102086 DT&L Assessment 2
Part A: Modified lesson plan
Topic area: “Connecting with
others” – (Getting to Know
You)
Date: XX/YY/ZZ
Time: 60 minutes
Outcomes
Syllabus outcomes
(Board of studies, 2003a)
Outcome 4.1 – A student
describes and analyses the
influences on a sense of self.
Outcome 4.2 – A student
identifies and selects
strategies that enhance their
ability to cope and feel
supported.
Outcome 4.11 – selects and
uses communication skills
and strategies clearly and
coherently in a range of new
and challenging situations
Life Skills
LS.1 – A student recognises
the personal characteristics
and needs that make them
similar to others yet unique.
LS.5 – A student uses
appropriate behaviours in
social situations.
LS.7 – A student uses
appropriate strategies to
initiate and manage
relationships.
Matthew Munoz - 17822099
Lesson Plan
Stage of Learner: 4, Year 7 Syllabus Pages:
Location Booked: Classroom Lesson Number: 1/3
Total Number of students: 30 Printing/preparation:
- Set up tables in
groups of 6
- Print off list of items
for ‘Stranded’
- Print off ‘Bingo’
sheets
Assessment Students learn Students learn to
about
Lesson 4.1 – a sense of 4.1 – explore the influence
assessment self of who I am, who I relate
Prior – being the same as to and what I can do on a
knowledge/skills - and different from sense of self
Teacher to observe others
student 4.2 – Interpersonal
abilities/interactions communication
during the lesson. - the qualities of
Informal LS.1 – recognise similar
effective
assessment - characteristics of
Ongoing observation communication students within the class
of student input group, e.g. feelings,
LS.1
towards activities interests and abilities
- how people are
Summative LS.5 – demonstrate
similar to each other
assessment - behaviours that are
- the needs people
Assessment task socially appropriate in a
have in common
“My Influences” due range of situations
- how people are
at the end of the - use good manners, eg
different from each
term. when eating, asking for
other
assistance
- what makes people
unique
LS.7 – demonstrate the
LS.5 – behaviour
skills to initiate relationships
that is appropriate in
a range of situations
LS.7 – initiating
relationships
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Time Teaching and learning actions

10 Introduction –
As this is the first HPE lesson for the students the teacher is entering the class with three
initial objectives:
1. To introduce them-self to the students and address what we hope to achieve over the
coming year. This will involve a demonstration of the scope and sequence for year 7 (see
appendix A) which includes the layout of each unit and assessment task students will
complete for each term.
2. To identify the background knowledge and understandings which students have
previously attained as well as identify the heritage and cultural makeup of the class. Also
introduce the concept of “Narrative” to the class. This second objective is specific to each
unit of work as new skills are introduced and developed; hence in this unit background
knowledge circulates around student relationships and helping build connections
between new peers.
3. Every class/classroom activity needs to ensure all students are given equal opportunity
to be included, for students to feel safe, and to have an element of fun within the lesson.
This can be achieved through various pedagogical approaches which address a variety
of students learning needs. Examples are group work, audio-visual learning,
comprehension and integration of ICT learning mediums (as seen in appendix B).

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

“While this unit will be enjoyable, there will be some topics that we cover that may make you
uncomfortable, embarrassed, or may spark a question that you don’t wish to share with the
class.”
“Because this can happen, we have created a “Question Box” which can be used by
placing an anonymous (or named) question, suggestion or any other kind of feedback on a
piece of paper. This is to help ensure that you feel like this is a safe environment where all
your question’s – no matter how long or short, simple or difficult they are - can be heard if
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. We will dedicate five minutes at the start of
each lesson to go through some questions placed in this box, so we can clarify anything
we’re confused about. 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.

Then very briefly explain to the students the topics that will be covered throughout the term
and why we are learning about them - explain to them how these concepts will be useful
and how we will be using narratives and case-studies in class as students will be able relate
these to their everyday life, e.g. “You guys will be going through a lot of changes both
physically and mentally in the next few years. We’re going to be learning about all these
changes that come with growing up so we’re going to make sure you guys understand
what’s happening and how it will affect you, so you guys are well prepared. Throughout the
term we’ll be looking at various stories and case studies and stuff which will highlight some
of these things to you guys. You’ll be able to relate to them and use them in your own real
life”.

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12 1.Stranded

Go around the class and allocate students a number from 1-6 so they may form into groups
and sit at the corresponding group of tables. They are all involved in a hypothetical situation
in which they are stranded on a deserted island. Explain that they must select five items
from a given list to help them survive and that each member of their group must select one
thing. Give them about ten minutes collaborate and brainstorm what they will need. Have
each group stand and allow for each member to explain what they selected and how each
object is essential to their survival.

30 Do You Know About PDHPE Bingo

This game has been adapted from the idea “human bingo” as described in McDonald
(2010).
- Students receive a bingo card (see resource 1 below) with a 5x5 grid of information
which students may or may not know about, these can include things such as sport-
specific jargon, famous athletes, sporting techniques and equipment, PDHPE related
terms (e.g. CPR, Puberty, Physical Health etc.) etc.
- The aim of the game is to walk around and meet other students, asking them which
terms they know of/about and if they can give a one or two sentence description or
explanation of what it means. (Remind students to tuck in their chairs)
- Students will then write down the name of the student who explained/described the term
and write it underneath.
- This game has two challenges – first is to list up to four names in a row (up, down or
diagonal) then second is to finish the sheet with a different student’s name in each box. If
no student is able to do this, whoever has the most names can be deemed the winner.

45 Introduce a partner
Students are then instructed to into groups of five groups of six, the teacher will allocate
each group to a part of the classroom and number each student from 1-5.
“Now we’re just going to spend a quick few minutes learning about who’s in our class and
what makes us unique. Hopefully you’ve been grouped up with some classmates you don’t
know very well just yet, and that’s what we want. If you don’t have an answer to the third
question you’re comfortable with sharing feel free to just use your favourite food or what you
had for dinner last night”
Students are then given three minutes to partner up with someone in their group and have a
brief chat about each-other. Students will ask each other
- The students name.
- Their previous primary school
- Their favourite food from their culture or a culture they are interested in

Students will then be asked to remember the 3 answers of their partner.

Students will then all be asked one at a time to recite their partners answer to the class as
accurately as possible
55 Set the tone:
After having met their classmates and completing introductions, the teacher is to direct
student’s attention towards the board.
The teacher is to write up on the board “Classroom Rules and standards” and direct
students towards this statement.
Teacher states:

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“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set of
rules and standards that can be used for our class for the year. If you have a point, then
please share it and I’ll scribe it up on the board. Alternatively, there is also the “Question
Box” available if you would like to drop an anonymous piece of feedback or suggestion
also.”
Accordingly, students are given a chance to set the rules for the class. Students are
encouraged to take notes related to this. Teacher to facilitate discussion and ensure fair and
equal input occurs.
An important part of this process is allowing the students the freedom to assist with setting
the rules as it encourages positive social interactions to occur (Board of Studies, 2003b).
As this is the case, the teacher will have a prepared list of rules for reference (see resource
2 below), though will avoid referring to them to allow this task to be student directed.
After this process, the teacher states:
“Thank you very much for your input. I will ensure these rules are checked over and
available for the next lesson, along with any additional rules or standards we may have
missed. Before the next lesson I would like you to think through what we discussed and any
notes you’ve taken about the rules and standards for next weeks’ discussion. Don’t forget to
bring a workbook (exercise book) if you haven’t already.”
60 Remember my name and favourite sport or physical activity
Students stand up, spread out around the room and pass the ball to each other.
At the start, when students catch the ball they state their name and their favourite sport
As students become more familiar with the game and each-other’s names, the rules can be
changed so that students are calling the name of the person they are passing to.
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. It is also
useful for teachers to get an idea into the cultural make-up of the class so they
can research accordingly and become familiar with any customs/traditions/ideas
etc. that may be of relevance in the classroom. The final activity “Remember My
Name and Sport” provides a pre-emptory view of students basic sporting ability
which can be translated to the practical aspects of HPE and may provide insight
into what types of games students will enjoy during future lessons
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. This can be done by taking both
mental and written notes, as well as recording all important feedback given in
the “question box” at the end of the lesson. Try to observe if any students who
you noticed were unacquainted prior to the lesson are now friendlier towards
each other.
Communication skills As this will be the first time the teacher and students meet in a classroom
setting, communication is vital to this lesson. The majority of activities in this
lesson are student centred which grants more room for teacher observation.

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102086 DT&L Assessment 2 Matthew Munoz - 17822099

Part B: Quality Teaching Analysis

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

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

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 Comments: All activities are ice-breaker and introductory level – it is the first
–5 lesson, so this is expected

1.2 Deep understanding

1 – 2 – 3 – 4 Comments: Only superficial and introductory level understanding of their
–5 peers is achieved in this lesson.

1.3 Problematic knowledge

1 – 2 – 3 – 4 Comments: Students are not required to use multiple perspectives and do
–5 not solve any problems during this lesson

1.4 Higher-order thinking

1 – 2 – 3 – 4 Comments: There is only very low-level thinking involved – no organization,
–5 analysation or evaluation involved

1.5 Metalanguage
1 – 2 – 3 – 4 Comments: Students are not exposed to or required to use any specialist
–5 language during these activities

1.6 Substantive communication

1 – 2 – 3 – 4 Comments: Students are constantly engaged in verbal communication
–5 between each other and the teacher during these activities

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: There is no particular quality of work required to successfully
–5 complete the prescribed activities in this lesson
2.2 Engagement
1 – 2 – 3 – 4 Comments: All students are required to be constantly engaged with the
–5 activities as well as other students to successfully participate in the activities,
however, not being present during the lesson it is impossible to give an
accurate score

2.3 High expectations

1 – 2 – 3 – 4 Comments: None of the activities would be considered challenging and there
–5 are minimal risks involved in the lesson

2.4 Social support

1 – 2 – 3 – 4 Comments: The light heartedness and group game-based learning would
–5 create a positive atmosphere and allow for students to laugh and enjoy
themselves rather than worry about academic outcomes as well as offering
the anonymous question box allows for support

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2.5 Students’ self-regulation

1 – 2 – 3 – 4 Comments: Due to not being present while this lesson plan is being carried
–5 out there is no valid score to be given for this section

2.6 Student direction

1 – 2 – 3 – 4 Comments: Students exercise some self-direction during some of the
–5 activities such as the Bingo activity, however, it is superficial and minimal

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Due to this being the first lesson there is no prior possible
–5 background knowledge other than whether some students know each other

3.2 Cultural knowledge

1 – 2 – 3 – 4 Comments: No recognition or valuing of any cultural values of any sort
–5 involved in the lesson or activities

3.3 Knowledge integration

1 – 2 – 3 – 4 Comments: Connections are made in regard to getting to know other
–5 students however it is not related to the topic subject

3.4 Inclusivity
1 – 2 – 3 – 4 Comments: All activities in this lesson plan encourage participation from all
–5 students equally, however, it is impossible to determine whether this will
actually happen in practice

3.5 Connectedness
1 – 2 – 3 – 4 Comments: The students only gain a superficial level of learning about their
–5 peers which does not extend beyond the classroom

3.6 Narrative
1 – 2 – 3 – 4 Comments: Narrative is not used in this lesson plan at all
–5

Identifying Areas for Improvement

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

QT model
1) 1.4 Higher order thinking 2) 3.1 Background knowledge
3) 3.2 Cultural knowledge 4) 3.6 Narrative

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Part C: Academic Justification

Although this lesson plan was satisfactory as an introductory lesson due to the low content
level and student-centred icebreakers to encourage socialising, there was still room left for
improvement primarily by simple modifications to better utilise principles from the New South
Wales Quality Teaching Model (2012). This paper is written to justify the reasons for
modifications to the original lesson plan. In this instance, the four elements which were
modified with hopes of improvement are:

- 1.4 Higher-order thinking

- 3.1 Background knowledge
- 3.2 Cultural knowledge
- 3.6 Narrative

Higher-order thinking was lacking in the original lesson plan and this is addressed through
the addition of first activity of the lesson, ‘Stranded’. Due to this is being a situation which
students have not realistically experienced, there would not be a simple, instantaneous
solution. Students would not be able to utilise previously acquired knowledge or experience,
rather they would have to critically think and reason to effectively create a solution to the
task at hand. Students are required to critically analyse, justify solutions, whilst
simultaneously collaborating with peers to devise an appropriate response, all of which are
elements involved in higher-order thinking (Collins, 2014). Throughout their educational
journey, the curriculum will frequently employ strategies to encourage higher-order thinking
as this can be directly applied to multiple contexts in both academic and everyday life. This
is an important element to be included in this lesson plan as it is essential for students to be
able to evaluate, justify and analyse situations and solve problems in the real world as it is a
rapidly changing, dynamic environment and requires adaptive capabilities to successfully
handle different situations (Foster, 2004).

Background knowledge is integrated in the activity ‘Do you know about PDHPE Bingo’. The
original lesson plan was lacking this element, particularly where it could be easily
implemented in this activity. With a simple modification of using PDHPE related terms as
opposed to general, random information. This allows for the teacher to better observe the
level of background knowledge the class has on topics that will be covered throughout the
term which allows for more accurate gauging of the ability level of the class. Topic-specific
terms and concepts are frequently used by educators as these things are second-nature to
them, however, without properly observing and gaining an insight into the level of
background knowledge of the classroom, if the level of knowledge possessed students is not
adequately identified , the teacher can easily overstep their mark with how they approach
and teach content which therefore widens gaps and hinders students understanding and
ability to process newly given information (Svinicki, 1994).

Cultural knowledge has been implemented in the ‘Introduce a partner’ activity. By making a
modification in which students share their favourite cultural food from their own culture or
one outside of Australia so that students may be introduced the heritage of all their peers.
which promotes an inclusive, welcoming cultural environment. By sharing and appreciating
other cultures through learning about each other’s cultural heritage and using food as a
common-ground for connecting with each other promotes friendly conversation as well as
enabling students to learn and appreciate cultural aspects outside of their own. This is a
valuable addition to this lesson plan as this curricular element encourages students to
maintain a strong, individual identity whilst also being able to respect the values and
differences of other cultures within their peer group. It also breaks down barriers of cultures
different to their own being viewed as a homogenous ‘other’ and rather views the all cultures

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world as the diverse, dynamic interconnected network that is (Asia Education Foundation,
2015)

Narrative is incorporated into ‘Introduction’ part of this lesson plan. Although the original
lesson plan effectively established an inclusive and inviting environment by letting students
know all their questions and suggestions are welcome and will be addressed, it could be
improved by providing insight into why we learn the chosen topics how we will be using
narratives to highlight how it relates to everyday life, both outside and inside school. This is
valuable as using narrative in the classroom helps students understand how the world
around them functions and how they come into it, as well as how learnt content can be
applied effectively real-world contexts (Warham, 2012). Research by (Stevens, 2007) also
shows that using narrative in the classroom can facilitate improved student motivation as
well as encourage imagination and deeper understanding of topics which assists in
achieving learning outcomes as students experience higher levels of engagement and
enjoyment when they better understand the purpose for their learning and can relate
acquired knowledge to their own lives.

Word Count: 773

Learning Portfolio: www.m-munoz92.weebly.com

References
Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum &
Leadership Journal, 12(14).
Foster, M. (2004). Higher order thinking skills. Retrieved from
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=resdev
Stevens, A. (2007). Narrative and Multiple Intelligences to Improve Engagement and
Learning. Transformative Dialogue: Teaching and Learning Journal, 1(2), 1-3.
Svinicki, m. (1994). Teaching Excellence: Toward the Best in the Academy. The
Professional and Organizational Development Network In Higher Education, 5(4).
The importance of teaching students about other cultures. (2015). Retrieved from
http://education.abc.net.au/newsandarticles/blog/-/b/2079347
Warham, k. (2012). Engaging with young people through narrative co-construction: Beyond
categorisation. Educational and Psychology, 29(2), 77-86.