Questions (Please answer the following based on the scenario below)

Scenario Imagine you are a classroom teacher in a primary school. Your principal has requested that you and your colleagues create a pack of relief lessons of Health and Physical Education (HPE) lessons to use when staff are absent. As a lot of staff have been absent, they want you to ensure that each lesson plan matches the curriculum and has an assessment task with a recording instrument that can be used to write reports. The principal would also like an overview of the lessons so that the principal of the school can easily allocate an appropriate lesson to a relief teacher. first with your group plan lessons that cover a variety of learning outcomes for different year levels (e.g. F, 1-2, 3-4, 5-6) using different activities. The lesson plans should demonstrate variety by: clearly linking to different curriculum strands for both HPE strands clearly linking to different General Capabilities or Cross-curriculum Priorities include at least one lesson that utilises some form of ICT, either for the teachers or the students. using at least one of the key HPE pedagogical approaches (games-based, inquiry-based, strengths-based). Once an overview has been developed by the group, each group member will take the lead on one one-hour lesson plan. Once drafted, the group will then review each other’s lesson plans using a review checklist. Overview Lesson name and Grade Band (F, 1-2, 3-4 or 5- 6) Focus Area/s Sub- Strands and Content Descriptors Teaching Strategy/Ac tivity HPE Pedagogica l approach (Propositio n/s) Cross- Curricular Link Use of ICT Assessmen t strategy and recording instrument Lead author (student writing the lesson) Team member’s name reviewing the lesson plan 1 2 3 4 Add more lines as required • Each team member must develop one lesson plan. Each team member should provide feedback to at least one lesson plan. • There must be a range of lessons across year-levels (may be combined e.g., F-2). • Each lesson plan must be a one-hour stand-alone plan that can be delivered by a non-specialist teacher to be delivered at short notice. • Each lesson plan should have at least one General Capability and/or Cross-curriculum priority, or preferably both. • An element of ICT should be included in one of your team’s lesson plans. • Sporting equipment and ICT equipment must be reasonably available to the teacher, and it must be easy to use. EDU30014 Health and Physical Education Lesson Plan Prepared by: Lesson title Date Year level(s) Topic Duration of lesson 1 hour Strands: Personal, social and community health Sub-strand(s):Learning area: Health and Physical Education Movement and physical activity Content descriptor(s): Curriculum Used: Victorian Curriculum Cross-Curricular Link: Learning Area OR General capability(s) OR Cross-curriculum Priority(s): Achievement Standard: Lesson Rationale What influenced your lesson choice? e.g., student interest, global/local event, current health and wellbeing issue Students Background Knowledge What do you expect students will already know or have done before? Risk Reduction What preventative measures might the teacher need to take to reduce the level of risk? Learning Intentions (WALT)What will the students learn? What skills will students develop? Pedagogical Approach (Proposition/s) What approach will the teacher need to take? Provide a brief description or examples related to the lesson. Success Criteria (WILF)How will the teacher know if they’ve learnt it? HPE Teaching Strategies What teaching strategies will shape your activities? Provide a brief description or examples related to the lesson. Creating a Safe and Supportive EnvironmentWhat strategies will create a safe and supportive environment? Learning environment Where will this lesson take place? e.g., classroom, gym, outside courts Resources, including ICT What equipment and resources will the teacher need to have before the lesson? What ICT will be needed by the students and/or teacher? Make sure to include printed materials in the Attachments section. Assessment and Reporting StrategiesBased on the learning intentions and success criteria, what will teachers assess what students have learned and how will they record it? Include the recording instrument as an attachment plan. Stage of lesson Approx. time Teacher’s actions • What will the teacher do? • What instructions and prompting questions might the teacher need? • Provide specifics on pedagogical approach, inclusion, risk, assessment, and recording for activities/resources as appropriate Student actions/tasks What will the students be doing during this time? What students’ actions may require teacher feedback? Stage 1 IntroductionHow will the teacher gain the students’ attention, engage the interest of the students, and introduce the concept(s)? Stage 2 Body of lessonDescribe each activity and the order in which it will be undertaken. Stage 3: ConclusionHow will the teacher draw the lesson ideas together so that the students can evaluate what they have learnt? Checklist for feedback Please duplicate this checklist, completing this for each lesson plan that you are providing feedback for or receiving feedback on. Lesson title AUTHORED BY ___________________ REVIEWED BY _____________ on __________ Criteria Reviewer’s comments The lesson plan includes all details on the first page, including hyperlinks to the relevant curriculum document. The stages of the lesson have clear and concise step-by-step instructions that are easy to follow. The assessment recording instrument is provided and clear. The stages of the lesson are aligned to the: Curriculum details and learning intentions Appropriate level of challenge and risk for the Year-level. Pedagogical approach Teaching Strategies Safe and Supportive environment strategies Assessment recording instrument The activities, resources and assessment task are appropriate and aligned to each other. The activities, resources and assessment(s) described are appropriate, relevant, challenging, inclusive, differentiated, meaningful, authentic, and not unnecessarily risky. The timing of each stage is realistic. All links, maps, diagrams, printed resources and assessment reporting instruments are credited and provided in the attachments in a logical way.

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