Wushu Lesson Plan Tyler Nield

Student Learning Activity Focus Class Organisation Time

Outcomes
Demonstrate engagement Introduction Video 5 min
and excitement in the Excite students for the
session Introduces the topic of session.
Wushu and invites the T
students to take part in Provide basic
the lesson. understanding of what
Wushu entails.
- Basic history
- Excite students for Questions:
the lesson
- Talou Wushu tells Clarifying
a story. Does anyone have any
questions regarding the
lesson before we begin?

Now that we have completed the introduction, let go learn Wushu!

Pedagogical Analysis
Method:
- Direct instruction
Style:
- Command
Theoretical framework:
- Didactic Pedagogy

This learning episode contains a direct instruction method of teaching. Students will be provided with the basic history, and what the session
will entail through an entertaining and engaging video, incorporating ICT into the lesson. The Didactic Pedagogy provides with the required
theoretical knowledge (Eniko, 2013). Therefore, this will be perfect for setting the scene for the lesson, ensuring the students have a clear
understanding of what is to come.
Wushu Lesson Plan Tyler Nield

Eniko, SM, 2013, ‘Didactic teaching strategies for learners’, PedActa, vol.3, no.2, p.49-58.

Primary Questioning
Clarifying questioning will be most prominent in this learning episode to ensure that student’s have a clear understanding of what is
expected within the session

Engagement
Set induction – The academy theme
Introduction to wushu history, presented in a humours way
Draw upon prior Bare Hand Wushu 40 min
knowledge to improve the Ensure students are low
quality of own wushu Go through sequence of in the stances, holding
moves basic techniques of strong posture.
Wushu: T
Demonstrate the ability to Kicks and strikes are
follow teacher instruction - Horse stance strong with forceful stiff
and demonstration - Bow stance limbs.
- Squatting stance
- Side kick Highlight the way in
- Front kick which wushu can be used
- Slap kick to tell a story, specifically
- Hand forms ancient Chinese stories.
- Horse stance
- Bow stance punch Questions:
Open
Peer feedback provided in ‘How can you improve
pairs to ensure students the strength and timing
are performing the of your bow stance
techniques successfully. punch?’
Wushu Lesson Plan Tyler Nield

Use techniques in combos Closed

and then a sequence to ‘What leg should you use
create a wushu for the front kick’
performance. ‘Is your partner getting
low enough in their
house stance?’

Great enthusiasm everyone! There were some really low stances and fierce kicks which really told a story in the performance.
Pedagogical Analysis
Method:
- Direct Instruction
Style:
- Command
Theoretical framework:
- Instructional Pedagogy

The method of this learning episode will primarily consist of direct instruction from the teacher to the students. A command style approach
to teaching will be used during this learning episode (Mosston 1992). This learning through recall and repeated performance will ensure that
student’s have the highest chance of successfully demonstrating the wushu movements. This approach will result in an efficient use of time
as Instructional pedagogy will be the focus of the session. This reduces teacher student collaboration and discussion, which enables the
students to focus primarily on improving technical performance. The teacher will be required to produce majority of the feedback to
encourage improvement of movement capabilities.

Primary Questioning
This learning episode will mostly contain closed questioning. This is the most effective to improve technical form and improvement for the
students. Some open questioning may be used during peer feedback sessions.

Engagement
Dancing in conjunction with the music
Wushu Lesson Plan Tyler Nield

Peer feedback
Describe the importance Weapon Jig Saw Ensure students are 10 min
of wushu for Chinese Individually the students focused on the task,
culture will scan a different QR getting the key
code around the room. information on their
Use ICT to develop their component.
knowledge and Each code is will provide
understanding of Wushu information about a When students present
specific component of a their findings, ensure the
weapon. group are quiet and
listening so nothing
The weapons are the staff important is missed.
and the sword.
Make it clear that if a Group meeting point
Each code will look at student is seen mucking
either the history, cues, or around with a weapon QR codes – spread around the room.
the safety of the staff or they will be sat out. Red arrows show students moving to and
sword. from QR codes once information has been
Teacher to facilitate gathered.
Each student then brings student based open T = Teacher, moves around each group
their information to share discussion. providing help where needed.
with other students to station 1 1
complete the jigsaw. Questions:
Closed
‘What year was the stick
introduced to wushu?’

Open
‘Why do you think, using
a weapon would be
Wushu Lesson Plan Tyler Nield

useful in a wushu
performance?’

Probing
‘Do you think that safe
use of weapons in a
wushu performance
improves the quality of
the performance?’

Clarifying
‘Who can tell me one
safety protocol when
using the sword?’
Great work everyone! It is great to see the clear understanding of the weapons, their history, use, and especially safety. Now we are moving
into some choreography incorporating the barehand moves and weapons, to tell an ancient Chinese story.
Pedagogical Analysis
Method:
- Jig Saw
Style:
- Guided Discovery
Theoretical framework:
- Collaborative pedagogy

This learning episode will use a Jigsaw method, to educate students on specific content of wushu in a limited space of time. Being a guided
discovery activity (Mosston 1992), students will be using ICT to discover the wushu related content. They will be given instruction on what
how to use the ICT to find the content, from there, teacher instruction will be minimal. Students will be required to then present their
findings to group in whatever way they want. We expect this to be engaging for the students. As each student will discover a different piece
of information, the Jig Saw method will be used to bring all pieces of information together. During this component of the activity, students
will be required to work collaboratively to share, analyse and discuss the information presented to them.
Wushu Lesson Plan Tyler Nield

Primary Questioning:
The questioning during this learning episode will consist primarily of open and probing questions. This will promote higher order thinking
and collaboration between group members. Closed questions will be used to clearly establish rules around safe use of weapons.

Engagement:
The use of ICT to discover information regarding weaponry
Group collaboration through the Jig Saw method
Ensure that all group
members are included in
the composing and
performing of the wushu
performance
Draw upon prior
knowledge and
experiences to improve
the quality of the wushu
performance
Adapt and respond to
changes in modification
and implication of
equipment that increase
the complexity of a
movement task or
performance
Assess, create and
Choreography 30 min
Emphasise safe weapon T
Students to receive an use.
ancient Chinese story and
music. May need to guide
students to get them
Students to choregraph a started or on the right
sequence of techniques track.
Students to work in group to choreograph
that will tell the story
through movement. Music and story provided
by teacher.
Considerations:
- Techniques used
- Equipment/
weapons Questions:
- Style
- Safety Open
‘How can you combine
ICT – students or teacher multiple movements to
to video each other and relate to this story?’
provide feedback on
performance. Probing
Wushu Lesson Plan Tyler Nield

implement appropriate ‘Why are you using the

movement concepts and horse stance for that
sequences for an component of the story?’
appropriate wushu
performance Closed
(When looking at the ICT
Provide and apply recording)
constructive feedback to ‘Are you all in time?’
their own and others'
performance sequences Probing
‘What needs to change to
Use ICT such as video ensure that you’re all in
recordings to analyse a time?’
movement sequence to
assist with feedback
construction
Awesome work everyone the sequence is looking great. We are now going to go and perform to the other group as well as provide them
with feedback on their sequence.
Pedagogical Analysis
Method
- Peer feedback
Style:
- Guided Discovery
Theoretical Framework:
- Collaborative pedagogy

This learning episode requires the students to form one group and create a performance using the wushu movement sequences that they
have learnt throughout the session. According to Mosston (1992), this is a guided discovery styled activity, the teacher will be paying close
attention to the progression and creativity of the group, the choreography should be constructed primarily by the students. This gives the
students the opportunity to be creative with the formation of the routine, explore ideas and make decisions. During this process, students
Wushu Lesson Plan Tyler Nield

will be required to provide one another with feedback to improve the quality of their movements. This will be achieved through a variety of
ways. Being the primary method for this learning activity, peer feedback will act as a critical feedback loop to improve the ‘wushu’ abilities of
the students. Finally, collaborative pedagogy will be achieved as the group work together to achieve a common goal. Being a group of 5
student’s, social loafing should be minimal, however the teacher may want to suggest ideas such as ‘everyone needs to produce a
movement for the group to include in the sequence.’ This should promote engagement, creativity and collaboration within the session.

Primary Questioning:
This learning episode will include a variety of questioning types, depending on the context of the question. Closed questions will be used
when discussing technical form and performance. Open and probing questions will be used to promote higher order thinking and creativity
when constructing the performance

Engagement:
Group collaboration
Creativity
Explain how their wushu
performance is connected
to Chinese culture and the
assigned traditional story
Display effort, strength,
timing and fluidity when
presenting wushu
techniques
Demonstrate and
understand of the
importance of space,
timing and equipment
when composing and
performing a wushu
Performance 20 min
Join with other group to Ensure all students are
perform sequence provided with an
created. opportunity to provide
feedback.
Each group will provide
each other with feedback Ensure the environment
based on: is supportive of all
- Technical form performers.
- Expression Blue are the performers.
- Creativity High light importance of
- Traditions and a respectful audience. Red is the audience, seated watching the
culture performance.
- Resilience Questions:
Questions will be
Wushu Lesson Plan Tyler Nield

performance Feedback will be relevant relevant to the responses

to the performance. from students based on
Demonstrate safe and the aspects of skilled
effective use of equipment Prompt cards will be wushu.
when performing wushu provided on each
techniques component of skilled
performance.
Well done to both groups! Both performances were extremely well conducted and the feedback from the groups was really helpful. Thank
you for participating in the lesson, we hope you enjoyed participating in Wushu.
Pedagogical Analysis
Method:
- Role Play
Style:
- Self-check
Theoretical framework:
- Collaborative pedagogy

This learning episode will involve role play. Student’s will be given a role within the performance, where they are required to successfully
perform that role for the groups performance to be successful. According to Mosston (1992), This self-check style of teaching will be evident
as the students are required to critique one another’s performance against a simple assessment criterion produced by the teacher. Finally,
collaborative pedagogy will also be evident as student’s will work together to perform their group performance to the best of their ability.
They will also collaborate with another class, providing feedback for future improvement and ideas.

Reference:

Mosston's (1992) 'Spectrum Framework' - a pedagogical tool to facilitate learning environments