Hpe Assignment 1 - Professional Task

Lesson
Plan 1

Topic area: Stage of Learner: Syllabus Pages:
Risk vs. Challenge 4 28, 43
Date: Location Booked: Lesson Number:
10/08/2017 Classroom 1/10
Time: Total Number of students: Printing/preparation:
60 minutes 24 -‐ Scenario cards
-‐ Butchers paper
-‐ Markers
-‐ Blue-‐tac

Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment • exploring risk • explore the
• Informal assessment through the – positive and concept of risk
4.7-‐ A student identifies introduction activity, providing negative risk by investigating
the consequences of risk the teacher with an – settings or the following:
behaviours and describes understanding of where the circumstances in – what is a
strategies to minimise students’ knowledge is at which risk-‐taking reasonable
harm • Informal assessment through the occurs degree of risk?
discussion activities to see if – factors – why do people
Life Skills outcomes students’ understanding influencing risk-‐ take risks?
LS.22-‐ uses appropriate improves taking – influence of
strategies in response to • Assessment of scenario planning – outcomes of risk gender on risk
at-‐risk situations and role plays to see how behaviour behaviour
students cooperate with each
LS.23-‐ supports and
other and how they show their
cooperates with others in a
understanding of risk taking.
range of activities
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
– literacy: Creating a role play, involving writing a script – communicating
and performing it – decision making
– planning
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-‐order
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic 1.5 Metalanguage
something that requires active construction and requires students to engage in knowledge 1.6 Substantive
higher-‐order thinking and to communicate substantively about what they are communication
learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers 2.2 Engagement 2.5 Students’ self
work productively in an environment clearly focused on learning. Such pedagogy 2.3 High Expectations regulation
sets high and explicit expectations and develops positive relationships between 2.6 Student direction
teacher and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps m ake learning m ore m eaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.6 Narrative
prior knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge integration
multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.6 Substantive The lesson involves multiple activities which are built around group work, meaning
Communication communication is essential to complete the given tasks.
2.6 Students’ The lesson is planned to give students the opportunity to work in groups and to regulate
self-‐ regulation
their own work, to develop a greater understanding of the topic of risk taking. There are
multiple activities which rely on students using their initiative to complete the work.
3.1 Background The lesson begins with an activity which allows the teacher to develop an understanding of
Knowledge how much knowledge the students have on the topic of risks and risk taking. The teacher
can then use the information gained from the task to figure out where the students are at
and where to begin teaching with the new topic.

Time Teaching and learning actions Organisation Centred
T/S
15min Introduction to topic Teacher: T & S
Risk and risk-‐taking behaviours continue to have a - Settle the class, ask them
significant impact of the health of young people to take their seats and
within today’s society. Looking at this from a road face the front quietly.
safety perspective, young people of secondary introduce the topic of risk
school age and young drivers are among the vs challenge.
highest risk groups. This unit develops the - Set up 6 pieces of
students’ knowledge about risk factors, protective butcher’s paper on the
behaviours, protective equipment, laws, rules and
walls around the
influences on behaviours in these road user groups.
classroom with blue-‐tac.
It also allows students as future drivers to explore
- Split the class into 6 group
driving-‐related issues. The behaviour of young
of 4 and assign each group
people in the traffic environment is also influenced
by other issues that affect the wellbeing of young to a different piece of
people, including mental health, physical activity, paper and provide each
personal safety, drug use and gender roles. This group with a different
unit also aims to highlight the relationship between coloured marker.
these factors and road safety. - Monitor the class during
the activity.
Introduction activity - Stop the activity and ask
Graffiti sheet: To assist students in exploring students to sit with their
positive and negative concepts of risk, six graffiti groups.
sheets will be placed on the walls around the
classroom, each with a question on the top of
the page. In groups of 4, students move around Student:
the room and write their responses on the - Take their seats in the
graffiti sheets. Questions will include: classroom and listen to
- What is a risk? the teacher’s instructions.
- Why do people take risks? - Participate in the activity
- What risks are males more likely to take? and work cooperatively to
- What risks are females more likely to take? answer the questions on
- What influences our decisions to take risks? the butcher’s paper.
- What are the consequences of risk taking
behaviour? Resources:
- 6 pieces of butcher’s
Each group will have 2 minutes at each station, paper
and can write sentences or single words on the - 6 x coloured markers
paper. After all the groups, have answered each - blue-‐tac
question, the students will be asked to take their
seats with their groups to discuss the answers.
10min Discussion activity Teacher: Ask each group to T & S
As a class, the students will discuss their answers explain their answers to each
with the teacher, to work towards all students question and provide examples
having a greater understanding of what risks are if possible.
and the facts associated with risks.
For each question, the following answers will be Student: Discuss answers with
included in the discussion by the teacher, if they the class
were not included in students’ answers.
What is a risk? A situation involving exposure to Resources: butchers paper with
danger the answers on it
Why do people take risks? Thrill/ adrenalin rush,
benefit them or harm them
- What risks are males more likely to take?
Gambling, driving/ road risks, adventure risks
- What risks are females more likely to take?
Alcohol/ partying risks
- What influences our decisions to take risks?
Friends, peers, family, alcohol/ drugs
- What are the consequences of risk taking
behaviour? Often injury or harm to the
person or others, losing money
15min Risk scenarios Teacher: S
Students will remain in their groups, and each - Instruct the class on what
group will be given a card with the name of a to do in the activity
risk-‐taking activity and a character (Resource 1). - Hand out the scenario
The students will be given 15 minutes to create a cards
scenario involving their given characters and the - Monitor the class to make
risk-‐taking activity and to create a short role play sure groups are working
to act out the scenario they have created. In cooperatively and
their scenarios, they must include the activity efficiently
and the character/s, as well as one or more
consequences that occur due to the activity. The Student:
cards provide the students with three characters, - Listen to instructions
leaving the fourth character for the students to - Work together to create a
decide. All students must play a part in the role scenario and role play
play, and the rest of the class will be guessing
what was on the scenario card, so the groups will Resources:
be advised to not directly say what their given - Scenario cards
activity is. - Books
During the planning phase, I will be assessing - Pens
students’ abilities to work cooperatively and how
they communicate with each other to complete
the given task.
15min Risk scenario role plays/ identification task Teacher: S
The students will be instructed that during each - Instruct students to watch
group role play, they should try and figure out the role play and try to
what the risk-‐taking activity is and who the main identify the risk activity
character is. Each group will then be instructed and character
to get up in front of the class and perform their - Watch the role plays
role play.
During the role play, I will be assessing the Student:
students on their understanding of risk taking - Perform role play
activities and their creativeness. - Pay attention to every
After each group finishes their role play, I will ask other group and try and
the class what they think the groups scenario pick the scenario card they
card was. were given

Resources:
- Marking materials
5min Lesson wrap up Teacher: T
To conclude the lesson, students will be - Instruct class to return to
instructed to return to their seats and pack up their seat and pack up
their belongings, but sit quietly. their belongings
The class will then review the questions from the - ask questions from
start of the lesson, to highlight the theme and beginning of the lesson
importance of the lesson. The questions are: - dismiss the class when the
- What is a risk? bell rings
- Why do people take risks?
- What risks are males more likely to take? Student:
- What risks are females more likely to take? - return to seats and pack
- What influences our decisions to take risks? up belongings
- What are the consequences of risk taking - answer questions
behaviour?
Resources:
- questions

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In preparing this lesson, I have learnt that teaching about risk and risk taking is very
important for stage 4 students as this is the time of their lives when they usually first start
to engage in risk taking activities. I have learnt that group work is a great way to get
students to think about situations and scenarios as they have to work with other students’
opinions, not just their own.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
4.7-‐ A student identifies the • Informal assessment through the introduction activity, providing the
consequences of risk behaviours teacher with an understanding of where the students’ knowledge is at
and describes strategies to • Informal assessment through the discussion activities to see if students’
minimise harm understanding improves
LS.22-‐ uses appropriate Assessment of scenario planning and role plays to see how students
strategies in response to at-‐risk cooperate with each other and how they show their understanding of risk
situations taking.
LS.23-‐ supports and cooperates Assessment of scenario planning and role plays to see how students
with others in a range of cooperate with each other and how they show their understanding of risk
activities taking.

Other considerations

Graduate Standards Evidence within this lesson
4.1 Support student The lesson is focused on group work, which encourages students to work
participation cooperatively together to complete the given tasks. Student participation is also
encouraged through role play which provides students with the opportunity to
be involved.
4.2 Manage classroom The lesson involves a mix of both student and teacher centred activities, which
activities allows the teacher to have control of the class during the teacher centred
activities, and allows the teacher to closely monitor students in the student-‐
centred activities. The activities are set up in a way that allows for variation if
needed.

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?

General classroom risks including:
- chairs and bags being tucked in and placed under desks to prevent trip
hazards
- role play activity-‐ need to make sure there is enough room for students to
act without hitting something-‐ can be prevented by moving tables to
provide the adequate space needed.

References

NSW Department of Education. (2017). Road Safety Education. Retrieved from:
https://education.nsw.gov.au/road-‐safety-‐education/teaching-‐resources/secondary-‐school

Transport for NSW. (2017). On the move. Retrieved from:
http://www.onthemove.nsw.edu.au

Transport for NSW Centre for Road Safety. (2017). Statistics. Retrieved from:
http://roadsafety.transport.nsw.gov.au/statistics/index.html

Resources Attached

Risky activity:
Risky activity:
Speeding- 30km over the
Drinking Alcohol at a party
speed limit
Characters:
Characters:
Male, 18
Male, 25
Female, 16
Male, 26
Female, 17
Female, 23
Risky activity: Risky activity:

Running across a busy road Taking Cocaine
Characters: Characters:
Male, 14 Male, 17
Male, 15 Male, 19
Male, 40 Female, 18
Risky activity:
Risky activity:
Sneaking into a club and
Driving without a licence
underage drinking
Characters:
Characters:
Male, 16
Female, 16
Male, 15
Female, 17
Male, 17
Female, 18

Lesson Plan 2

Risk v Challenge 4 28
14/08/2017 Computer Room 2/10
60 minutes 24 -‐ 24 x quiz papers
-‐ whiteboard markers
-‐ assessment book

Syllabus outcomes Lesson assessment • road safety • explore road safety
• Formal assessment – defining risk statistics to analyse
4.6-‐ A student through the revision factors and reasons for gender
describes the quiz at the beginning behaviours in a differences in road-‐
nature of health of the lesson range of road related injury
and analyses how • Informal assessment environments and • examine the
health issues may through monitoring situations, eg. road relationship between
impact on young the class during tasks user distractions risk factors,
people. • Informal assessment such as handheld environments and
through group devices and laws and rules in
presentations headphones determining road-‐
user behaviour
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities -‐ communicating
-‐ ICT-‐ Students will be using computers -‐ decision making
and the internet to research their given -‐ interacting
statistics and campaigns and will be -‐ planning
creating presentations.
-‐ Mathematics-‐ students will be analysing
statistics and data and will be using the
data as part of a report to the class
-‐ Literacy: Students demonstrate literacy
skills by working in teams to develop a
presentation to share with the class,
allowing students to display their public
speaking abilities in front of the class
and teacher.
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-‐order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-‐order knowledge communication
thinking and to communicate substantively about what they are learning.
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration


element
1.1 Deep There is scope for students to develop a deep understanding of risks and road safety, using
Understanding revision quizzes and incorporating what was learnt in the previous lesson into this lesson.
2.6 Social Social support is achieved in the lesson through the warning of the topic being of sensitive
Support nature, and the teacher reaching out to any students that are struggling. The lesson is
focused on group work, providing students with an opportunity to work cooperatively
together and providing support to each other, to complete the given tasks.
3.5 The lesson includes scenarios and statistics from real-‐life situations, which may be hard
Connectedness hitting for some students, but they will be given the option to skip an activity if they feel
uncomfortable. The lesson is appropriate for the stage as they need to learn about what is
happening in real-‐life on the roads, highlighting the importance of the lesson connecting to
the outside world.

T/S
5min Recap from last lesson Teacher: T
The lesson will begin with a quiz -‐ Settle the class
consisting of the same questions -‐ Hand out the quiz papers and collect them
about risks from the previous lesson when finished
(Resource 1), to assess the students’
knowledge and to see how much Student:
information they retained from the -‐ Answer quiz
last lesson.
Resources:
-‐ 24 x quiz papers
5min Introduction Teacher: T
The new topic of Road safety will be • Introduce the topic of road safety
introduced to the students. The • Write the topic on the whiteboard and write
students will be advised of the up students’ answers
sensitive nature of some of the topics
discussed, as students may know Student:
someone who has been a casualty of a • answer the teachers question about road
road accident. safety
The importance of this topic within
their everyday lives, as pedestrians, Resources:
passengers, wheeled vehicle users and • white board
future drivers will be highlighted. • markers
Within this lesson, students will be
investigating the statistics regarding
the leading causes of accidental death
within NSW as well as statistics
relating to road crash related injuries
and fatalities within their age group
(11-‐14 years).

Introduction activity
The teacher will write Road safety on
the whiteboard, and will ask students
to call out anything they associate
with the phrase. The teacher will write
the answers on the board and will
leave them there for the whole lesson.
15min Campaign study Teacher: S
The class will be divided into 6 groups • Instruct the students of the task
of 4 and each group will be given the • Allocate a campaign to each group
name of a safety campaign to
research. Student:
The 6 campaigns are: • Work in groups to complete the allocated
• Towards Zero task
• Ride to Live
• Don’t Trust Your Tired Self Resources:
• Get Your Hand Off It • White board
• Look Before You Step Out • Markers
• Slow Down • Computers
The teacher will write 5 questions on • Notepad/ book
the whiteboard, which the students • pen
will answer.
The questions include:
1. When was the campaign
created?
2. What is the aim of the
campaign?
3. Who is the campaign aimed
at?
4. How was the campaign
delivered?
5. Any other information about
the campaign, including a
picture or video of the
campaign.

Once the questions have been
answered, students will be instructed
to stand up in front of the class and
share their research with the class,
including showing the campaign.
Students will be instructed to write
down information about the
campaigns, as they will be assessed on
this information later.
15min Statistic Study/ presentation Teacher: S
Continuing the group work, each • Instruct the class
group will be given a road incident • Allocate the topics to each group
category to research the statistics of in • Monitor students work
NSW in the last 2 years. The website
will also be given to the students as a Student:
guide. • Listen to task instructions
The categories include: • Work cooperatively in groups to research
• Bus accidents and summarise the data
• Pedestrian incidents • Create a presentation to display the data
• Crashes due to environmental
factors Resources:
• Truck accidents • Whiteboard
• Motorcycle incidents • Markers
• Car accidents • Computers
The teacher will write questions on • Website:
the white board for each group to http://roadsafety.transport.nsw.gov.au
answer.

The questions will include:
1. How many incidents have
there been in the past 2
years?
2. What was the main cause of
the accidents?
3. Was the driver more
commonly male or female?
4. How many casualties were
recorded due to this type of
incident in the past 2 years?
5. Where has the highest
number of incidents occurred
in the past 2 years?
Once students have finished
answering the questions, they will be
instructed to create a short
presentation to share the statistics
with the class. Each presentation is to
include a visual representation of the
data, as well as any other important
factors or messages.
15 Presentations Teacher:
Each group will get up in front of the • assess students work, including their
class and present their findings about planning and group work skills
their allocated topic. Students will be • monitor the rest of the students during
encouraged to take notes about the presentations
statistics, as they may be assessed on
the topic later in the unit. The
presentations may be used as a form Student:
of assessment for the teacher to • Present their findings with their groups
evaluate students’ work and assess • Take notes during other group
their planning and communication presentations
skills.
Resources:
• Computers
• Projector
• Whiteboard
• Notepad/ book
• Pen
5 Lesson wrap up Teacher: T
The lesson will be wrapped up by • Ask the class questions and select a
reviewing the content from the student to answer the question and keep
lesson. a tally on the board
The teacher will ask the class 10
questions, and will explain that Student:
whoever has their hand up first will • Pack up belongings and answer the
get to answer the question. If they questions asked by the teacher
answer correctly, they will get a point
on the board. After the 10th question, Resources:
whoever has the most points will be • Question and answer sheet
the winner.
The questions will include:
1. What is a risk?
A situation involving exposure
to danger
2. What is road safety?
The methods and measures
used to prevent road users
from being killed or seriously
injured.
3. How many safety campaigns
did we look at?
Six
4. What does the campaign
‘Towards Zero’ aim to do?
Towards Zero highlights the
human element of the road
toll and encourages all road
users to change the way we
think about road safety.
5. Who is the campaign ‘Get
Your Hand Off It’ aimed at?
All drivers
6. What was the main cause of
car accidents resulting in
fatalities in the past two
years?
Speeding
7. Are men or women more
commonly related to motor
vehicle accidents? Men
8. What does the campaign
‘Look before you step out”
aim to do?
To improve pedestrian safety,
particularly on higher risk
urban roads.
9. What is the most common
type of car crash?
Rear End
10. Who is the campaign ‘Ride To
Live’ aimed at?
Motorcycle Riders

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In preparing the lesson, I have learnt that road safety can be a sensitive topic for some
students if they have had a negative experience. I have learnt that it will be necessary for
me to know if any student has had a bad experience, so I can modify the content I will be
teaching, so it is not sensitive to those students.
I have learnt that road safety is an important thing to teach as it relates to everyone and
every day.


4.6-‐ A student describes the • Formal assessment through the revision quiz at
nature of health and analyses the beginning of the lesson to assess students’
how health issues may impact understanding of content from the previous
on young people. lesson and to allow the teacher to know if any
road safety:
further learning on the topic is needed.
-‐ defining risk factors and
• Informal assessment through monitoring the class
behaviours in a range of
road environments and during the group work tasks to assess their
situations, eg. road user teamwork, planning and communication skills
distractions such as • Informal assessment through group presentations
handheld devices and to gather knowledge on how the students learn
headphones and how they apply what they have learnt on
statistics into their presentations.


Graduate Standards Evidence within this lesson
2.5 Literacy and Literacy teaching strategies are included in the lesson using group work, which
Numeracy Strategies encourages students to communicate and plan their work to complete the task
in the given time frame.
Numeracy strategies are incorporated by helping students when they are
researching statistics. By assisting students to understand and interpret data,
numeracy strategies are hlighlighted.
4.1 Support Student The lesson is focused on group work, which encourages peers to work
Participation cooperatively together to complete the given tasks. Student participation is also
encouraged through presentations which provides students with the
opportunity to be involved.
4.5 Use ICT safely, Students are encouraged to use computers and resources responsibly, which
responsibly and will be monitored by the teacher during their group work and their
ethically presentations.

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?

• General hazards in classroom-‐ walkways to remain clear and students to
leave their bags outside the classroom. Chairs to remain tucked in and only
rotating to face the front of the classroom
• Use of Computers for an extensive period may result in eye strain, which may
be eliminated by encouraging students to rotate roles in their groups.
• -‐Consult with school’s internet policy to ensure internet-‐based resources are
accessible (not blocked)

References

https://education.nsw.gov.au/road-‐safety-‐education/teaching-‐resources/secondary-‐school



Resources

Resource 1:

Revision Quiz!
1. What is a risk?
2. Name three reasons why people take risks.
3. Give two examples of risks that are more commonly

performed by males.
4. Give two examples of risks that are more commonly

performed by females.
5. Give three examples of things that can influence our

decisions to take risks.
6. What are four consequences of risk taking behaviour?
Name:

Lesson Plan 3

Risk v Challenge 4 26, 27, 43
16/08/2017 Outdoor court/ asphalt area 3/10
60 minutes 24 - Markers
- 1x equestrian helmet
- 1 x cricket box
- 1 x shin pad
- 1 x hockey face mask
- 1 x football shoulder pads
- 1 x baseball helmet
- 1 x mouth guard
- 1 x baseball glove
- 1 x cricket hip guard
- clue cards
- pens
- chalk

Syllabus outcomes Lesson assessment • road safety • devise and
• Informal – defining risk factors demonstrate a
4.6 A student describes the assessment through and behaviours in a plan to assume
nature of health and revision of the range of road responsibility for
analyses how health issues previous lesson environments and their road safety
may impact on young • Informal situations, eg road and that of other
people. assessment during user distractions such road users
the safety features as handheld devices
• examine the
Life Skills outcomes activity to gain an and headphones
relationship
understanding of – protective behaviours
between risk
LS.22: Uses appropriate students’ prior and equipment
factors,
strategies in response to at-‐ knowledge on road – influences on
environments and
risk situations safety pedestrian, passenger
laws and rules in
• Assessment of and wheeled device
determining road-‐
students’ behaviours
user behaviour
LS.23: Supports and understanding of – laws and rules
cooperates with others in a the road safety
range of activities topic during the
body Picasso
activity
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
-‐ Communication
-‐ Movement
-‐ Planning
-‐ Problem-‐ solving

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-‐order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic 1.6 Substantive
construction and requires students to engage in higher-‐order thinking and to communicate knowledge communication
substantively about what they are learning.
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and
among students.
This refers to pedagogy that helps make learning more meaningful and important to students. knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural knowledge 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration


element
1.6 Substantive The lesson involves group discussions and group work, where communication is essential.
Communication
2.3 High The teachers sets the expectations for the class at the beginning of the lesson which allows
Expectations them to know what they will be learning in the lesson, and what knowledge they should be
able to demonstrate by the end of the lesson.
3.5 The practical activities involved in the lesson relate back to situations students will have
Connectedness experienced, like crossing a road, and situations they will experience in the future. The
lesson connects the learning activities with the outside world which is an important factor
of learning about road safety.

T/S
5min Recap from previous lesson Teacher: T
To begin the lesson, the teacher will ask students to -‐ Recap the last lesson,
think about what they did last lesson and share it with with student input
the class. -‐ Introduce the new
Answer should include the following points: lesson, highlighting the
-‐ learnt about road safety focus on improving road
-‐ analysed road safety campaigns, their aims safety in the students’
and who they were targeted at lives
-‐ analysed road crash statistics in groups and
shared the information with the class through Student:
presentations. -‐ Recap the previous
lesson
Introduction to today’s lesson -‐ Listen to introduction of
Teacher will inform students that they will looking at new lesson. Including
and participating in a range of practical activities that the expectations for the
relate to road safety. The teacher will set the lesson
expectations for the class, including:
-‐ all students participating Resources:
-‐ all students to finish the lesson with a greater
understanding of road safety
-‐ all students to think about strategies they can
be involved in to increase road safety in their
own lives.
10min Road rage activity Teacher: T & S
Teacher will inform the students that they will be -‐ Introduce activity and
participating in a game of ‘Bull-‐rush’. The teacher will explain the rules and
set the boundaries of the court, being one half of the boundaries
basketball court. The teacher will select one person to -‐ Lead the discussion after
be in, and will inform the students that they are the game has ended
playing build-‐ups (Once a person is tagged they can -‐ Instruct students to
also run around and catch people). Once the first return to the game and
game is complete, the teacher will call the students think about the
into a circle formation for a discussion. The discussion questions
questions will include: -‐ Lead the discussion after
1. As you crossed the court, who or what influenced the second game
when you crossed at different times in the game? -‐ Lead the discussion
2. What strategy did you use to get across the court? about the similarities to
3. Were there differences in strategies between boys crossing the road.
& girls?
4. How did your skill level affect your decision to Student:
cross? -‐ Listen to instructions
5. Who did you blame when you were caught? -‐ Participate in the game
-‐ Participate in discussions
Once the discussion is over, ask students to play
another game, but this time when they get touched Resources:
they must sit down on the spot and can only move -‐ Basketball court or
their arms to touch other runners. Students will be markers to outline the
encouraged to think about the discussion questions as boundary
they are playing and once the game is complete, they
will be called back into the circle formation, and the
same discussion questions will be asked. Once the
questions have been answered, the class will compare
participation in the game to ‘crossing roads in groups’.
They will discuss the similarities and differences
between the game & road crossing and will be asked
what factors influence when we cross roads in a
group?
15min Safety Features activity Teacher: T & S
The teacher will instruct students to take a seat on the -‐ Explain the activity
floor, facing the teacher. The teacher will be facing -‐ Bring out the box of
the direction of the sun so students can see clearly. protective equipment
The teacher will explain the new activity which is and pull out one item at
investigating the benefits of safety equipment and a time, asking the
devices from both a sporting and road safety questions and then
perspective. placing the items on the
The teacher will pull out different pieces of floor
equipment, one at a time and will ask students: -‐ Split the class into
-‐ if they know what each item is groups
-‐ if they know what sport uses the item
-‐ and what it protects when used Student:
-‐ Listen to the explanation
Once the equipment has been identified, students will of the activity
be split into 4 groups of 6, and will be asked to -‐ Participate in the activity
brainstorm any safety features related to road safety -‐ Try and answer the
that they can think of and discuss their effect and questions
usefulness in preventing injury. Each group will be -‐ Brainstorm safety
given some paper and markers to write down their features
answers. After 5 minutes, the class will come back
together and each group will share their answers with Resources:
the class -‐ Protective equipment
- 1x equestrian
helmet
- 1 x cricket box
- 1 x shin pad
- 1 x hockey face mask
- 1 x football shoulder
pads
- 1 x baseball helmet
- 1 x mouth guard
- 1 x baseball glove
- 1 x cricket hip guard
-‐ paper
-‐ markers
25min Body Picasso Teacher: S
Students will be split into 6 groups of 4 by the teacher. -‐ explain the activity
In their groups, students will be instructed to create a -‐ split the class into
scenario where a traffic accident has occurred. They groups
will be instructed to trace around a group member’s -‐ monitor group work
body outline with chalk onto the asphalt/playground, -‐ assess scenarios
and any other cluse that can be drawn, as a result of
the accident. Each group will then devise a set of clue Student:
cards with hints as to the nature of their -‐ listen to activity
pedestrian/vehicle accident (eg. pedestrian crossing, -‐ work with groups to
red car, umbrella, broken street light, dark night, beer create a scenario
can). Each group must exchange their clue cards with -‐ try and solve other
another group and try to solve what happened by groups scenarios
creating a news report that outlines the factors that -‐ create a news broadcast
contributed toward the accident. Each group will explaining the other
perform the newscast to the class and the group who groups scenario
created the scenario will reveal the scenario after the
news cast to see how close they were to solving the Resources:
accident. The two other groups that are not involved -‐ chalk
in the activity will have to try and identify the factors -‐ paper cards
that contributed to the accident and must classify -‐ markers
these factors as either H (human), E (environment) &
V (vehicular).
5min Lesson wrap up Teacher: T
To conclude the lesson, the teacher will bring the class -‐ Ask students what they
into a circle formation and ask everyone to go around have learnt from the
in order and state one thing they have learnt over the past three lessons
past three lessons.
Student:
-‐ Answer question

Resources:

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
In preparing this lesson, I have learnt that there a are enjoyable, practical ways to
teach road safety. I have learnt that practical activities are more relatable to real life
situations and that students are more likely to enjoy a topic if there are practical
components involved in it.


4.6 A student describes the • Informal assessment through revision of the previous lesson
nature of health and analyses on road safety
how health issues may impact on • Informal assessment during the safety features activity to gain
young people. an understanding of students’ prior knowledge on road safety,
and there understanding of the importance of safety features
in road safety
LS.22: Uses appropriate strategies Assessment of students’ understanding of the road safety topic
in response to at-‐risk situations during the body Picasso activity, by assessing their scenarios and
their answers on how they would change something to prevent the
accident from occurring
LS.23: Supports and cooperates Assessment of students’ cooperation in group work by monitoring
with others in a range of activities the class and their scenarios.


Graduate Evidence within this lesson
Standards
4.1 Support The lesson involves group work, which encourages peers to work
student cooperatively together to complete the given tasks. Student participation is
participation also encouraged through the scenarios and news reports which provide
students with the opportunity to be involved.
4.4 Maintain Safety will be maintained by searching for possible hazards in the area prior
student to the lesson, and by ensuring all students are in the sight of the teacher at
safety all times. Students will be encouraged to wear a hat and sunscreen as the
lesson is outdoors.

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?

-‐ The basketball court will need to be checked for any hazards such as lose
rocks, gravel or rubbish.
-‐ A first aid kit will need to present, in case of anyone falling over or injuring
themselves in activities.

References

https://education.nsw.gov.au/road-‐safety-‐education/teaching-‐resources/secondary-‐
school


Resources

Justification

The three lesson plans created are based on Risk v challenge, which fit into the
Individual and Community Health strand of the HPE syllabus. Throughout the lesson
plans, students learn about risks, and road safety, and learn how both topics relate
to their everyday lives and how both can have serious consequences. Students are
expected to learn about different types of risks, various types of road accidents and
safety features and the role they play in preventing incidents. The overall aim of the
sequential lesson plans was to highlight the importance of road safety and how the
students, as pedestrians and passengers can learn about safety features they can use
both now and in the future and to introduce the students to real life scenarios and
statistics relating to these scenarios, to try and get them to develop a deep
understanding of just how important road safety is.
The three lessons involve a range of different activities to keep students engaged
and a mixture of teaching styles are used to try to accommodate to all students’
learning styles. Each lesson is held in a different location, one being in a computer
room, one in the classroom and one practical, in order to promote learning in varied
ways. There is a mixture between student and teacher centred activities, to make
sure clear instructions are given and students develop a deeper understanding of the
tasks they are meant to complete (Matthews, 2014). The first lesson plan is a theory
lesson, which aims to increase students’ understanding of risks and risk taking
activities. There is a strong focus on identifying risk taking activities and most of the
activities are centred around group work or class discussions to promote students’
learning from each other (Armour, & Harris, 2013). The second lesson is set to be run
in the computer room, to allow students to use the computers to research. The
lesson focuses on road safety and statistics about different road incidents. The aim
of the lesson is to increase students’ awareness of road and traffic incidents and to
think of strategies that could prevent these incidents from occurring. Students
analyse road safety campaigns, which is aimed at increasing the students’
understanding of road safety and how important it is (Transport for NSW Centre for
Road Safety, 2017). The third lesson is a practical lesson, which aims to get students
thinking practically about safety features and to think of various scenarios that can
result in an incident.
Informal assessment is more commonly used throughout the three lesson plans, as
they are introductory lesson plans which would build up to a formal assessment task
towards the end of the unit. The lessons all involve class discussions at the beginning
and end of the lessons to ensure students start each lesson with a clear memory
from the previous lesson and to end each lesson with a greater understanding of the
content they learnt in the lesson (Philpot, 2016). A more formal approach is taken
using a revision quiz in lesson plan 2, which reinforces the importance of the topics
taught in lesson 1. The quiz is also designed to allow the teacher to gain scope on
whether the students are revising what they learn after each lesson. There are also
discussions throughout the lessons to reinforce topics and points that are of great
importance. The lessons are set out this way to ensure students are learning
material of significance (evident through the link of importance in their everyday
lives), to make sure they are learning in a quality environment (evident through the
varied locations and different activities) and to make sure learning is set out to
increase their intellectual quality (evident through repetition of important
information) (Matthews, 2014).

Curriculum outcome 4.6: A student describes the nature of health and analyses how
health issues may impact on young people, is taught in the second and third lesson
plan and involves defining risk factors and behaviours in a range of road
environments and situations, e.g. road user distractions such as handheld devices
and headphones, learning about protective behaviours and equipment, influences
on pedestrian, passenger and wheeled device behaviours and laws and rules (Board
of Studies, 2003).Outcome 4.7: A student identifies the consequences of risk
behaviours and describes strategies to minimise harm is taught in lesson one, and
involves students learning about exploring risk, the positives and negatives of risks,
researching settings or circumstances in which risk-‐taking occurs and factors that
influence risk-‐taking (Board od Studies, 2003). Each activity progresses into the next,
progressively building students’ knowledge of the topics in a way to highlight the
importance of them. The activities have been planned in a way to accommodate for
a diverse range of students with varied learning styles. Each lesson involves group
work or a discussion, to accommodate for aural learners, a writing/ research task for
read/ write learnings, a group presentation or report for visual learners and a
practical/ scenario based activity to address kinaesthetic learners.
In conclusion, teaching the risk v challenge topic and outcomes has been effectively
represented through the sequential lesson plans. The topics taught are relevant and
important for stage 4 students as they have a strong link to student’s everyday lives.
The pedagogical strategies used in the lesson plan are current and relevant to the
topic and are efficient in addressing all types of learners through a mixed method
approach. The curriculum outcomes are taught through the lesson plans and are
assessed appropriately in accordance to the activity that addresses the outcome.

References
Armour, K., & Harris, J. (2013). Making the case for developing new PE-‐for-‐health
pedagogies. Quest, 65(2), 201-‐219. Retrieved from https://search-‐proquest-‐
com.ezproxy.uws.edu.au/docview/1347460371?accountid=36155
Australian Institute of Teaching and School Leadership. (2014). Australian
Professional Standards for Teaching: Graduates. Retrieved on: 6th August 2017.
Retrieved From: http://www.aitsl.edu.au/australian-‐professional-‐standards-‐for-‐
teachers/standards/list?c=graduate
Board of Studies. (2003). Personal Development, Health and Physical Education
Years 7-‐10, Syllabus. Sydney: Australia.
Fitzpatrick, K., & Russell, D. (2015). On being critical in health and physical
education. Physical Education and Sport Pedagogy, 20(2), 159-‐173. Retrieved from
https://search-‐proquest-‐
Matthews, C. (2014). Critical pedagogy in health education. Health Education
Journal, 73(5), 600-‐609. Retrieved from https://search-‐proquest-‐

https://education.nsw.gov.au/road-‐safety-‐education/teaching-‐resources/secondary-‐
school
Philpot, R. (2016). Physical education initial teacher educators' expressions of critical
pedagogy(ies): Coherency, complexity or confusion? European Physical Education
Review, 22(2), 260-‐275. Retrieved from https://search-‐proquest-‐

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Lesson

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Risky activity: Risky activity:

Teaching Indicators of presence in the lesson

2. Name three reasons why people take risks.

3. Give two examples of risks that are more commonly

4. Give two examples of risks that are more commonly

5. Give three examples of things that can influence our

6. What are four consequences of risk taking behaviour?

Teaching Indicators of presence in the lesson

understanding of just how important road safety is.

result in an incident.

increase their intellectual quality (evident through repetition of important

information) (Matthews, 2014).

and headphones, learning about protective behaviours and equipment, influences

of Studies, 2003).Outcome 4.7: A student identifies the consequences of risk

practical/ scenario based activity to address kinaesthetic learners.

pedagogies. Quest, 65(2), 201-­‐219. Retrieved from https://search-­‐proquest-­‐

Australian Institute of Teaching and School Leadership. (2014). Australian

Retrieved From: http://www.aitsl.edu.au/australian-­‐professional-­‐standards-­‐for-­‐

Years 7-­‐10, Syllabus. Sydney: Australia.

Journal, 73(5), 600-­‐609. Retrieved from https://search-­‐proquest-­‐

pedagogy(ies): Coherency, complexity or confusion? European Physical Education

Review, 22(2), 260-­‐275. Retrieved from https://search-­‐proquest-­‐

Transport for NSW. (2017). On the move. Retrieved from:

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pedagogies. Quest, 65(2), 201-‐219. Retrieved from https://search-‐proquest-‐

Retrieved From: http://www.aitsl.edu.au/australian-‐professional-‐standards-‐for-‐

Years 7-‐10, Syllabus. Sydney: Australia.

Journal, 73(5), 600-‐609. Retrieved from https://search-‐proquest-‐

Review, 22(2), 260-‐275. Retrieved from https://search-‐proquest-‐