Chantelle Attard

18059319

PDHPE Lesson Plan

Analysis and Revision

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template
Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments:
Deep knowledge is shown as students are able to understand the breakdown of the throw
(“hyperextend shoulder of your throwing arm at the start of the movement, and swing arms forward
with a 90-degree flexion of your elbow to release the ball with your wrist extended”) and are able to
perform it accordingly.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments:
Deep understanding is demonstrated as teacher goes around to all students to visually see students
performing the correct movement and technique. The follow up with the app ‘Coach’s Eye’
deepens understanding as students are to discuss with their partner and visually see their
movements on the app.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments:
Activity and technique are not generally open to question as teacher has already provided them with
the technique of the skill they will perform. A few perspectives used such as the teacher’s, partner’s
and ability to self-reflect through the app.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments:
Students not required to use a great deal of higher-order thinking, only to listen to technique and
perform the same. Students however, are required to reflect on their performance after with
questions asked from the teacher.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments:
Teacher used some metalanguage as vocabulary was used to indicate what was specific to the
cause. For example, biomechanics was referred to and allowed students to recognise the technique
behind the action. The teacher has explained throughout the lesson the breakdown of skills used.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments:
There is a great amount of substantive communication as there is sustained interaction where
teacher continuously communicates what the purpose of the lesson is and the aim of trying to throw
a ball. The teacher indicates the appropriate movements and students reciprocate what they are
being told.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments:
Teacher provides constant and active feedback to students when performing the skill to indicate
quality of work. Students also give each other feedback in pairs and students also watch their own
movements through Coach’s Eye app and can see what they did correctly or incorrectly.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments:
All students are actively participating as they have something to do, whether it is performing the
activity or watching their partner. In the end, students are able to lead the lesson and perform the
cool down.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments:
Lesson plan requires students to hit all targets before moving on. Expectations are not that
challenging and allows students to move at their own pace.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments:
Students are put into pairs but not indicated whether teacher has chosen pairs or students have
 paired up with their friends. There is at least some support as students are not working by
themselves and teacher comes around to check in on students.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments:
Not clearly visible how students are in terms of behaviour. However, some form of autonomy at the
end included as 3-4 students are able to lead cool down activity. Students are able to participate
freely as teacher walks around and interacts with other groups of students.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments:
Not much direction by students as they are given the task by teacher and no options to choose from
apart from cool down. Also, no indication to what students are going to do if they finish activity
before other students (some students left with nothing to do, as some students may struggle hitting
the first target).
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments:
Background knowledge is not referred to so it is not clear if students have any. There is the
assumption that students already know the basics on how to throw.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments:
Indigenous culture is referred to in one part of the lesson but does not show depth into the subject
and why students are doing an activity from a diverse culture.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments:
Not a great deal of integration from other subjects, however there is use of ICT, allowing students
to use a device to increase their sport performance.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments:
Students are included and are active throughout activity as one performs the skill and the other
gives feedback. There are no modifications included for students that may not be able to participate
due to disability or injury.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments:
No indication of what students are learning and its connection to the world. Also, not justification
of why they are learning this activity.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments:
Narrative is used shortly when students are given indigenous activity to play. Could be improved by
giving students more information on ‘Weet Weet’ and its cultural significance.

Identifying Areas for Improvement

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

QT model
1) Student direction 2) Social support
3) Problematic knowledge 4) Cultural knowledge
 Lesson Plan

Topic area:
Movement skills in action
Stage of Learner:
4 (Year 8)
Syllabus Pages:

Date:

Location Booked:
Soccer field
Lesson Number: 2/3
Time: 60 minutes

Total Number of students

20
Printing/preparation
- Hoops x 4
- Vortex x 15
- Pylon markers x 40
- Tennis balls x 15
- iPad (Class set)
- Basketballs x 15
- Bean bags x 15
- Foam balls x 15
- Golf balls x 15

Outcomes
Assessment
Students learn about
Students learn to

Syllabus outcomes
Outcome 4.11 Demonstrates how movement skills and concepts can be adapted and transferred to enhance and perform
movement sequences

Outcome 4.10 Applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote
inclusion in a variety of groups or contexts

Lesson Assessment

Teachers observations of student’s collaboration, communication, discussion and engagement in pairs and group

Student participation during questioning and discussion

- Problem- solving
- Communication
- Analytical skills
- Feedback
- Teamwork
- Active listening
- Responsibility
-
Demonstrate refinement of movement concepts and strategies to enhance movement sequences.
Appraise and provide feedback about the quality of movement of self and others, focused on space and time, effort and
relationships

How can I evaluate movement competence, adapt movement skills and apply these skills in dynamic movement
situations?

Life Skills outcomes

- Critical and creative thinking

- ICT
- Literacy
- Numeracy
- Personal and social capability
- Difference and diversity

CCP & GCs

Aboriginal and Torres Strait Islander histories and cultures

Subject specific concepts

- Health, Wellbeing and Relationships

- Movement Skill and Performance
- Health, Safe and Active Lifestyles
- Movement sequences

Discipline specific skills

- Throwing
- Striking
- Fielding

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
Deep knowledge Students are able to share their knowledge and information gathered from the previous lesson on movement
progression/sequence in the ‘knock down’ activity when they are performing an underarm throw.

Social support Teacher provides explicit instruction on what needs to be done during the activity and provides ongoing
feedback to students concerning the quality of movement.

Knowledge Students make connections from previous lesson and integrate understanding on the biomechanics, movement
integration progression to practical application in refining their movement in the ‘knock down’ activity

Problematic Students are aware that knowledge is socially constructed based on multiple perspectives and knowledge is
knowledge appropriate in the given context of the PDHPE syllabus.

Student direction Students are given autonomy in what activities they would like to do that follow the same outcomes of the
lesson. By rotating activities students are able to perform the activity in multiple instances and limits student
diversity and having to wait around for other students.
Cultural Teacher provides students with high background knowledge by allowing them to make connections with various
knowledge cultures and teacher gives awareness to why they should have that connection.

Tim Teaching and learning actions Organisation Centred

e T/S
10 Settle students and Mark the roll / students change into the Teacher: Teacher to engage with S
Physical education (PE) attire students and mark the roll

Once students have changed into uniform, students get Student: Warming up by playing piggy
straight into warming up with prepared activities. Teacher in the middle with variety of balls
marks the roll while students are warming up. (tennis ball, basketball, football, soccer
ball)

Resources: Class roll, whistle, tennis

ball, basketball, football, soccer ball
5 Outline the lesson goals/ objects: Teacher: Teacher to stand facing the T
In today lesson we will focus on aim and accuracy of sun, so students can see the teacher
throwing and scoring goals. Students will develop their
throwing skill with an understanding of its movement Student: Students to stand in a semi-
progression and the biomechanics behind throwing. circle facing the teacher

Resources:
5 Dynamic Warm up Teacher: Demonstrate and conduct S
Jog on the spot- 15 seconds dynamic warm ups
Star jumps x 10
High knees – 1 minutes Student: Have students form a big
Arm circles – 1 minutes circle
Arm scissors – 1 minutes
Resources:
20 Activity 1: Knock Down Teacher: S
Before beginning the activity, the teacher will demonstrate - Advise students to spread out
the movement progression and breakdown the biomechanics around the court and go straight
behind an underhand throw, goal, kicking: to an activity station.
- Step forward with your opposite foot and with your - Teacher to instruct students to
knees slightly bent perform an underhand throw
- Hyperextend shoulder of your throwing arm at the start - Teacher to instruct students to set
of the movement, and swing arms forward with a 90- up the markers in a straight row
degree flexion of your elbow to release the ball with - The teacher is to demonstration
 your wrist extended. how navigate/use the app
- Explain to students how movement is socially ‘Coach’s eye’
constructed, and perspectives used. - the teacher is to walk around and
- Remind students they are not in competition but should continue to provide feedback
focus on helping one another. concerning the quality of
movement and directly relate
Aim of this activity is to knock down all 4 pylon markers using information to the underhand
an underhand throw. throwing skills being used.
- Divide students into pairs. - Teacher is to use encouraging and
- Each pair is to collect 4 pylon markers to act as the motivational language to give
target, and 1 tennis ball. students feedback on their
- One student is to be the thrower and the other student performance and to enhance their
is to set up the pylon markers 2-3 meters away from the learning.
thrower.
- The student who sets up the pylon markers is to identify Student:
which target they want to challenge their partner to hit. - Students to stand 2-3 meter at a
- The student with the tennis ball throws it towards the distance that they believe they
selected target. If the student misses the target, they can achieve from the pylon
are to continue to throw the ball until the target is markers
knocked down. - Students are to alternate roles
- Students are given various balls at each station to - Students rotate around activities
increase or decrease difficulty (bean bags or foam ball to - During class discussion students
decrease golf ball to increase) are to form a semi-circle facing
- Students are to continue to throw the ball until they the teacher
have knocked down all 4 pylon markers and alternate -
roles once they have finished their turn
- Modification: Students can decide to move the targets Differentiation:
closer or further away depending on their ability. - Demonstration movement
- Remind students importance of encouragement in their progression of an underhand
pairs and support. throw for visual learners
- Verbal instruction on
During the activity, the teacher is to walk around and biomechanics behind an
continue to provide feedback concerning the quality of underhand throw for auditory
movement and directly relate information to the learners
underhand throwing skills being used. - Pair work
- Use of ICT to analyse their
Upon completing this activity, the teacher is to ask students movement
the following question:
- What changes would you make to your throwing Resources:
technique to hit the target with more accuracy? - Pylon markers x 40
- What underhand throwing technique was most - Tennis balls x 10
effective? - iPad (Class set)
- Would you change the distance in space between the - Bean bags x 15
thrower and the pylon markers to allow for a better - Foam ball x 15
outcome? - Golf balls x 15
- Why do you think it is important to learn this skill?
- Did you think it was helpful to rotate around different
activities to achieve this skill?
- How do you think encouragement helped your partner
during the activity?

The teacher is then to provide students with an opportunity

to refine their underhand throwing skills by instructing
students to breakdown the underhand throw into 3 phases
(preparation, execution and follow through).
Students are to practice these phases without a tennis ball
and discuss each phase with their partners. Partners are to
record each other using the app ‘Coach’s eye’ (Appendix B)
to analyse their movement in order to improve and refine
performance in terms of posture, angle, speed, swing motion
and balance.

The teacher is to go around and assist students in using

the app and provide ongoing feedback concerning
quality of movement.
15 Activity 2- Weet Weet (Appendix B) – Overarm throwing Teacher: S
activity that measures distance and accuracy. - Teacher to divide students into 4
Story: Weet Weet was referred to as ‘kangaroo rat’ and team of 5 students
when thrown accurately its trajectory resembled the - Teacher to set up equipment
marsupial species jumping action. before class or while students are
doing first activity
- Teacher to explain background of Weet Weet and the
cultural significance of the game. Student:
- Students to stand in a line 4-5
- Divide students into 4 teams of 5 students. meters at a distance that they
- Set up 4 hoops on the court 4-5 meters away from believe they can achieve from the
where the students are standing. hoop
- Each team has a supply of Vortex, tennis balls, bean Resources:
bags, foam balls or basketballs and aims to throw - Hoops x 4
(overarm throw) them Vortex inside the hoop. - Vortex x 15
Modifications: - Tennis balls x 15
- Students can change the distance or heights of the - Bean bags x 15
hoops to make it more challenging or to better help - Foam balls x 15
them with their accuracy. - Basketballs x 15
- Depending on the ball, hoop or target used there is a - Bins x 3
point system.
- Hoop gains students 3 points and bin gains 1 point.
- Larger ball is 1 point and smaller ball is 2 points.
Student can make it a competition to see which team collects
the most Vortex’s balls in their hoop.
5 Debrief + cool down Teacher: S
Stretches: - Teacher to collect equipment
Assign 3-4 students to conduct/ demonstrate different whilst students are stretching
stretches to the rest of the class. Student:
- What did we do well today? - Students collect equipment on
- What techniques improved our performance? their way back to teacher
- What aspects or skills did we show? - Students are to go up one at a
- What sportsmanship did we show? time to conduct stretches
Resources:
:
 Reflection
What have I learned about the teaching and learning process when preparing this lesson?

This process has made me realise the preparation and work that goes into planning one
lesson. I believe that it is important for students to have autonomy what they are doing in a
lesson in order to ensure they are more likely to participate and enjoy what they are doing.
It is also important to explain to students the reasoning behind why they are doing what
they are doing. Following the Quality Teaching Framework will be effective in ensuring
students are able to learn and also improve.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Outcome 4.11 Demonstrates how Test how students have progressed from basic skills of
movement skills and concepts can throwing. Later, students can be tested on their
be adapted and transferred to improvement of movement sequences in a game sense
enhance and perform movement where teacher tests student’s capability when student is
sequences
in a different situation.
Outcome 4.10 Applies and refines Students leading one another in the cool down activity
interpersonal skills to assist allows them to show student direction and interact by
themselves and others to interact showing others what to do.
respectfully and promote inclusion
in a variety of groups or contexts

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

Standard 1 Rotating activity stations where students can work at their own difficulty.
‘Know students and
how they learn’
Standard 3 Learning goals that are attainable by students (all students are able to hit the
‘Plan for and target regardless of the ball that is used or hoop).
implement effective
teaching and learning’
Standard 4 Ensuring students are in a socially supportive environment through teacher
‘Create and maintain encouragement and peer support.
supportive and safe
learning environments’
Standard 5 Teacher gives feedback and students can access feedback through Coach’s Eye
‘Assess, provide app and through their partner relating to their performance.
feedback and report on
student learning’
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?

Risks that may appear in the lesson are:

- Students throwing balls that could injure other students (golf balls, basketballs
etc.)
- Students rushing and running into each other when collecting their balls.

To reduce these risks students will need to be monitored closely by teachers and
must be told of the expectations for the lesson at the very beginning. Instructions
should be given such as:
- Only one student facing the target at once.
- Balls should not be thrown whilst other students are collecting the balls or
adjusting the pylons.
- Areas will be set out to show students where they should move around during
the activity.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

Academic Justification
The lesson plan that was modified was from the Personal Development Health and Physical
Education (PDHPE) KLA. It was modified in order to use a student-centred approach that
allows students to become more active in their environment and to therefore enhance their
overall skill development (Kirstein & Kunz, 2015). These modifications were conducted with
four main areas of improvement. These improvements involved free play at the start of the
lesson, variety of activity stations, increase of problematic knowledge by explaining PDHPE
as a social construct, and explanation of Aboriginal and Torres Strait Islander culture and
history in order to deepen students understanding of cultural knowledge. The purpose of
these modifications was to further implement the Quality Teaching Framework in order to
implement pedagogy practices and to improve student learning (NSW, Department of
Education and Training Professional Support and Curriculum, 2003).

By providing students with free play choice at the beginning of the lesson allows students
to get straight into the lesson and warm up. It also gives the students autonomy in their
choice of what they would like to do which increases student’s engagement levels (Bennie
& Langan, 2013). By having the teacher mark the roll while students begin physical activity,
it allows the students to have more time for physical education and to maximise their time.
Also, by having the activities pre-prepared there is more time available in the lesson that
can go into students being physically active rather than wasting time by setting up. By
Maximising Movement and Skill Development (MMSD) students have more opportunities
to become physically active and can get involved in the lesson, which can be done through
free play at the beginning of the lesson as well as the activity stations throughout the main
activities. In accordance to the Quality Teaching Framework, this modification will work
towards increasing student direction where students have more of a decision on what they
do within the lesson within the teacher’s control (NSW, Department of Education and
Training Professional Support and Curriculum, 2003). Having this option available to
students allows them to take initiative in the lesson and also to raise awareness of their
enactment of the activity (Pearson, Webb & McKeen). Following this framework not only
gives students more control over their activities but also allows them to become
responsible.

The second modification to the lesson plan was to increase social support.
Supporting students allows them to feel encouragement and also engaged during the
lesson. By feeling connected to the teacher as well as other students, the individual will
more likely enjoy the lesson which will increase the chance of retainment of the skill that
they are learning. Boyd (2011) found that social support increases student’s ability to
perform and also leads to greater participation in physical activity. Social support has been
included in the lesson through ongoing feedback given by not only the class teacher but
through the student’s partners and the app ‘Coach’s Eye’. Providing feedback allows
students to know what they are doing wrong which allows them to fix their performance or
can also tell them what they are doing correct which can have a positive influence which
encourages them to continue to perform better. By asking students how they thought their
encouragement affected their partner it allows them to reflect on the performance and see
how their reassurance can bring a positive influence (Boyd, 2011).

The third change made to the lesson was problematic knowledge.

This framework has been adapted by asking students questions that allow them to
understand how movements are socially constructed and dependable on certain outside
influences. Forrest, Webb, Pearson (2007) indicate that problematic knowledge leads to a
deeper understanding as students can discover how knowledge comes from different and
varying interpretations. In particular, ideas of movement ability have been socially
constructed to be right or wrong which may change student’s understanding of what they
believe to be right or wrong (Tiden & Lundvall, 2015). Questions can therefore be asked of
students to determine their understanding of they believe movement ability to be in order
to create an understanding that can be widely accepted by all of the students.

The final modifications made to the lesson plan was to enhance student’s cultural
knowledge. Changes in regards to Indigenous culture has been made so that there is more
background knowledge and students understand why they are partaking in these activities.
Students may be able to value this knowledge more because there is an understanding and
acceptance of the diverse cultural groups. This cultural knowledge is introduced in the
game Weet Weet and has been modified to explain to students the historical value of the
game and the relevance that it holds to Indigenous people. Incorporating indigenous games
not only allows students to form an idea of relatedness to Aboriginal and Torres Strait
Islanders but also allows Indigenous students to feel accepted as their culture is being
recognised by everyone.

References

Bennie, A., & Langan, E. (2014). Physical activity during physical education lessons:
A qualitative investigation of Australian pe teacher perceptions.  International
Journal of Qualitative Studies in Education ,  28 (8), 970-988.
Boyd, A.J. (2011). Relationships between actual competence, perceived physical
 competence, social support, enjoyment and objectively measured physical activity
among children and adolescents. University of Wollongong, 1-323.
Department of Education and Training Professional Support and Curriculum (2003).
Quality teaching in NSW public school: A classroom practice guide.
Kirstein, M., & Kunz, R. (2015). Student-centred approach to teaching large classes:
friend or foe?. Meditari Accountancy Research, 23(2), 222-246.
https://doi.org/10.1108/medar-06-2013-0025
Pearson, P., Webb, P., & McKeen, K. (2008). Developing cognitive abilities through
games: A conundrum? Australasian Journal of Gifted Education, 17(1), 30-37
Tidén, A., Redelius, K., & Lundvall, S. (2015). The social construction of ability in
movement assessment tools. Sport, Education And Society, 22(6), 697-709.
https://doi.org/10.1080/13573322.2015.1071249