activity throughout this lesson, with
student adaptations/potential roles put in place for all students. Furthermore, implementation of
participation both theory and practical activities provides opportunities to engage various students e.g.
leadership roles, academically proficient students, organisational ability etc.
5.4 Interpret Teachers observations of student behaviour and noting of their abilities will provide an
student data indication of their willingness to get involved and desire to take ownership of their own
work. Feedback on class rules and standards will also be key to understanding students
needs.
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?
- Cultural safety needs to be considered in the classroom as it promotes a more inclusive

perspective of culture through a critical lens (Gerlach, 2012).
- Students beliefs/comfortableness with the topic Students are allowed to leave when they need
as long as they have a partner to go with them and remain within sight of the teacher through
the window.
- It is vital to ensure fire exits are made known and that there are gaps for walkways between
tables, chairs should be tucked in when not in use.
- Providing enough instruction to reasonably prevent harm, promote students wellbeing and
ensure their actions do not adversely affect the health of their students (Department of
Education and Training, 2013).
- First aid needs to be available within the classroom environment and on the school grounds
(Department of Education and Training, 2013).
- While school is important, it is recommended to stay at home and provide a sick note to the
school if you are ill (Department of Education and Training, 2013).
- Ground checks should be conducted to ensure nothing presents a trip hazard including rubbish
or wires from computers/chargers etc.
- Ensure resources used for activities are in proper working order for their task and that they are
used correctly.
References (In APA)
You must list all references that you have used for the content and resources of this lesson in
this space.
Department of Education & Training. (2013). Work health and safety (WHS) policy.
Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?lev
el=Schools&
ety

Hay, D., Kinchin, I., & LygoBaker, S. (2008). Making learning visible: The role of concept
mapping in higher education. Studies in Higher Education, 33(3), 295-311. doi:
http://dx.doi.org/10.1080/03075070802049251
Paradigmshift.org (n.d.). Stepping stones: A classic group collaboration activity. Retrieved

August 19, 2016, from http://myparadigmshift.org/stepping-stones-a-classic-group-
collaboration-activity/
Peace. (2012). The human knot arm untangle icebreaker funny! [Video file]. Retrieved from
https://www.youtube.com/watch?v=-rI5x-YDHpE
Resources Attached:
Resource 1:
Human Tangle game adapted from human knot game demonstrated by Peace (2012) where
the following screen shots show a demonstration of the game.
Set-up During the game
End of the game
Resource 2
The Floor is Lava game as adapted from Stepping Stones a classic group collaboration
activity sourced from Paradigmshift.org (n.d.). The below image demonstrates what the
game should look like as students aim to work out how to play the game.
Lesson Plan
Topic area: Connecting with Stage of Learner: Year 7 Syllabus Pages:

others (Managing Groups)
Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 3/3
Time: 60 minutes Total Number of students: 30 Printing/preparation: 30 xs

assessment sheets, 30 xs
marking rubrics,
Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes: Lesson assessment
(Board of studies, 2003a) 4.2 4.2 - explore and develop
Outcome 4.2 A student Prior interpersonal various interpersonal
identifies and selects knowledge/skills: - communication
Observing students communication skills
strategies that enhance their - the qualities of
ability to cope and feel interactions as they effective
supported. walk in/during the communication
class. Looking for
how they interact - resolving conflict
Outcome 4.3 A student
describes the qualities of are there any students
4.3 caring and
positive relationships and that dont get along?
respectful
strategies to address the abuse
of power. Informal relationships
Assessment:
Outcome 4.16 clarifies the - Students addressing
source and nature of strategies that could
problems and draws on be used to enhance
personal skills and support group work with
networks to resolve them peers.
Formative
Life Skills: Assessment:
As with previous
LS.21 uses appropriate lesson, this weeks
communication strategies in a lesson content can be
variety of contexts used to assist students
with planning for their
LS.26 uses problem-solving practical assessment
strategies in a variety of team building game
contexts and their personal
assessment, my
influences.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills:
- Understanding communication barriers

- Understanding conflict
- Problem solving and conflict resolution
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order

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

This refers to pedagogy that creates classrooms where students criteria
and teachers work productively in an environment clearly focused 2.5 Students self
on learning. Such pedagogy sets high and explicit expectations and 2.2 Engagement regulation
develops positive relationships between teacher and students and
2.3 High Expectations 2.6 Student direction
among students.

This refers to pedagogy that helps make learning more meaningful knowledge
and important to students. Such pedagogy draws clear connections 3.5 Connectedness
with students prior knowledge and identities, with contexts 3.2 Cultural
outside of the classroom, and with multiple ways of knowing all
cultural perspective.
3.3 Knowledge
integration

element
1.2 Deep Deeper understanding of peers and how they interact within their class is provided
understanding through the activities in this lesson. Specifically, students are required to think deeply
about strategies to communicate within groups under different variables (e.g. no
talking) and how to identify/counteract the signs of conflict occurring.
2.5 Students Students learn an appreciation of self-awareness and how to effectively communicate
self- with others in various situations (e.g. when other groups may be listening to/cheating
regulation off your answers).
3.3 Students are given the opportunity to apply their previous knowledge and
Knowledge understandings of the topic to each activity presented in this lesson. The conflict
integration management video builds upon what students have learnt over the three lessons.
Additionally, the teacher is starting to learn who works well together and who
doesnt, hence is able to sort the class as needed for behavioural/issue management.
Time Teaching and learning actions Organisation Centred
T/S
5 Introductory comprehension: Teacher:

Ensure that tables
Students are directed to walk in, take out a book and a and chairs are set up
pen and take a seat. so there is walking
On the board is the broad introduction question: space between
them. Ensure
- What have you learnt in the previous two nothing is
HPE theory lessons? obstructing fans,
heaters and
Based on the previous two in-class lessons, students
doorways.
are to list anything they can remember about the S
Write up reflection
previous two lessons.
question before
students enter room.
Student:
Students are to line
up in two quiet lines
outside prior to
entering the room.
This activity is
inclusive of students
with disabilities
though teacher/peer
assistance may be
required.
Resources:
Respective
black/white board
and
chalk/whiteboard
markers.
10 Sort the groups: Teacher:

Ensure that tables
Silent sort: and chairs are set up
so there is enough
space for students to
Students are to remain silent. They are not allowed to line up at front of
write but they are allowed to use other signals for this the room.
activity. S
Student:
Students are to silently line up in order of age from This activity is
left (youngest) to right (oldest) in order of month and inclusive of students
date. with disabilities
though teacher/peer
Once all students lined up they state their birthdates to assistance may be
see if they were completely accurate or not. required.
Split students into groups based on birth-month
Resources:
(uneven groups will need to be evened up no more Nil.
than 10 groups though size of group doesnt matter for
next activity). Remind students to collect their
belongings before sitting down again with their new
group.
20 Mind-boggling sports: Teacher:

Observe how
Sitting with their new group from the previous students work
activity, students are given one (1) minute to pick one together. Facilitate
(1) scribe only from their group. This person is the discussion after the
only one who is allowed to hold a pen and perform game.
any writing for this challenge.
Student: S
Teams with more than one writer will be disqualified. Teamwork is
Given a 2-minute time limit, students are to come up critical. The
with the names of as many different sports as they can challenge is for
think of. students to write
their list as long as
At the end of the game the teacher will stop students possible without
and ask a single student from each group to count up giving away the
all the different sports on their list. answers to other
groups this will
The team with the most sports on their list at the end
require quick-
of two minutes gets to read the name of each one. A
thinking, effective
point is only awarded if no other team has that sport
communication
on their list:
(listening and
- For example: talking) and subtlety
If the game was about colours and group 1 in responding.
called out blue, then if groups 2, 3, 6, and 8 Students will also
also have blue none of the teams would write down notes
score a point for blue and that colour would about their
get crossed off the list. responses to the
questions. Students
with disabilities
After the team who had the most sports listed is may need to have
finished announcing, the teacher will turn to the other assistance from the
groups to systematically see which other sports groups teacher or a helper
named that were not listed by other groups. to complete this
task.
The winning team is the one with the most points
scored at the end. Resources:
Pen and paper,
After the game, ask students to take notes and discuss: students personal
- How they found communication in the room workbooks.
while trying to quickly provide answers to
their group without being overheard by others
within proximity.
- Ask students how they would rate their ability
to think under pressure of time.
- Ask if there were any other factors that
impacted students ability to participate?
30 Video Time - Conflict Management (see resource Teacher:

1 below) Reinforce the
emphasis of videos
Teacher to state: application towards
Good effort everyone. Now we are going to watch a group work. Listen
short video on a topic called conflict management to student responses
(Rafiq, 2015). Following the video will be some to gage an
T/S
questions and a short discussion about what weve understanding of
seen. As we discuss the questions it would be how students are
advisable to take some notes in your workbook too. reacting to the
workload. Ask them
Discussion questions as a result of the video: to write their
responses in their
- What is happening in the video?
workbooks.
- How did the bear and the moose communicate
with each other? Student:
- What did the rabbit and racoon do to the Write responses in
bridge? workbook. Verbal
- How did the rabbit and racoon communicate at discussion around
first? the video.
- What happened between the Rabbit and the
Racoon when they first met in the middle of
the bridge? Resources: the
- (no right or wrong answer for this next one) video taken from
What do you think the Rabbit and the Racoon Youtube.com,
may have been thinking when they met in the computer, overhead
middle? projector, projector
screen.
- How did the rabbit and the racoon cross the Students need a pen
bridge? and workbook.
The following two are reflective questions you dont

have to answer them out loud if you dont feel you
want to:
- Have you ever experienced similar conflict in

your life?
- If so, how did you cope or deal with it?
40 What can I do? Teacher:

At first, the teacher
Four corners activity - (This will be a can move around
think/pair/share activity that is broken into three the room and
sections which is an adaptation of two of observe how
McDonalds (2010) suggested activities Four students interpret T/S
Corners and Think/Pair/Share. Additionally, the and work around the
three parts of this activity build on from Yilmazs issues evident
(2011) recommendations that a cognitivists approach within the vignette.
that aims to build on pre-existing knowledge should If students appear to
be used in teaching. be struggling, then
the teacher can
Think: intervene and
In the same groups as before, each group is given a provide assistance.
piece of butchers paper AND each student is to take This is the first
notes in their workbook. major student-
centred theory work
Students are given a short vignette (see resource 2 for the year so aim
below) about a secondary school student which will be is to keep students
handed out to each group. on task.
Students are to analyse the scenario in front of them Student:

and, in their workbook, write down strategies they This activity is
could use to overcome perceived issues from the inclusive of all
scenario. students. Those with
disabilities may
- It is anticipated that some students will be lost
require assistance
and not be able to understand what to do.
from a helper or the
- Therefore, the teacher may need to provide
teacher.
some input to suggest the kinds of things
students should look for. This includes Resources:
prompting the class through suggesting ideas Roll of butchers
to think about as they read. paper, students
personal workbooks
Some prompting questions include:
and pens.
- How important would each of those things be
to you?
- Is there anything that you could give up in this
scenario?
- Would you be able to negotiate some time with
your parents so they can help you?
- What could you say to your friends when/if
they refuse to help you?
45 Pair (Discussion): Teacher:

At first, the teacher
Students share their answers from the vignette and can move around
their corner with their table. the room and
A single scribe (preferably someone different to observe how
previous scribe in Mind Boggling Sports) is to students interpret S
gather the ideas of all students from their table and and work around the
write them as a list in the blank space of paper. issues evident
within the vignette.
The aim is to generate discussion around considering If students appear to
various aspects of the vignette. be struggling, then
the teacher can
intervene and
provide assistance.
This is the first
major student-
centred theory work
for the year so aim
is to keep students
on task.
Student:
This activity is
inclusive of all
students. Those with
disabilities may
require assistance
teacher.
Resources:
Roll of butchers
paper, students
personal workbooks
and pens.
55 Share (Discussion): Teacher:
As this is the first
After the scribe for each group has compiled the major student-
information for their four corners, each group is to centred theory work
contribute at least 1 major point or strategy to S
and discussion the
overcome the issues outlined within the vignette to the aim is to facilitate
entire class. discussion and draw
This can also be done as a short group presentation out out students ideas.
the front of the class. Encourage all
students to have
some input.
Student:
This activity is
inclusive of all
students. Those with
disabilities may
require assistance
teacher.
Resources:
Roll of butchers
paper, students
personal notes
60 Assessment time: Teacher:

Description of
After the/ample discussion, bring students attention theory based
back to the front. Tell students about their theory assessment task and
based assessment which is also due at the end of the T
what students will
term. need to complete
Good effort everyone. I hope you have been learning this task.
something valuable over the last few lessons about
Student:
group work, communication and building Listening, taking
relationships with one-another. I also hope you are notes, and are also
thinking about your game ideas and who can join your welcome to ask
group for your practical assessment task, as we will be questions at the end.
selecting those groups next lesson. Next lesson we
will also be in the computer labs for a tutorial on the Resources:
Microsoft power point program you will be using to Computer
create your Theory based assessment task. More connected to
information will be provided next week and over the overhead projector,
coming weeks but you are to create a short power- present assessment
point slideshow about yourself and what influences task sheet (for
you. This power-point show builds upon elements of theory unit) up on
what weve been learning in these past few lessons, the screen.
and what we will cover in future lessons. hand out 30 x
printed assessment
Finally, ask: sheets and 30 x
Did anyone have any questions? marking rubrics (see
Remember there is always the question box available appendix D and
if you have an anonymous question or wish to ask appendix E).
about something you dont wish to share with the
class.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
The flow of teaching and learning and the effort that needs to go into a lessons design has
become more-so evident through preparation of this third and final lesson. Throughout this
whole process, I have found my understanding of lesson plan construction to be transforming
as I begin to fully comprehend the level of detail which goes into not only planning but
preparing a classroom ready lesson plan. My previous experiences with lesson planning have
been far less detailed or rigorous as than this process has been for me now. Accordingly, my
planning process towards a lesson plan that anyone can pick up and teach has required me to
consider strategies like those conveyed in McTighe and Wiggins (2012) understanding by
design framework. Specifically, their seven tenets which form the idea determined as
backwards design were critical to my presented lesson plans. Going forward as a teacher, this
is a framework I hope to use regularly, as Ive identified it to be a critical element of student
centred learning.
Learning Method of measurement and recording

Outcome
Interpersonal Through completing the initial tasks, students are challenged to consider various forms of
communication communication styles and the barriers they present. Specifically, students are asked to write notes
related to the activity and the discussion questions which demonstrate their understanding of
communication.
Caring and As activities and questions revolve around teamwork and conflict resolution in this lesson, students
respectful are both developing and critiquing the impact of relationships. Inherently, student understanding
relationships will be measured through teacher observations and written responses to questions (e.g. the think-
pair-share activity).
Problem As students become aware of various styles of conflict they are given opportunities to try and
solving and understand strategies to overcome conflict. Specifically, discussion and written responses
conflict regarding problem solving and conflict resolution will demonstrate students understandings,
resolution which also build on the previous lesson content. This, like all other subjects is one that can be
expanded on in following weeks.
Complete the table blow by inserting the AISTL graduate standards that you are
standard.
Graduate Evidence within this lesson

Standards
1.2 Understand This AITSL standard centres upon the use of knowledge and research that informs the way
how students learn. Specifically, the use of activities which are grounded in cognitivists learning
students approaches (Yilmaz, 2011) and based on evidence from McDonald (2010) is all about
learn enhancing students knowledge about a particular topic (interpersonal relationships and
communication in this lesson).
3.2 Plan, As described earlier, the Understanding by Design framework of McTighe and Wiggins
structure and (2012) was used to allow for a flow between lessons and the building of content from lesson to
sequence lesson. This frameworks influence over the lesson design is evidenced through the
learning consideration of a revision task at the beginning of the lesson and through the linking of
programs assessment material to unit work at the end which also builds on future work that is yet to be
completed.
5.1 Assess student This lesson utilises a range of student assessments that include understanding of prior
learning knowledge through the introduction activity, the incorporation of informal assessment through
completing activities with new/previously learnt cohesion skills and formative assessment as
students learn how their learnt skills apply to their summative assessment tasks.
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?
- Cultural safety needs to be considered in the classroom as it promotes a more inclusive perspective of culture
through a critical lens (Gerlach, 2012).
- Students beliefs/comfortableness with the topic Students are allowed to leave when they need as long as
they have a partner to go with them and remain within sight of the teacher through the window.
- It is vital to ensure fire exits are made known and that there are gaps for walkways between tables, chairs
should be tucked in when not in use.
- Providing enough instruction to reasonably prevent harm, promote students wellbeing and ensure their
actions do not adversely affect the health of their students (Department of Education and Training, 2013).
- First aid needs to be available within the classroom environment and on the school grounds (Department of
Education and Training, 2013).
- While school is important, it is recommended to stay at home and provide a sick note to the school if you are
ill (Department of Education and Training, 2013).
- Ground checks should be conducted to ensure nothing presents a trip hazard including rubbish or wires from
computers/chargers etc.
- Ensure resources used for activities are in proper working order for their task and that they are used correctly.
References (In APA)
Department of Education & Training. (2013). Work health and safety (WHS) policy.
Retrieved from
https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?leve
l=Schools&
ety
Kids Health in the Classroom. (2016). Grades 6 to 8: Personal health series, conflict
resolution. Retrieved August 19, 2016, from
http://kidshealth.org/classroom/6to8/personal/growing/conflict_resolution.pdf
McDonald, T. (2010). Developing safe and accountable classrooms. In Classroom
management: Engaging students in learning (pp. 144-180). South Melbourne,
Australia: Oxford University Press.
McTighe, J., & Wiggins, G. (2012). Understanding by Design professional development
workbook. Alexandria, VA: ASCD.
Rafiq, A. (2015, September 20). Conflict management (funny animated). [Video file].
Retrieved from https://www.youtube.com/watch?v=GnB3MpUfv_k

Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and
implications for classroom practice. The Clearing House, 80(5), 204-212. doi:
10.1080/00098655.2011.568989
Resources Attached:
Resource 1
Rafiq (2015) - Youtube Video - Running time: 2:14
Resource 2
VIGNETTE:
The following vignette has been adapted from the final working it out activity found at
Kids Health in the Classroom (2016).
You and three of your friends have a group assignment due at school next Tuesday morning.
The work has been divided into four sections for each of you to complete. You find you are
struggling to complete your part of the assignment, and that your parents are unable to help
you this week. You also have a busy weekend ahead as you have a family reunion Saturday, a
Soccer final happening on Sunday and a behavioural training session happening on Monday
night for your new pet dog.
Two of your friends have already finished their part of the assignment. When you approach
them for help with your section, one of them states Sorry, Ive already done my part while
the other states You should try and complete your own work, I cant do it for you. Your
third group member would like to help but is also working on their own section over the
weekend.
What can you do in this situation to complete your part of the assignment?
Lesson plan justification
Sequencing
Development of the above lessons was achieved through the Understanding by Design (UbD)
framework of McTighe and Wiggins (2012). Essentially, their framework proposes a method
known as backwards design, where lesson plans are created after determination of the desired
unit outcome has been established. This backwards design is based off seven key tenets that
revolve around purposefully selected curriculum and skills, transfer of learning to specific
performance contexts (e.g. explanation and application), and shaping students learning out of
what teachers desire them to understand. This framework further explains that teaching and
learning activities should not be designed to just suit the curriculum, but also to enhance the
progression of learning from week to week (McTighe & Wiggins, 2012). For this purpose,
the unit outline as it appears in Appendix F needed to be created before any lesson planning
could occur. This was in order to provide a clear direction in which the selected outcomes for
the unit would become the grounding of all lesson activities. Specifically, McTighe and
Wiggins (2012) UbD framework places significance on students gaining a deep seated
understanding of knowledge which can be applied towards autonomous understanding of
their subject. Hence, lessons were designed to flow from one to the next through integrating a
series of both teacher and student centred learning activities which promote interaction and
conceptual understanding about different aspects of relationships.
Outcomes
The three lesson plans were designed under the premise that the Year 7 students will be
experiencing a potentially difficult transition time from primary school towards secondary
school. Because this was the case, five outcomes from the Board of Studies (2003a) were
selected for their specificity to each lesson and relatability to the overarching unit concepts.
Therefore, outcomes 4.1, 4.2 and 4.11 were selected for lesson one in an attempt to engage
students with their peers and help them to understand who they are. This lesson was based on
Hanewalds (2013) literature review which found that changes to peer groups and new
expectations associated with secondary school can place high levels of stress on individuals.
Flow between lessons is achieved across the three lessons as students begin to apply the
communication and group cohesion skills to progressively harder activities throughout
lessons. Hence, outcomes 4.2, 4.3 and 4.16 were selected for lessons two and three as they
promote greater cohesion and coping strategies in regards to building relationships and
solving problems.
Assessment
These lessons utilise a range of informal and formative assessment activities which are
progressively introduced over the course of each lesson and recorded through bookwork and
group collaboration. Inherently, each activity completed in class is planned towards students
gaining a sense of their own and their peers needs and abilities, along with understanding of
concepts related to teamwork, leadership and self-perception. Understanding these concepts
will also be critical to students as they prepare their practical and theory based summative
assessment tasks for the end of term. Essentially, these tasks require students to utilise a
range of communication, problem-solving and negotiation skills that can be used in practical
settings. Therefore, all activities described in these lesson plans are aimed at providing
helpful ideas to students for both creating their own game/activity and individual power-point
presentation. An additional aspect of this assessment range in conjunction with student-led
activities is the opportunity for the teacher to observe and get to know the students they will
be teaching for the year.
Concept and Skills development
The concepts and skills taught throughout the lessons were done in a progressive manner,
whereby the first concepts introduced built the foundational knowledge for later concepts.
This was a critical process as Cousin (2006) concluded that developing a focused subject
matter is key to addressing social and emotional learning problems. As learning activities are
progressed throughout the lessons, the content conveyed to students intentionally becomes
more difficult to understand. An example of this is seen throughout the unit as lesson one
promotes simple partnered activities compared to lesson two which integrates problem
solving and teamwork. Furthermore, lesson three introduces aspects of critical thinking to
previously learnt skills (group work and cohesion) in an effort for students to identify
strategies to overcome common problems. In this sense, it is hoped that with continual
practice at a topic, students will begin to develop a deeper knowledge of that topic. Hence,
this process is similar to that of Piagets (1972) theory of genetic epistemology, where he
concluded through observations that cognitive development occurs in distinct stages. Piaget
determined that secondary students will begin to enter a stage of development known as the
formal operations stage, where they develop critical reasoning skills and abilities to complete
more complex tasks. As these skills are however dependant on schemas (worldviews) which
influence the way an individual interprets information (Piaget, 1972), it is vital to ensure
students are receiving support and acceptance from their peers. This idea is further supported
by Lin et al. (2012), who suggest the transition from primary school to secondary school is a
critical point of cognitive development in young persons lives due to factors like friendship
and social status. For this reason, each lesson was designed with the idea of addressing
student inclusion and teamwork through aspects of communication and problem solving. As
students get to know each other and their teacher over time, it is hoped that healthy
relationships would be formed between them.
Pedagogical approach
This unit was taught to students through a method of integrating practical and theory through
two major pedagogical approaches towards students learning. These included the use of
practical based group work activities and class-based discussions which followed the
majority of activities. A key aim of this approach is to engage students with both the theory
and practical components of the HPE subject, allowing them to identify the intersection
between these two categories for themselves. While the majority of activities are student
centred in this way, Bennie and Langan (2014) have declared that the HPE teacher is a
crucial role model in the development of their students positive long-term experiences as
they nurture social wellbeing, emotional wellbeing and facilitate healthy lifestyles. Therefore,
activities were designed to allow students to jointly interact with their peers whilst learning to
think about what they may be doing during the activity and why these interactions are so vital
to their development. An example of this is the Human Tangle game, where students get to
engage physically with their peers to solve a problem, before being asked in-depth questions
that highlight a specific learning aspect of the game (communication).
Quality teaching framework and the teaching standards
Finally, the selection of Australian Institute for Teaching and School Leadership, (2014)
teaching standards was made based on the concept and expected direction of each lesson
plan. An example of this was seen in lesson three, where an understanding of the way
students learn a skill or concept can impact the content they are able to learn about that skill
or concept. For this reason, interactive activities revolving around group work and critical
thinking were selected towards addressing the teaching standards in favour of traditional
methods such as rote learning.
References
Bennie, A., & Langan, E. (2014). Physical activity during physical education lessons: A
qualitative investigation of Australian PE teacher perceptions, International Journal
of Qualitative Studies in Education, 27, 1-19. doi: 10.1080/09518398.2014.933914
Cousin, G. (2006). An introduction to threshold concepts. Planet, 17(1), 4-5.
Hanewald, R. (2013). Transition between primary and secondary school: Why it is important
and how it can be supported. Australian Journal of Teacher Education, 38(1), 62-74.
doi: 10.14221/ajte.2013v38n1.7
Lin, T-J., Anderson, R. C., Hummel, J. E., Jadallah, M., Miller, B. W., Nguyen-Jahiel, K.,
Morris, J. A., Kuo, L-J., Kim, I-H., Wu, X., & Dong, T. (2012). Childrens use of
analogy during collaborative reasoning. Child Development, 83(4), 1429-1443. doi:
10.1111/j.1467-8624.2012.01784.x
McTighe, J., & Wiggins, G. (2012). Understanding by Design professional development
workbook. Alexandria, VA: ASCD.
Piaget, J. (1972). The Principles of Genetic Epistemology. New York: Basic Books.
Appendix A
Stage 4 Scope and Sequence plan
Term Week Year 7 Year 8
1
2
3 Connecting with Dance Connecting Cultural dance
4 others with others
5
1
6
7 Team building Leadership
8 What shapes games/challenges Are you okay? games
me?
9 Cross country
10 Cross Country
1
2
3 Improving my Athletics Athletics
health
4
2 5 Sex, Drugs and
6 Modified temptation.
7 games/team
8 Nutrition advice building from World games
assessment 1
9
10
1
2
3 Adolescence and Food for
change Court games lifelong health Field games
4
3 5
6 Theory of
7 movements
8 Lifestyles and
9 Power dynamics Invasion games Gymnastics
10
1
2
3 Managing risk Target Aquatics and
games/sports water safety
4
4 5 P. A. for
6 Lifelong health
7 Healthy
communities Gymnastics Modified games
8
9
10
Appendix B
Concept map for unit development
Syllabus Links Outcomes and content:

Societal Issues:
Outcome 4.1 A student describes and analyses the influences on - Family connection
a sense of self. - Student involvement
- being the same as and different from others - Strengths based approach to coping
- Using social media and social skills
Outcome 4.2 Students identify and select strategies that - Physical activity participation
- Self-expression and skills
enhance their ability to cope and feel supported
- Students explore the notion of connectedness
- Identify and apply interpersonal communication skills
- Students explore the qualities of caring and respectful relationships
Outcome 4.3 A student describes the qualities of positive

relationships and strategies to address the abuse of power.
- Caring and respectful relationships
Unit Topic:
Year 7 Connecting with others
Threshold concepts Teaching and learning strategies

- Challenging the stereotypes of healthy bodies and the context - Group activities students get plenty of
of students abilities opportunities to complete activities and
- Enjoyment of physical activity is key to student coping and challenges in groups
support - Four corners students form individual idea
- Defining the need for family connectedness and before discussing answers (McDonald, 2010)
communication - Think/Pair/Share think about answers before
- Cultural impacts on health and students abilities to cope pairing up and sharing with partner/group
(McDonald, 2010)
- ICT learning Audio-visual learning through
youtube and various websites
- Analytical reading Reading about and
analysing particular scenarios which
require problem solving
Appendix C
Year 7 assessment schedule:
Year 7 Term 1 Term 2 Term 3 Term 4
Theory
Task My influences My eating habits Then and now Managing risk
Description Students are to create and Students are to examine the nutritional Students are to do a 900-1000 word Selecting a sport or physical ac
present a 8-12 page information of a take away product, a reflective writing task about their students enjoy doing/watching
power-point slideshow dairy product and an additional experiences transitioning from primary organise a one day long mock sp
about who they are, what supermarket product. Students are to school into high school. This event needs to inc
they enjoy doing and why analyse and determine which food This will be based on each lesson from A description of the events ai
these activities choice is the best for them and write a the first 6 weeks of term and needs to the number of individuals/team
shape/impact their 500 word justification why they have include aspects from both the theory compete in each game/ac
identity. come to their conclusions. and practical side of students learning a schedule of events for each g
experiences. And
consideration of safety factors
Weighting 10% 15% 15% 20%
Outcomes 4.1, 4.2, 4.11 4.6, 4.8, 4.12 4.2, 4.3, 4.10, 4.13 4.7, 4.9, 4.15
assessed
Practical
Task Team-building game Athletic achievement Court and invasion games Target games/sports and gy
Description Based on the Students are assessed on their The sports of Netball, Target games (7.5%) - Students
games/activities that technique for any two athletic events Volleyball/nukem-ball, Basketball, team in which they compete fo
students have done that they nominate to the teacher (e.g. touch football, and soccer are played They will play a variety of targe
throughout the term, they high jump, long jump, sprinting, for two weeks each. Students are given points awarded for scoring du
are to create their own distance running, shot put, discuss, 1% for participation in each lesson of creating team chants, cheering e
game that includes an turbo/javelin). the semester. and addressing safet
element of team work and Gymnastics (7.5%) students ar
skill challenge for participating and creating the
by the end.
Weighting 10% 5% 10% 15%
Outcome assessed 4.3, 4.5, 4.15, 4.16 4.4, 4.14 4.5, 4.13 4.4, 4.10, 4.14
Appendix D
Assessment Task My Influences: 6-8 slide power point presentation slides about my-self and what forms my identity
STAGE: 4, Year 7 Unit: Connecting with others/what shapes me TERM: 1
Context:
This terms content is covered over the space of two units of work. Firstly, the unit connecting with others involves engaging and educating students around the new
relationships they will make in secondary school and how to cope with the new demands associated with secondary school. Secondly, the unit what shapes me is about assisting
students learning in relation to forming a sense of personal identity and self-understanding as they mature during secondary school. Throughout the term students will receive
opportunities to: works in groups, share ideas, develop as young leaders, identify what they enjoy doing and who is influential to their life. Please note this assessment only needs
to be handed in to the teacher does not require a presentation.
Outcomes:
The student:
4.1 - Describes and analyses the influences on a sense of self
4.2 - Identifies and selects strategies that enhance their ability to cope and feel supported
4.11 - Selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations
Description:
Students are to create a short power-point presentation about them-selves. This power point needs to be between 8 - 12 slides in length and be printed with 6 slides to a page. The
aim is for students to identify the positive factors behind their identity and how their schooling experiences up till now have played a role in shaping their life. Therefore, when
designing their slides, students should describe what they enjoy doing (e.g. sport, hobbies, seeing family, reading/writing etc.), how/why these activities shape who they are as an
individual, and how various places (e.g. home, school, church, weekend sport etc.) may have influenced them as a person. Students will be given a tutorial during week 4 of the
school term on how to use the Microsoft power-point program which will include a lesson on how much information to include on a slide and how to prepare/print 6 slides to a
page.
Assessment Criteria:
Students will be assessed on their ability to:
- Identify their interests (within an appropriate context) and demonstrate how they originally became interests for the student
- Show how their interests impact on their lifestyle choices
- Identify how external influences positively impact on their interests/sense of personal identity (for example: parents, brothers/sisters, friends, school, teachers, sports
teams, coaches etc.)
Assessment Guidelines:
Students will be given a marking rubric prior to submitting their slideshow that describes what is specifically required to achieve each grade on a scale of 0-10% (see below)
Feedback:
Feedback will be provided through formative and informal assessment as the students prepare for their task each week. Formal assessment feedback will be provided with the
marking rubric. Brief comments will be provided for what was done well, what could be improved and what was an interesting point. Spelling and grammar will also be checked.
Future Direction:
This assessment task forms the basis of a students understanding of them self in relation to their schooling, family, social, home and any other aspects of their life (e.g. religious).
As such, understanding this topic is paramount to student learning across each of the other theoretical aspects from stage four which explore different aspects of both physical and
mental health, as seen in appendix A. During the formative assessment, students learn aspects of group work, communication, critical thinking and listening which are useful to
future endeavours beyond the classroom.
Appendix E
Assessment Task Marking Rubric
Grade Unsatisfactory Satisfactory Excellent

Understanding of sense of self: No or very limited attempt to Describes interests which show a Student gives a very thorough
Students have shown what their demonstrate interests and lifestyle link to positive lifestyle choices, description of their favourite activities.
interests are. choices. either health related, social or other.
Great link between personal interests
Students have described how their <1.25 1.25 2 and positive lifestyle choices of a health,
interests impact their lifestyle choices. social or other nature which form a
2.5 marks sense of identity.
2 2.5
Understanding a sense of No identification of others influence Identifies how others can play a role Identifies how others can play a role in
relationships: on a sense of self identity. in shaping identity. shaping identity through encouragement,
Students identify the roles of other <1.25 1.25 2 provision or other forms of support that
individuals as influential towards impacts a sense of identity
defining a sense of self (if there is no 2 2.5
one then special consideration can be
put forward).
2.5 marks
Powerpoint slides: Power-point slides contain too much Power-point slides are readable and Power-point slides are very well
Contains 8-12 slides which contain writing or writing is too small to read. it is easy to follow the students designed, easy to read and the students
clear and easy to read information <1.25 ideas. ideas are easy to follow.
(font size between 16 and 20 1.25 2 2 2.5
preferred).
Student has not produced too much
information on each slide.
2.5 marks
Spelling, punctuation and No editing of work is evident as Inconsistent errors identified for Very minor errors identified for
grammar: student makes consistent spelling, punctuation, spelling and/or punctuation, spelling and grammar
Work is free of spelling, punctuation punctuation AND grammar errors grammar within slides. within slides.
or grammar errors. throughout their slides. 1.25 2 2 2.5
2.5 marks <1.25
Appendix F
Unit Outline
Unit: Connecting with others Stage: 4, Year 7 Duration: Term 1 5 weeks

Unit Description: This unit has been designed to assist students in coping with the transition from primary school to secondary school
environments. Specifically, students will complete tasks which allow them to identify who their peers are and how they can better connect
with them. These learnings are also extended towards others in either school or external contexts. Students will also learn how to work within
a team as well as how to engage with or be respectful of others interests.
Major Outcomes: Evidence of Learning:
Outcome 4.1 A student describes and analyses the influences on a
sense of self. -Learning about peers/students names and interests
- Importance of communication with others
Outcome 4.2 A student identifies and selects strategies that enhance Identifying characteristics of self and peers
their ability to cope and feel supported.
- Effective communication
Outcome 4.3 A student describes the qualities of positive - Problem solving
relationships and strategies to address the abuse of power. - Teamwork
- Understanding communication barriers
4.11 selects and uses communication skills and strategies clearly - Understanding conflict
and coherently in a range of new and challenging situations. Problem solving and conflict resolution
Outcome 4.16 - clarifies the source and nature of problems and draws
on personal skills and support networks to resolve them.
Students Learn About: Students Learn to:
4.2 changes and challenges 4.2 - develop a realistic sense of their ability to respond to and cope
sources of change and challenge, eg school, family, friendships with challenges
4.3 - caring and respectful relationships 4.3 - identify strategies and behaviours for negotiating caring and
respectful relationships in a range of settings relevant to young people
LS.5 - follow protocols and procedures in a variety of relevant
LS.5 behaviour that is appropriate in a range of situations contexts, eg on public or private transport, at a theatre or cinema, in a
LS.6 enhancing positive relationships queue to be served
LS.6 recognise the factors that contribute to positive relationships,
eg cooperation, sharing, tolerance, respect, honesty, trust, loyalty
Teaching, learning and assessment activities
Group work Students complete the majority of work in groups, meaning interaction and engagement are improved throughout the lessons
Class discussion students participate in interactive class discussions these usually follow an activity to promote engagement.
Cooperative learning students work with partners to get to know their peers and have input towards each-others ideas.
ICT students get to observe and analyse a youtube video and though it is not in the above lessons, they get to complete an online week
and use ICT for their assessment task
Individual teacher directed work students get an opportunity to work individually based on the teachers direction and specific questions
asked
Four corners/Think/pair/share students thinking is challenged through bringing various ideas to the table
Analytical reading Reading about and analysing particular scenarios which require problem solving

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Lesson Plan

Topic area: Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:

Time: 60 minutes Total Number of students: 30 Printing/preparation:

Outcomes Assessment Students learn Students learn to

- Learning about peers/students names and interests

Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

After explaining (in summary) these three points to

While this unit will be enjoyable, there will be some

Because this can happen, we have created a

Ask if there are Any questions? at this stage.

12 Introduction activities (Explore) Teacher:

45 Introduce a partner Teacher:

55 Set the tone: Teacher:

Teacher states: Student:

Accordingly, students are given a chance to set the Resources:

Thank you very much for your input. I will ensure

60 Remember my name Teacher:

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

(Australian Institute for Teaching and School Leadership, 2014)

Graduate Standards Evidence within this lesson

Years 7-10: Syllabus / Board of Studies. Sydney, Australia: Author.

Gerlach, A. J. (2012). A critical reflection on the concept of cultural safety. Canadian

McDonald, T. (2010). Developing safe and accountable classrooms. In Classroom

Resource 1: Do You Know Bingo Game card

Resource 2: Teachers pre-determined list of classroom rules. (Note: some modifications

Be courteous and respectful of other students belongings

Topic area: Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:

Date: XX/YY/ZZ Location Booked: classroom Lesson Number: 2/3

Time: 60 minutes Total Number of students: 30 Printing/preparation: 30 xs

Outcomes Assessment Students learn about Students learn to

Intellectual Quality 1.1 Deep 1.4 Higher-order

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

3 Form Groups: Teacher:

20 Between the Lines Teacher:

30 Class Discussion from previous activity. Teacher:

40 Human Tangle Teacher:

50 The Floor is Lava: Teacher:

55 What happened? Teacher:

60 Forward Thinking Teacher:

Follow this up with:

Are there any questions? Dont forget there is

Thank you for your time, have a good week.

How am I measuring the outcomes of this lesson?

Learning Method of measurement and recording

(Australian Institute for Teaching and School Leadership, 2014)

Graduate Evidence within this lesson

- Cultural safety needs to be considered in the classroom as it promotes a more inclusive

Gerlach, A. J. (2012). A critical reflection on the concept of cultural safety. Canadian

Paradigmshift.org (n.d.). Stepping stones: A classic group collaboration activity. Retrieved

Set-up During the game

End of the game

Topic area: Connecting with Stage of Learner: Year 7 Syllabus Pages:

Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 3/3

Time: 60 minutes Total Number of students: 30 Printing/preparation: 30 xs

Outcomes Assessment Students learn Students learn to

- Understanding communication barriers

Quality Teaching Elements (lesson focus) Highlight the appropriate areas