Zachary Ryan 17468695

Designing Teaching & Learning

Assignment 2

Contents

Original Lesson Plan..2

Lesson Plan Analysis..3

Modified Lesson Plan...7

Academic Justification.12

References........................16

Learning Portfolio Web Link...18

1
 Zachary Ryan 17468695


Original Lesson Plan

Source : http://www.australiancurriculumlessons.com.au/2015/05/25/teaching-afl-skills-a-
physical-education-mini-unit-of-5-lessons/

2
 Zachary Ryan 17468695

Lesson Plan Analysis


Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers.

Evaluation score 1 (poor) to 5 (excellent)
Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 4 5 Comments: Not included

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 5 Comments: Not included

1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1 2 3 4 5 Comments: Not included

1.6 Strategies to support full participation of students with disability
1 2 3 4 5 Comments: Not included

2 Know the content and how to teach it
2.2 Content selection and organisation
1 2 3 4 5 Comments: Successfully organises students and provides in-depth drills
to learn the content

2.3 Curriculum, assessment and reporting
1 2 3 4 5 Comments: Meets some the Australian Curriculum requirements for
stage 4 including;
- Practise, apply and transfer movement concepts and
strategies with and without equipment (ACPMP082)
- Practise and apply personal and social skills when undertaking a
range of roles in physical activities (ACPMP086)

Does not mention assessment or reporting
2.6 Information and Communication Technology (ICT)
1 2 3 4 5 Comments: Not included

3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 5 Comments: Relating drills to specific goals are shown in the lesson plan.
However, many goals are to display their learned skills rather than
improve or practice, therefore it may be less challenging to merely show
what has been previously learned.
3.2 Plan, structure and sequence learning programs
1 2 3 4 5 Comments: Effectively structures lesson to sequence drills from
individual skill practice to using multiple skills in a gameplay context.
However, more planning could be included such as time effective ways

3
 Zachary Ryan 17468695
to create teams and set up drills.
3.3 Use teaching strategies
1 2 3 4 5 Comments: Uses demonstration and dialogue to assist students in tasks.
Could improve student engagement using:
- proficient students to demonstrate to the class
- Joining in the drills
3.4 Select and use resources
1 2 3 4 5 Comments: Not included

4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 5 Comments: Drills are inclusive for all students. No students have to
stand aside or get out therefore are consistently involved.

4.2 Manage classroom activities
1 2 3 4 5 Comments: The lesson plan has no down time so students should be
engaged in activities consistently. However, nothing is included in the
lesson plan.

4.3 Manage challenging behaviour
1 2 3 4 5 Comments: Not included. However, the lesson plan has no down time
so students may be less likely to misbehave

4.4 Maintain student safety
1 2 3 4 5 Comments: No tackling is a rule implemented to maintain student
safety. No specific safety measures e.g. first aid equipment are included

4.5 Use ICT safely, responsibly and ethically
1 2 3 4 5 Comments: Not included

5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 5 Comments: Not included

5.2 Provide feedback to students on their learning
1 2 3 4 5 Comments: Mentions feedback at the end of the lesson, however no
details are given as to the specifications of the feedback.

4
 Zachary Ryan 17468695


Section 2: NSW Quality Teaching Model

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 5 Comments: This lesson is very practical and has no inclusion of key
concepts or ideas within the PDHPE KLA.
1.2 Deep understanding
1 2 3 4 5 Comments: Students are able to demonstrate proficiency in game play
and structure during the game play part of the lesson. However, there is
no specific inclusion of dialogue or assessment in the lesson plan where
they may express deeper understanding of the relationships between
central ideas in AFL

1.3 Problematic knowledge
1 2 3 4 5 Comments: Student may address various perspectives and solutions to
score goals during gameplay.

1.4 Higher-order thinking
1 2 3 4 5 Comments: As part of a team in gameplay, students are required to
organise and reorganise team structures, apply learned skills to different
contexts and analyse the opposing teams strategy.

1.5 Metalanguage
1 2 3 4 5 Comments: Gathering and handball is language that is AFL specific and
required to be used in class.

1.6 Substantive communication
1 2 3 4 5 Comments: Students are regularly engaged in oral communication during
gameplay and drills to effectively complete the tasks required. E.g. Calling
for the ball when your open

Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 5 Comments: During games and drills students must adhere to the
requirements of the drill e.g. kick the ball to specific person. However
there is no explicit criteria or assessment to refer to as a reference for
quality of work.

2.2 Engagement
1 2 3 4 5 Comments: Drills and gameplay include all students and require them to
be engaged for the entire lesson. They are modified often to sustain
interest and attention
2.3 High expectations
1 2 3 4 5 Comments: There is no inclusion of expectations communicated in the
lesson plan.

5
 Zachary Ryan 17468695

2.4 Social support
1 2 3 4 5 Comments: As apart of a team and an inclusive lesson the students are
surrounded in options for social support including the teacher.

2.5 Students self-regulation
1 2 3 4 5 Comments: The lesson plan does not include students demonstrating
autonomy so that minimal attention from the teacher in required.

2.6 Student direction
1 2 3 4 5 Comments: There is no student direction evident in the lesson plan. The
teacher makes all decisions

3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: There is no mention of the lesson building on background
knowledge of the any students.

3.2 Cultural knowledge
1 2 3 4 5 Comments: There is no inclusion of culture knowledge or diverse social
groupings.

3.3 Knowledge integration
1 2 3 4 5 Comments: The lesson plan does not include links between and within
subjects and key learning areas

3.4 Inclusivity
1 2 3 4 5 Comments: The lesson plan activities are tailored to include all students
and value their participation.

3.5 Connectedness
1 2 3 4 5 Comments: The lesson activities do not rely on the application of school
knowledge in real-life contexts or problems.

3.6 Narrative
1 2 3 4 5 Comments: There is no inclusion of a narrative during the lesson plan.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1) 2.6 Information and Communication 2) 5.1 Assess student learning
Technology (ICT)
QT model
1) 3.2 Cultural knowledge 2) 2.6 Student direction

6
 Zachary Ryan 17468695

Modified Lesson Plan

Topic area: PDHPE Stage of Learner: 4 Syllabus Pages: 12 & 13

Date: Location Booked: Oval Lesson Number: 2/5

Time: 60 minutes Total Number of students Printing/preparation
14

Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment - Specialised - Handball accuracy
4.4 demonstrates and movement skills - Kick accuracy
refines movement skills in Informal Diagnostic - AFL theory e.g. - Communicate as a
a range of contexts and assessment during structure of the team member
environments Relay kicking drill- field, game sense. - Gathering skills
Teacher observation - Teamwork - Use skills in varying
4.5 combines the features - Cooperation contexts
and elements of Informal Formative - Communication - Apply skills to game
movement composition to assessment During - Indigenous history situation
perform in a range of the kicking practice and culture - Analyse kick
contexts and and final gameplay technique using ICT
environments
Informal assessment
4.11 selects and uses techniques -
communication skills and questioning and
strategies clearly and observation
coherently in a range of
new and challenging
situations

4.13 demonstrates
cooperation and support
of others in social,
recreational and other
group contexts



Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

- Aboriginal and Torres Strait Islander - Movement and skill proficiency applied in various
histories and cultures AFL contexts and environments
- ICT Video kicking techniques with - Communication skills and strategies
iPhone - Social cooperation and support of others in group
contexts

7
 Zachary Ryan 17468695

Time Teaching and learning Organisation Centred

actions T/S
Intro Relay Teacher: Inform students that todays STUDENT
9:45 9:50 -spread out in lines. Kick assessment will involve demonstrating
the ball along the line. movement skill proficiency in various contexts.
Last person runs to the (4.4)
top and go through again
-Observes students who are struggling for -
additional practice time.
-Informal Diagnostic Assessment*

Student:

concentrate on accuracy, not speed.
Resources: Footy, markers.
Handball pick up Teacher: STUDENT
9:50 9:55 -handball to the ground
and the opposite group Student:
gathers it and repeats



-keep the ball in front

Resources: Footy, markers.
Body Bur-oin-jin (AFL Teacher: Acknowledge Indigenous culture and STUDENT
modification) history of the game
9:55- Safety: Players are not to dive for the ball
10:10 6 v 6 with one being No tackling
goalie Student:
-everyone has to touch Students are given the option to play the game
the ball with a exclusively kicking or include both handball
handball/kick before a and kicking.
team can score
-goalie can move along Safety: Players are not to dive for the ball, No
the backline tackling.
-Pass to goalie = goal
-swap teams







- When touched, pass immediately
-Move to space
Resources: Footy, markers, bibs.

8
 Zachary Ryan 17468695
10:15-10:25 Drill Teacher: Entrust competent students to help STUDENT
Same time -First person handballs to set up and maintain continuous efforts in the
as below* the centre task.
-They then run to gather
and kick to the lead of the Student:
next line

-Students can opt to join
the other group and work
on kicking

Resources: Footy, markers.
Kicking proficiency Teacher: TEACHER
10:15- -Students line up in - Using iPhone video teacher can record kick
10:25 opposing lines facing each technique and point out flaws.
Same time other Bring students to the side of the drill to assist
as above* -Ball is kicked to the class technique
mate leading the Informal formative assessment*
opposing line
-After kicking student runs Student:
through to join the back
of the opposing line
-Repeat sequence..


Resources:
iPhone, Footy
10:25- Bur-oin-jin (AFL Teacher: Informal Formative Assessment* STUDENT
10:40 modification)
-6 v 6 with one being Acknowledge Indigenous culture and history of
goalie the game
-everyone has to touch
the ball with a Students are given the option to play the game
kick/handball for a team exclusively kicking or include both handball
to score and kicking.
-goalie can move along
the backline Safety: Players are not to dive for the ball, No
-Pass to goalie = goal tackling.
-swap teams Student:

- When touched, pass immediately
- Move to space
Resources: Footy, markers, bibs.

9
 Zachary Ryan 17468695


Conclusion Group feedback and Teacher: Provide constructive feedback on TEACHER
10:40- discussion formative assessment
10:45 Self-reflective questions:
How well have the students learnt the content
to date?
How can I modify my future lesson to enhance
their learning?

Student: Discussion questions for students.
How well have the students learnt the content
to date?
How can I modify my future lesson to enhance
their learning?
Did you enjoy being able to choose the rules
for the games?
Did ICT help improve your kicking technique?
Why is it important to continue to promote
Indigenous games?

Resources:

10
 Zachary Ryan 17468695
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

In modifying the lesson plan, I found the integration of Indigenous culture to be
exciting as there are ample fantastic, traditional games for PDHPE classes to use. I
decided on Bur-oin-jin as it suited the purpose of the lesson with very few changes
to the traditional game e.g. traditional Bur-oin-jin did not keep score.

In addition to cultural knowledge, I thought additional kicking practice would be
beneficial as the proficient technique differs from many other ball sports e.g. Soccer,
rugby league. I learned to incorporate iPhone video as a form of ICT. This is
something I would have loved as a student and an athlete, research suggests video
analysis is an excellent way to learn from your mistakes.

I found it unusual that there was no form of assessment included in the lesson plan
so in my opinion the inclusion of assessment was an obvious choice. I decided on a
diagnostic assessment to gauge the level of the students kicking proficiency and then
a formative assessment throughout the lesson to assess improvement.

I have learned that in order to hold engaging and meaningful lessons, research and
planning are essential. I found the Australian Professional Standards for Teachers
and the NSW quality teaching model excellent frameworks to improve my lesson. In
conclusion, I found this assignment insightful and practical for a future PDHPE
teacher.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
4.4 Informal Diagnostic and formative assessments -
teacher observation of lesson
4.5 Informal formative assessment - teacher observation
during drills and team-based games
4.11 Informal formative assessment - teacher observation
during drills and team-based games
4.13 Informal formative assessment - teacher observation
during team-based games.

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?
As this is a practical lesson and students will be undertaken rigorous physical activity,
there are risks for students safety. The first issue that Is often overlooked in outdoor
lessons is the weather. As a safety precaution, an indoor contingency lesson should
be ready and available in the case of rain, lightening, etc. In addition, due to the
participation in rigorous physical activity there is risk of injury. To reduce the risk of
injury, rules such as no tackling and no diving are implemented in the lesson plan.

11
 Zachary Ryan 17468695
Academic Justification

Australian Professional Standards for Teachers (APST)

Standard 2.6 Information, Communication and Technology (ICT)

Standard 2.6 involves the integration of ICT capabilities in teaching, learning and

assessment in NSW syllabuses can lead to enhanced outcomes for students

(NESA,2017). Implementing a video analysis activity in the modified lesson plan will

enhance students learning opportunities and efficiency through access to a greater

range of learning tools and resources (NESA,2017). McGinnis (2013) utilises video

technology with a range of athletes as an effective tool to analysis technique and

make educated adjustments.

I believe with this modification, the lesson plan meets standard 2.6 to a graduate

standard by implementing a teaching strategy using ICT to expand curriculum

learning opportunities for students (AITSL, 2017). In addition, this modification

allows students an extended opportunity to demonstrate and refine skill movements

in accordance with syllabus outcome 4.4. Furthermore, the use of video may also

assist the teacher in a summative assessment at a later date (NESA, 2017).

12
 Zachary Ryan 17468695

Standard 5.1 - Assessing student learning

An informal, diagnostic assessment has been included to start the lesson, this allows

the teacher to gauge students skill proficiency and differentiate instruction.

Differentiated instruction will be applied when less competent students are

encouraged to analyse their kicking technique using ICT.

A formative assessment involves collecting evidence of students achievements

while they are in the process of learning (Crawley et al, 2014). In regards to best

practice, Heritage (2013) promotes a process of Inquiry and Action. This process

involves students in decisions relating to assessment and ensures opportunities to

learn, progress, and succeed are equally available to all children. The modified lesson

plan provides all students with choice in varying game rules and a participating

specialised ICT activity which may assist their chances to refine demonstrate their

skill proficiency.

As this lesson is the 2nd of 5, I would recommend the inclusion of a formal,

summative assessment in the final week. This will provide students time to refine

their skills further and demonstrate their proficiency in various contexts. If this

recommendation is met this learning block will successfully develop, select and use

informal and formal, diagnostic, formative and summative assessment strategies to

assess students learning and meet a proficient standard in the APST standard 5.1.

(AITSL, 2017)

13
 Zachary Ryan 17468695

NSW Quality teaching model

Cultural Knowledge

To address the NSW quality teaching models Cultural knowledge, lessons are to

regularly incorporate the cultural knowledge of diverse social groupings (Ludwig &

Gore, 2003). This aspect of the model aligns with the Australian cross-curriculum

priorities aim to address positive cultural identity for Indigenous students and the

recognition and respect of Indigenous culture for all students (ACARA, 2017).

The introduction of the traditional Indigenous game Bur-oin-jin, is an effective

cross-curriculum teaching strategy to promote a positive identity for Indigenous

culture. This modification to the lesson plan, recognises Indigenous culture and

facilitates a profound cultural understanding for students, rather than just another

activity. Mooney (2016) encourages teachers to understand the importance of

promoting cultural knowledge to better engage students and to develop respect for

diverse cultures. Incorporating Bur-oin-jin into this lesson plan has enriched the

lesson through the inclusion of cross-curriculum themes in addition to meeting the

stage 4 PDHPE syllabus outcomes 4.4, 4.5, 4.11 & 4.13.

14
 Zachary Ryan 17468695

Student direction

Student direction involves students exercising some direction over the selection of

activities related to their learning and the manner by which these activities will be

done (Ludwig & Gore, 2003). Promoting student autonomy is associated with many

positive effects across a range of academic outcomes and student populaces (Evans

& Boucher, 2015).

To address student direction the modified lesson plan gives students a voice in

deciding the AFL modifications made to Bur-oin-jin. Students are given the option

to include either handballs, kicking or both. This implementation of power-sharing

is noted by researchers as being an effective teaching strategy to engage students

(Bishop, Ladwig and Berryman, 2014). Furthermore, shifting the power dynamics of

the lesson provides students with the opportunity to express their perspectives and

encourages positive teacher/student relationships (Ladson-billings, 1995). Evans &

Boucher (2015) advocate that choice plays a vital role in promoting students

intrinsic motivation and greater engagement in learning.

Introducing ICT, assessment, cultural knowledge and student direction into the

lesson plan will advance the purpose, motivation and engagement of all students

and enrich the overall learning environment.

15
 Zachary Ryan 17468695

References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-

forteachers/standards/list

Australian Curriculum Assessment and Reporting Authority. (2011). Australian

curriculum. Retrieved from

http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal

- and-torres-strait-islander-histories-and-cultures/pdf-documents

Bishop, R., Ladwig, J., & Berryman, M. (2014). The centrality of relationships for

pedagogy: The Whanaungatanga thesis. American Educational Research

Journal, 51(1), 184-214.

Crawley, E. F., Malmqvist, J., stlund, S., Brodeur, D. R., & Edstrm, K. (2014).

Student Learning Assessment. In Rethinking Engineering Education (pp. 165-

180). Springer International Publishing.

Evans, M., & Boucher, A. R. (2015). Optimizing the power of choice: Supporting

student autonomy to foster motivation and engagement in learning. Mind,

Brain, and Education, 9(2), 87-91.

16
 Zachary Ryan 17468695
Heritage, M. (2013). Formative Assessment in Practice: A Process of Inquiry and

Action. Harvard Education Press. 8 Story Street First Floor, Cambridge,

MA 02138.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American

educational research journal, 32(3), 465-491.

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom

practice guide Retrieved from http://www.darcymoore.net/wp

content/uploads/2012/02/qt_EPSColor.pdf

McGinnis, P. (2013). Biomechanics of sport and exercise. Human Kinetics.

Mooney, J., Seaton, M., Kaur, G., Marsh, H. W., & Yeung, A. S. (2016). Cultural

perspectives on Indigenous and non-Indigenous Australian students'

school motivation and engagement. Contemporary Educational

Psychology, 47, 11-23.

NSW Education Standards Authority. (2017). Integrating ICT capability. Retrieved

from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-

10/understanding-the-curriculum/programming/integrating-ict-capability

NSW Education Standards Authority. (2017). PDHPE 7-10 syllabus. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/pdhpe/pdhpe-7-10

17
 Zachary Ryan 17468695

Learning Portfolio Web Link


http://zkryan.weebly.com/

18