Phoebe Williams 22409210 Professional Experience: Becoming a Teacher

SOUTHERN CROSS UNIVERSITY – TCH10014 Professional Experience I Lesson Plan Template

Subject: Date: Time: Stage: Class: School:
PDHPE 01/08/2018 35mins Stage 2 Year 4A Southern Cross Primary
APST Focus:
 4.1 Support student participation.
 3.5 Use effective classroom communication.
Syllabus Outcome:
Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
 Performing activities where locomotor and object control skills are combined to complete a movement, task or challenge
Adopt inclusive practices when participating in physical activities (ACPMP048)
 Working cooperatively with team members to maintain possession in a game by passing to other players and listening to teammates

Objective:
As a result of this lesson the students will be able to effectively perform the fundamental movements of catch and throw with control and coordination. They will be
able to perform this movement in a sequence developing their manipulative and objective skills whilst in a game situation.

Background and / or Prior Knowledge:

Students have participated in a variety of physical activities. They have learnt a number of fundamental movement skills; including catch and throw however, some
student are yet to refine the fundamental skill. All students have been provided with feedback and been given a demonstration on the correct techniques, by the
teacher.
REFLECTION IN ACTION
Timing Procedure Considerations
Students Teacher
(ORIENTATION) Equipment
10  Enough netball’s for one
minutes 1. Gain students attention – Teachers Say’s between two students. Did I clearly captivate the student’s
"1,2,3, all eyes on me". Students to stop  Cones attention?
what they are doing and sit on the ground Space
in front of the teacher.  Large flat surface
2. Teacher explains the learning intentions for (approximately
todays lesson (Walf). 15mx7m)
Learning intentions
 Review the fundamental skill of catch and Teaching points.
throw Where students able to
 Apply the fundamental skills to activity and remember the correct
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Phoebe Williams 22409210 Professional Experience: Becoming a Teacher

game Chest pass techniques for catching and Was I able to effectively
throwing? communicate the learning
3. Review the behaviours and objectives of  Head up, eyes on the intentions for the lesson as well as
the lesson (Wilf) ball the success criteria?
Success Criteria  Transfer weight forward
 Correctly catch and throw the ball onto one foot Observation:
using correct technique  Fingers forward and Did students follow
 Apply the correct techniques to the spread and thumbs instructions and outside Was I able to provide a visual
activity with coordination and behind the ball (‘W’ rules? demonstration of skills?
control. formation)
Where all students able to
4. Go over outside rules for the lesson Catch: reflect on there previous
(Behaviour Management) acknowledge to refine their Was I able to support all students
 Hand up to speak  Eyes on the ball catching and passing so they were able to succeed at the
 Do not go outside the marked area  Hands towards the ball techniques? fundamental skills?
 Work as a team  Fingers forward and
 Do not pass the ball to hard to teammates spread and thumbs
5. Prior knowledge behind the ball (‘W’ Did I move around the area enough
 Ask students if they remember the formation) to watch all students’ technique
correct techniques to catch and  Pull ball towards the and provide them with useful
throw a ball. body. feedback?
 Teacher gives demonstration.
Making sure cones are
6. Revisit students catching & throwing technique already placed out by
to perfect the fundamental skill. teacher to ensure a fast
transition.
 Divide children into pairs (by giving each
child a number and the students with the Teacher continuously walking,
same number become a pair). If there is an observing students and helping
odd number make a group of three. with their technique.
 Teacher hand out netballs, one between
two. Did I modify the activity so
Observation assessment:
 Student stand beside one of the cones with students with all abilities were able
to participate?
their partner standing directly in front of  Prior knowledge
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them 2 metres apart.
 Allow peers to practise throwing and
catching the ball back and forth until they
are confident with catching the ball, using
the correct technique.
Modification
 If students have already refined the
skills, modify it by telling students to
take a two or three steps back to
challenge themselves.
 For students that are having trouble
allow them to take a step forward.
10 mins (GUIDED DISCOVERY)
6. Explain to students they will be using the
fundamental skills they have acquired
(catch & throw) to participate in a pair
activity (Walf).
7. Explain to students what the activity is and
how they will be successful by using the
correct techniques they have previously
learnt (Wilf)
8. Explain activity
 Divide children into different pairs,
if there is an odd number make a
group of three.
 Peers return to the cones that are
placed two metre apart with one
student facing towards there
partner (feeder) and other student
(receiver) turns their back on the
feeder and awaits their
instructions.
 When the feeder gives the
22409210 Professional Experience: Becoming a Teacher
of the correct
technique of
throwing and
catching.
Equipment Was I clearly able to commutate
 Enough netball’s for one the intentions of the activity?
between two students.
 Cones
Space
 Large flat surface
(approximately 15m Are students able to use Was I able to support all students
their knowledge of the within the activity and modify it so
fundamental skills to all students are able to participate
incorporate them into an in the activity?
Before students start the activity?
activity, teacher demonstrates
activity with a confident student
to answer and questions and
quires the students may have. Are students able to work
together?
Teacher continuously walking
around observing and assessing Was I able to incorporate all
students on their ability to students into the activity?
perform the intended activity
Was I observing all the students
techniques?
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Phoebe Williams
command, shouting left, right,
above (their head) or front
(receiver runs and touches the ball)
the receiver must quickly turn
around and be prepared to run
three to four fast steps to the
direction the feeder calls out to
receive the pass by correctly
catching the ball receive the ball.
 Once children have done the
activity for 2 minutes swap the
receiver and feeder.
10 (EXPLORATION)
minutes 9. Explain to students they will be using the
fundamental skills they have acquired
(catch & throw) within the last two
activities to participate in a mini game
(Walf).
10. Explain to students what the activity is and
how they will be successful by using the
correct techniques they have previously
learnt (Wilf)
11. Explain rules of game (Ultimate Netball)
Aim of game:
 The aim of the game is for a team to
connect passes down the field until the
netball is caught over their opponents ‘base
line, scoring one point. Once the team has
22409210 Professional Experience: Becoming a Teacher
If students are unable to identify Was the demonstration clear? And
there lefts and rights allow them did it cover all the students’
to write an L on their hand. questions about the activity?
If students are having trouble
with the activity allow them to Did I provide enough
walk it before running. encouragement for students?
Observational assessment:
 Correct Technique.
 Able to use the correct
technique whilst doing
the drill.
Equipment Are all students participating Did I clearly communicate the aim
 One netball in the activity? and rules of the game?
 Cones
Space
 Large flat surface Are students using the Have I allowed all students to
(approximately correct catching technique? participate in the activity?
15mx7m)
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Phoebe Williams 22409210 Professional Experience: Becoming a Teacher

scored the opposing team start with the

ball.

Rules

 There is no stepping with the ball. The ball

can only be moved up the field by passing
it.
 The person with the ball has 5 seconds to
throw. A defensive team member can mark
them.
 No physical contact is allowed between
players. Contact results standing next to the
player.
 A “turnover” occurs when the netball hits
the ground, goes out of bounds, is dropped
or intercepted.

10 (REFLECTION) Involve all students in the Was I able to clearly provide

minutes 12. Gain students attention – Teachers Say’s
"1,2,3, all eyes on me". Students to stop
what they are doing and sit on the ground
in front of the teacher.
13. Give students feedback on there
improvement
14. Ask students to go over the important
aspects of catching and throwing
techniques (allow students to demonstrate
For observational assessing)
reflection asking them what they instructions and feedback?
have learnt from todays lesson.
Were students able to tell Was I able to provide a safe
me what they have learnt? and positive learning
environment?
Did students successfully
understand the learning Commutate clearly throughout
intentions fro the lesson? the whole lesson?
Where students able to Support all students to
demonstrate skills to
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Phoebe Williams 22409210 Professional Experience: Becoming a Teacher

successfully meet the participate?

objective of the lesson?
Cater for all diverse learning?

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Phoebe Williams 22409210 Professional Experience: Becoming a Teacher

REFLECTION ON ACTION
Reflection on student engagement and achievement against the Reflection on your pedagogy. Namely the skills and strategies
outcome, indicator or objective based on information / evidence provided employed during this lesson. Think about how you have addressed
by the assessment strategies within the lesson. This should be guided by the Australian Professional Teaching Standards for Teachers you
the learning intention and success criteria provided to students for this highlighted as your emphasis for this lesson. What evidence would
specific lesson. Other observational notes may be added here. you show to demonstrate you have met the Standard?

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Phoebe Williams 22409210
Throughout the whole lesson the students were engaged and eager to
build on their prior knowledge. Whilst improving on there prior
knowledge they were able to take the fundamental skills they learnt and
correctly use the skills in a game situation. Throughout the lesson all
students were well behaved and followed the outside rules that were
stated at the beginning of the lesson. All students were highly motivated
and participated in the whole of the lesson. Emmah who had previously
struggled with catching and throwing progressed and improved
throughout the whole lesson and achieved the main objective as seen in
the game of ultimate netball and was able to also demonstrate the
correct technique of catch and throw in the reflection. All students were
able to participate in the activities with minor modifications being made
for some students e.g. students moving closer when passing the ball and
walking the activities to begin with and students moving further away to
challenge themselves . At the end of the lesson the students were able
to reflect on the activities and correctly go over the main objectives of
the lesson. All students were able to successfully meet the objective of
the lesson, which was assessed through observation.
Professional Experience: Becoming a Teacher
Overall the lesson I taught went well. I was able to immediately gain
the attention of the students by using an attention gaining strategy
‘say back’, which I then repeated throughout the lesson when the
students needed to stop and focus on what I was saying, as it is a
critical to ensure all students are focused on the teacher when they
are talking (Archer & Hughes, 2001). In the Orientation I went over
the rules of being outside to ensure all students had a clear
understanding of the rules to maintain a functioning lesson
(Churchill, et al, 2016). In the orientation of the lesson I explained to
the students what the lesson was on and what they were going to
do. However I failed to mention what the success criteria was, which
needs to be addressed at the beginning of the lesson so students
can understand the aim of the lesson, while also creating motivation
for the students (Archer & Hughes, 2001). In the orientation of the
lesson I went over students prior knowledge to build confidence and
motivation, in the bid to support learners efficacy and their ability to
complete the task. (Churchill, et al, 2016). Going over students prior
knowledge was a success in my lesson plan, as it is important for
assessing and is critical for the instructional process. Throughout the
lesson I provided students with clear demonstrations that modelled
the correct techniques I was assessing the students on, as this is a
powerful tool to ensure all students understand the activities, and
rules (Mcleod & Reynolds, 2007). By providing students with
demonstrations it also caters for students with diverse learning
abilities, and supports student engagement (Churchill, et al, 2016).
During the lesson I used a clear and loud voice to create effective
communication and ensure all students could hear what I was
saying, as we were outside. In the lesson I gave the students positive
reinforcement e.g. “great pass”, “great use of technique” to
encourage student participation and engagement, however my
choice of words needs to be improved. I believe I maintained an
enthusiastic approach during the lesson by providing students with8
clear instructions and modified activities e.g. walking the activities or
moving closer to support student engagement and participation
Phoebe Williams 22409210 Professional Experience: Becoming a Teacher

REFLECTION FOR ACTION

From looking back at this video and reflecting on my pedagogy and encouragement vocabulary I have noticed some of my repetitive language
e.g. my use of “perfect “of a word of encouragement has been used excessively. I now will be mindful of this and use a wider range of
vocabulary when encouraging and praising the students. I also noted that when encouraging students instead of saying “nice work” I should
direct the compliment at the skills they are learning e.g. great use of technique when throwing the ball (Churchill, et al, 2016). If I taught this
lesson again at the beginning of the lesson I would have clearly stated the learning intentions as well as the success criteria so students have a
clear understanding of what is to be expected of them in the lesson (Archer & Hughes, 2001). I would have also ensured in the reflection and
throughout the lesson that I differentiated the fundamental movements from the techniques of the skills to avoid confusion for the students.

Supervising teacher: Date:

Video URL: https://youtu.be/TgccH316tLM

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Phoebe Williams 22409210 Professional Experience: Becoming a Teacher

Reference List

Archer, A., & Hughes, C. (2001). Explicit instruction: effective and efficient teaching[Ebook] (pp. 23-52). New York: Guildford Publications.
Retrieved from https://scu.rl.talis.com/items/48B55966-6D45-BC56-16BE-A1B998731564.html?referrer=%2Flists%2FDD0E0D2C-5E53-276E-
6C0D-C741016C91EC.html%23item-48B55966-6D45-BC56-16BE-A1B998731564

Churchill, R. et al. 2016, Teaching: Making a difference, 3rd edn, John Wiley & Sons, Milton, Qld. ISBN: 9781118296233.

Mcleod, J., & Reynolds, R. (2007). Quality teaching for quality learning: planning through reflection. South Melbourne Victoria: Engage
Learning. Thompson Social Science Press.

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