102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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: Deep knowledge is strongly evident & is consistent throughout the lesson plan.
5 Key ideas of interpersonal communication, life skills and socially appropriate behaviours
are constant.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: By allowing students to ask any relevant questions throughout the class, as well
5 as provide anonymous suggestions in the question box provided, the teacher can determine
if there is deep understanding or not. Activities also act as a source for students to display
deep understanding.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Knowledge being dispensed is demonstrated to be teacher’s knowledge. It is
5 made clear that students may offer suggestion and question anything as long as it is
relevant.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: The lesson incorporates activities that require memorisation of information,
5 although it is all low-order thinking and does not require any evaluation of content. It is simply
reproduction of information and has no manipulation, synthesising or hypothesising of
information.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Although PDHPE may involve metalanguage throughout its course, this lesson
5 plan does not involve metalanguage. Students are not involved in identifying and
discussing language.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: There is evidence of substantive communication. Students are communicating
5 & reciprocating knowledge relative to the activities and are achieving the goals set in the
lesson plan.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The lesson plan makes mention of a scope and sequence as well as a layout of
5 each unit and also details the assessments each student will complete. There is no reference
to the students referring to and using the criteria to examine their quality of work.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: The lesson plan provides activities throughout the lesson that directly involve
5 student participation. Students are required to part take in activities by receiving or
expelling information. Additionally, the teacher emphasises for students to provide
feedback, questions & suggestions.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: The lesson plan expects all students to participate in the ice breaker activities as
5 it is states groups can be made with 2 or even 3 people. The teacher has incorporated
challenging aspects to the class through physical ball games & memorisation ice breakers.
2.4 Social support
1 – 2 – 3 – 4 – Comments: The lesson plan strongly encourages the student’s feedback and questions. The
5 teacher also makes a point to include all students input while creating the classroom rules
and standards.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: The teacher has created the rules & standards in conjunction with the students,
5 with the expectation that the students are to follow the rules properly. We are unable to tell
 the level of self-regulation from the lesson plan as there are no regulation methods
mentioned to monitor students.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: The lesson plan has a clear and set schedule that the students adhere to. The
5 teacher does allow the students to have fun, but it is within the instruction and rules set by
the teacher. However, students are given the opportunity to give feedback and suggestions
for future classes.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The lesson plan incorporates background knowledge throughout the lesson.
5 Out of school knowledge, experiences, training and information are involved in each
activity.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: The lesson plan does state equal opportunity for all students to feel included
5 and to feel safe. This does indicate there will be inclusivity, though it does not mention the
diversity of students and does not elaborate into the various cultures & characteristics
students have.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: The lesson plan does not make any direct knowledge integration. The ice
5 breaker activities may bring knowledge from other aspects or subjects though this is not stated
on the lesson plan.
3.4 Inclusivity
1–2–3–4– Comments: The teacher has reinforced an environment of inclusiveness and safety by
5 valuing all students input. A suggestion box is present where anonymous submissions can
be made, and any question can be asked at any time.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Activities in this lesson plan build on connections with other students through
5 discussion & common similarities. Class rules as well as the skills taught within these
activities benefit students outside of school, though no effort to influence an audience
beyond the class is present.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: Narrative is superficially included through activities as students engage with
5 one another by sharing stories/experiences. The lesson plan does not provide any other forms
of narrative.

Identifying Areas for Improvement

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

QT model
1) 2.1 Explicit quality criteria 2) 2.6 Student direction
3) 3.2 Cultural knowledge 4) 3.3 Knowledge integration

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 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

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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.
Lesson assessment 3.2 – Cultural 1.6 Substantive
knowledge communication
Prior
knowledge/skills - various countries - explore and discuss topics
-Teacher to observe and sports statistics relevant to PDHPE
student and facts
2.6 Student direction
abilities/interactions
- cultural
during the lesson as - Students learn to be self-
well as their appreciation & their
directed, self-monitoring,
performance with contributions
decisive thinkers
regards to the 2.1 Explicit quality
criteria. 4.1 – explore the influence
criteria
of who I am, who I relate to
Informal - interpreting criteria and what I can do on a
assessment - sense of self
Ongoing observation 4.2 – Interpersonal
of student input communication
towards activities - the qualities of LS.1 – recognise similar
effective characteristics of students
Summative communication within the class group, e.g.
assessment - feelings, interests and
Assessment task LS.1 abilities
“My Influences” due - how people are
at the end of the similar to each other LS.5 – demonstrate
term. behaviours that are socially
- how people are appropriate in a range of
different from each situations
other - use good manners, eg when
eating, asking for assistance
LS.5 – behaviour
that is appropriate in LS.7 – demonstrate the skills
a range of situations to initiate relationships
LS.7 – initiating
relationships
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 Time Teaching and learning actions

5 Introduction
As this is the first HPE lesson for the students the teacher is entering the class with five 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. Provide the students with a structured criteria/guideline stating the expectations and goals
students are required to reach at the end of each class. Throughout the class, students
progress is to be monitored to ensure they are progressing correctly and achieving the
expectations set. Frequently reminding students of the criteria & reinforcing the
importance for students to observe their quality of work to aid in achieving positive
results. Finally, assist students in clearly understanding what is expected & provide
feedback to students so they may modify their progress & learn self-evaluation.
3. To identify the background knowledge and understandings which students have
previously attained. 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.
4. 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).
5. Provide the students with an option to select their seating arrangements & quiz the
students on what health is to them. Using questions such as “What do you think being
healthy is?” or “what is the best sport and why?”. This provides a student directed
classroom environment. This encourages active participation and self-monitoring.

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 of your
question’s – 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

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 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.

q Introduction activities (Explore)

Ice breakers:

2 truths, 1 lie

- Students begin by placing themselves in a group of 4 or 5. They can choose their own
groups.
- Next, they are to take out a spare piece of paper and a pen.
- They are to write down three physical activity facts or physical activity experiences
they have had – however two must be true and one must be a lie.
- The teacher should provide an example about themselves which students are to guess:

e.g. I have broken 3 bones in my life (truth)

I have won 2 grand final games of football (truth)
I have never scored a goal/try in my chosen sport (lie)

- Students are to present their chosen “facts” to their group peers and have them guess
which 2 of the 3 facts are true and which one is a lie.
- Once all students within a group have completed their turn, students are then to move
around the classroom and join a different group.

25 Country & Game Trivia

This game is a spin off from the classic game Trivia and incorporates various
countries and sports. Trivia statistics should be prepared in advance for this game to
be provided to the students.

- Students are to place themselves in groups of 4 to 5 players, number doesn’t matter as

long as all students participate.
- Each group is to relocate themselves in different areas of the classroom, so that they
are separated.
- The teacher provides the students with a variety of sports, health, history and country
facts.
- Each group is then given 5 minutes to choose their preferred statistics & formulate
trivia questions from the provided sports, health, history and country facts.
- The teacher is to read out a range of the student chosen questions relating to various
statistics & facts. For example, “which American basketball player is the highest
scoring in history”, or “which country does the following sport originate from?”.
- The group to shout out the answer first wins the round. First group to 5 points wins

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 the game.

45 Introduce a partner

Students find a partner (group of three is fine if there are uneven numbers) with something in
common from the previous game and take a seat together. Let students know:

“You will get a few minutes to find out a bit more about your partners before introducing
them to the class.”

Students are then given three minutes to have a brief chat about each-other.

- The students name.

- Their previous primary school.
- One thing from either the “bingo card” they have in common (or at least one fact if
nothing in common).

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:

“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

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 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.

As students become more familiar with the game and each-others 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. 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.