PDHPE Lesson Plan

Topic Connecting Myself Stage of learner: Year 7 Stage 4

area:
Date: N/A Location Classroom Lesson No. 1 of 3- First
booked: lesson on topic
Time: 60 mins No. of 28 Preparation/ B.Y.O.D
students Resources:

Syllabus strand(s) Outcomes Assessment

 Health,  PD4-1: Examines and  PD4-1: Formative assessment through
Wellbeing and evaluates strategies to Exit pass, Think Pair and Share activity
Relationships manage current and future and Popplet concept map
challenges
 PD4-2: Formative assessment through
 PD4-2: Examines and Exit pass, Poppet concept map and Think
demonstrates the role help- Pair and Share activity
seeking strategies and
behaviours play in  PD4-10: Formative Assessment through
supporting themselves and Exit pass, Ice breaker activity, Think Pair
others? and share and Concept map through
cooperative learning
 PD4- 10: Applies and refines
interpersonal skills to assist *Formative assessment to be conducted
themselves and others to through observation, gaining information
interact respectfully and about prior knowledge and interaction with
promote inclusion for a students e.g. asking
variety of contexts questions/ideas/thoughts about prior
knowledge etc*

Key inquiry questions Syllabus content Contexts for learning

 How does change,  Investigate the impact of transition and  Personal identity
transition and change on identity  Mental health and
environment shape  Investigate the changing nature of wellbeing
my identity? personal identity and how it can differ in
 What skills can be various contexts, e.g. Home, school,
used to manage sport, online identity
change, challenges  Identify feelings and emotions associated
and seek help? with transition and change
 What skills and  Evaluate strategies to manage personal,
strategies can be physical and social changes that occur
used to promote  Access and assess health information,
inclusivity, equality resources and services that support
and respectful young people to effectively manage
relationships? changes and transition e.g. websites
 promoting young people’s mental health
 Cross General capabilities PDHPE Skills
Curriculum
themes
N/A S Description:
 Strengthening personal identity
 Self- awareness
 Emotion and stress management
 Decision making and problem solving
 Help seeking

N/A  Critical and creative I Description:

thinking  Communication
 Information and  Collaboration, inclusion and relationship
communication building
technology capability  Leadership and advocacy
 Social awareness
 Personal and social
capability
N/A M Description:
 Literacy
N/A

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
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
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
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 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

Metalanguage Within the game “vocabulary race” students have the opportunity to build upon
metalanguage used within the topic and also experiment with putting these words
into a sentence in relation to context.
Engagement Students to be engaged most if not all of the lesson as there is many parts where
students will be talking/discussing/designing/researching and/or contributing to
the lesson

Background Students background knowledge is incorporated into the tasks such as the What
Knowledge makes us unique? Icebreaker, Vocabulary race, Who am I? and sense of self table.
The activities allow students to draw from their personal experiences and make
connections to the content from what they previously know already.
Time Teaching and learning activities Organisation Cen
tred
T/S
5 Introduction Teacher: Teacher is speaking to the class T
 Teacher to give brief insight into the topic
sense of self and adolescence transitions Student: Students are seated listening to
and changes teacher
 Teacher will briefly describe the purpose of
the first activity e.g. Resources: No resources
- becoming familiar with your peers
-forming positive interactions is essential in
the real world and everyday life

15 What makes us unique Ice Breaker Teacher: Teacher will be walking around S
 Students will be asked to form two lines the classroom, listening to student
facing each other responses, observing etc.
 Teacher will give an example on themselves Student: Students will be in two lines and
“I am Miss/Mr ___ and what makes me will be moving to their left and rotating to
unique/interesting is ___” their new partner every 20 seconds.
 Teacher will encourage students to Resources:
introduced themselves and tell their partner  No Resources for this activity
one interesting fact about themselves that  If no space in the classroom this
makes them unique and vice versa activity can be done on the field
 After 20 seconds the students will move to
their left to the next person and repeat the
exercise in a rotation
 By the completion of this exercise the
students will know more about their peers
and be able to recognise each others as well
as their own unique qualities

25 Vocabulary Race Teacher: Teacher is monitoring students T/S

 Students will be encouraged to form groups around the class and then facilitates
approximately 4 groups of 7 discussion at end of activity. Giving praise
 On the whiteboard there will be words stuck etc.
onto posted notes in relation to the topic Student: Students are participating in the
 Students will need to identify roles e.g. the activity in groups taking upon their
readers, writers, communicators, organisers allocated roles and then sharing their ideas
and runners to the class.
 Each student is to run to one side of the
classroom and take a word off the board Resources:
until all words have been collected  Vocabulary Post It Notes
 Students will then be encouraged to make
up an interesting sentence or sentences
using the words and write them down onto
their group worksheet
 Students can be as creative as they wish
 The communicators will then read the  Group work sheet
sentence(s) out to the class
 Teacher will foster discussion about word
meaning and context

Who am I? Think Pair and Share Teacher: Gives students the questions S
 Students will be encouraged to answer a about their sense of self. Walks around the
40
number of questions about themselves in
 relation to their sense of self and transition classroom monitoring discussions and
and change, the questions are in the asking questions, offering assistance etc.
resources box Student: Individually answer questions
 Students will be encouraged to have a chat about themselves and then discuss their
and share their answers with the person answers with their peers/friends close by.
next to them reflecting upon their own Resources: Scaffold of questions
answers and identifying some
similarities/differences
 Teacher to discuss some emotions and
feelings relating to change and transition

55 Sense of Self Teacher: To give students their sense of S

 Students will be encouraged to fill out the self table to fill out. To monitor and walk
sense of self table individually around to the groups and offer assistance,
 Students will then be encouraged to form knowledge and support to groups, also ask
groups of 4 and using their device research; questions and create discussion in relation
to group answers.
- Key words related to sense of self Student: Will need to think about their
- What can impact/ contribute to one’s sense own sense of self and fill out the table for
of self? best fit. Students to work in groups, take
- how can it change in different contexts? on roles or questions and research on their
- What are some strategies to manage devices the answers to the following
personal, physical and social changes? questions. Students to create a collaborate
- What is one health/support service (website) mind map and share it with their class.
to manage these changes? Resources:
- Students will use Popplet to create a concept  Sense of self table
map
- Students to save and share mind maps with
the class on their class google forms/sharing
site

 Popplet : http://popplet.com/

60 Conclusion Teacher: To hand out Exit pass to students S

 Exit pass on piece of paper
 Students will need to answer the following
question on a piece of paper before leaving Student: To answer and give exit pass to
the classroom students upon leaving
 “What have we learnt today about our own
sense of self?” Resources:
 Exit
pass
 PDHPE Lesson Plan
Topic Connecting Myself Stage of learner: Year 7 Stage 4
area:
Date: N/A Location Classroom Lesson No. 2 of 3
booked:
Time: 60 mins No. of 28 Preparation/ B.Y.O.D
students Resources:

Syllabus strand(s) Outcomes Assessment

 Health, Wellbeing Syllabus outcomes: Formative assessment through
and Relationships the following;
Code: Description:
 PD4-2: Examines and
demonstrates the role help-  PD4-2: Support
seeking strategies and behaviours Networks Target
play in supporting themselves and board/Scenario cards
others

 PD4-9: Demonstrates self-  PD4-9: Loss and Grief

management skills to effectively Spectrum/Scenario cards
manage complex situations and Exit Pass

 PD4-1: Examines and evaluates

strategies to manage current and  PD4-1: Exit pass/Support
future challenges Networks Target
Board/Scenario Cards
 PD4-10: Applies and refines
interpersonal skills to assist  PD4-10: Students
themselves and others to interact engaging in Collaborative
respectfully and promote inclusion learning, cooperative
in a variety of groups and contexts learning, activity stations
and group work

Key inquiry questions Syllabus content Contexts for learning

 What skills  Examine the impact of physical, social and  Personal identity
strategies can be emotional changes during adolescence e.g.  Relationships
used to manage friendship groups, sexuality.  Mental health and
change, challenges  Propose individual support network and wellbeing
and seek help external support services
 Evaluate strategies to manage person,
 How do change, physical and social changes that occur as they
transition and grow older
environment  Investigate the changing nature of personal,
shape my physical and social changes that occur as they
identity? grow older
 Explore the different perceptions of health
and wellbeing and examine the relationship
 What skills and between cognitive, physical, social, emotional
strategies can be and spiritual components of health
used to promote  Discuss strategies for coping with loss/grief
inclusivity, and ways of giving support to others
equality and  Practice and apply skills and strategies to
respectful seek help for themselves and others
relationships?  Identify barriers to seeking help and propose
strategies to overcome them
 Cross Curriculum themes General capabilities PDHPE Skills
N/A S Description:
 Strengthening
personal identity
 Self-awareness
 Emotion and stress
management
 Decision making and
problem solving
 Help seeking
N/A  Critical and creative I Description:
Thinking  Communication
 Information and  Collaboration,
communication technology inclusion and
capability relationship-building
 Literacy  Empathy building
 Personal and social  Social awareness
N/A capability M Description:
N/A

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
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
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
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 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Higher-order Students partake in activities which require, problem solving, critical inquiry,
thinking questioning and cognitive thinking skills. This is evident in the Scenario cards and the
Loss and Grief continuum where thinking deeply is required to form a solution.
Student direction is evident where students have a substantial amount of choice
Student within the activities to change and modify either the process and/or product within
Direction the activity they are doing. This is evident in the Loss and Grief continuum and the
Support Network Target Board.
Connectedness Activities demonstrate high connectedness as they all represent common and
familiar situations students can relate to, have experienced and are likely to confront
in the future. This is evident in Scenario cards, Loss and Grief continuum and Support
Network Target board. The content connects to real life situations that students will
or have encountered in their life span.
Time Teaching and learning activities Organisation Ce
ntr
ed
T/
S
5 Introduction Teacher: Explains instructions to the T
 Teacher introduce topic Adolescence and students verbally
change
 Teacher will explain what activities they will Student: Students are seated and should be
be doing today and how the stations will listening to instructions
work/run.
Resources: No Resources
10 PowerPoint Teacher: Teacher to present PowerPoint T/
Presentation and Video on physical/ social/ presentation S
emotional changes and loss and grief Student: To be seated and listen to/watch
 Students to fill out the table social, PowerPoint presentation and fill out the
emotional and physical changes and their table individually once presentation ends
impact on their sense of self individually Resources:
with the information that was provided  https://www.youtube.com/watch?v
through the power point presentation. =YMGQ3c7ydeI
 Power Point presentation
 Social, Emotional and Physical Table

15 Rotating Stations Teacher: Teacher to walk around the S

 Set up 3 stations classroom monitoring the stations, student
 Split class up into groups of approximately 9 responses, observing, taking notes, engaging
Station 1: Loss and grief continuum ladder in discussion with the students, hearing
 In the group select someone to draw a ideas and viewpoints etc.
creative picture that represents a continuum Student: Working in groups to
e.g. ladder, temperature gage, arrow, collaboratively complete their task, once
mountain, pyramid. time is up (15 mins) students move to next
 Each student to pick up a card which has one station
of the following statements in the resources Resources:
section.  Blue tack
 Students are to evaluate which statement  Example of continuum and scenario
belongs at the top of their continuum cards the students can do on the
(severe) and which belongs on the bottom whiteboard
(mild effect).
 Collectively the group is to come up with a
new statement which is not already
presented and evaluate it on the spectrum.
20 Station 2: Vignettes/ Scenarios/ Case studies on Teacher: Walk around classroom monitoring S
managing loss/grief/change/ challenge stations/ asking questions/ receiving and
 Students will be presented with a scenario responding to answers etc
card in which they will need to collectively Student: Working Collaboratively to break
work together to problem solve and answer down and problem solve the scenario card
the questions. they have and answer the questions
 Students can allocate roles such as the Resources: Scenario card
reader, the writer, the problem solver, the
leader etc
 Different students may have experience in
the scenarios and can offer their prior
knowledge to particular questions/answers
etc.

25 Support Network Target board Teacher: Walk around classroom monitoring S

 Students are to place each support network stations/ asking questions/ receiving and
label in the most appropriate position on the responding to answers etc. Same as above
target Student: Working collaboratively in groups
 Each person in the group will have a turn at to complete task e.g. communicating with
placing a label where they personally think it each other, respecting each other’s
belongs and explaining to the group why viewpoints/opinions etc.
they chose to place it in that position
drawing upon personal experience Resources:
 The yellow is immediate support network,  Support Network labels
red is an intermediate support network and
blue is outer support network

 Support network target board

60 Conclusion Teacher: Gives each student an Exit pass S

Exit pass: Answer the following question before leaving classroom
Student: Is to answer the exit pass and hand
 “In a time of loss/grief/change or challenge to teacher on way out
who could you turn to for help, assistance Resources:
and support?”
 Exit Pass
 PDHPE Lesson Plan
Topic Connecting Myself Stage of learner: Year 7 Stage 4
area:
Date: N/A Location Field/Classroom Lesson No. 3 of 3
booked:
Time: 60 mins No. of 28 Preparation/ B.Y.O.D,
students Resources: Smartphones
and
Headphones

Syllabus strand(s) Outcomes Assessment

 Health, Wellbeing and Syllabus outcomes: Formative
Relationships Assessment
Code: Description:
through;
 PD4-3: Investigates
 Health, Safe and Active effective strategies to
Lifestyles  PD4-3: Belonging
promote inclusivity,
ball, Survey and
equality and respectful
Kahoot quiz
relationships
 PD4-10: Belonging
 PD4-10: applies and
ball and Graph
refines interpersonal skills
Group work
to assist themselves and
others to interact
respectfully and promote
inclusion in a variety of
groups or contexts

Key inquiry questions Syllabus content Contexts for learning

 What skills and  Recognise how different cultures,  Personal identity
strategies can be used including Aboriginal and Torres Strait  Mental health and
to promote inclusivity, islander and Asian cultures, value the wellbeing
equality and contributions of mind-body-spirit  Relationships
respectful connection to health and wellbeing
relationships?  Investigate the impact of contextual
factors on young people, including
 Why are connection, Aboriginal and/or Torres Strait Islander
inclusion, Peoples
empowerment  Identify individuals, groups, places or
important for health, activities to which they feel a strong
safety, wellbeing and sense of belonging and explain how
physical activity levels these help them to feel supported and
of the wider connected
community?  Explain how a sense of belonging and
connection to our communities
enhance health, safety and wellbeing
 Explore the different perceptions of
health and wellbeing and examine the
relationship between cognitive,
physical, social, emotional and spiritual
components of health

Cross Curriculum themes General capabilities PDHPE Skills

  Aboriginal and Torres S Description:
Strait Islander histories  Strengthening
and cultures personal identity
 Self-awareness
 Decision making and
problem solving
 Recognising
emotions

N/A  Critical and creative thinking I Description:

 Information and  Communication
communication technology  Collaboration,
capability inclusion and
 Intercultural understanding relationship building
 Literacy  Empathy building
 Numeracy  Social Awareness
N/A  Personal and Social M Description:
capability  Fundamental and
specialised
movement skills and
concepts
 Spatial awareness
 Object control

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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
that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive
thinking and to communicate substantively about what they are learning. communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
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
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.5 Connectedness
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 3.3 Knowledge integration 3.6 Narrative
cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

Substantive There is substantive communication presented throughout the lesson plan which is
Communication reciprocal between student and teacher, teacher and student and student to
student, this is evident in belonging ball and the group graph activity.
Engagement Learning activities promote engagement for all students this is done by the Survey
encouraging all students participation to create a collective outcome, also
demonstrated through group work. Another learning activity in place to support
engagement is the use of the QR codes which allows students to use their phones
for their learning, a strategy that relates to students’ interests.
Cultural Cultural knowledge is evident as there is a focus on the understanding, valuing and
Knowledge acceptance of the Aboriginal and Torres Strait Islander culture in relation to beliefs,
traditions and knowledge. This was apparent in the QR codes and Kahoot Quiz.
Time Teaching and learning activities Organisation Cen
tred
T/S
5 Introduction Teacher: Teacher is briefly vocalising a T
 Teacher will briefly explain the concept of paragraph to the class which introduces
belonging and read a passage out loud to the topic and states that the passage will
the students assist with the upcoming activities
 Teacher will explain that the first activity Student: Students are listening to the
will be outside today teacher give a brief overview of the topic in
 Expectations of behaviour on the field order to help them with the next activity
 Teacher to take class out onto the field Resources: Belonging Passage

15 Belonging ball Teacher: Briefly explains instructions about S

 Students to spread out into open space the game and also vocalises modifications
 Teacher explains the game which involves and rules about the game. E.g. girls to
throwing and catching the ball to each throw to boys, do not throw to the same
other person twice, throw to someone who has
 When students receive the ball they are not had a turn etc.
encouraged to say a word or phrase *If student is not confident to participate
associated with the terms ‘belonging’ teacher can allocate role to student such as
and/or ‘wellbeing’ scribe to write down the words*
 In the next round when the students Student: Spreading out into the open
receive the ball they have to share with the space and passing the ball to each other,
class a place or group where they feel a thinking of a word related to belonging
sense of belonging and why personally or generally
 Rules can be modified by teacher for Resources:
inclusivity and participation  Ball
 Open space such as field
25 Survey Teacher: To give students instructions to S
 Teacher will facilitate class discussion access survey. Teacher to offer assistance
about belonging and belonging to culture and support to students by walking around
 Teacher will then produce a survey the room.
through survey monkey which will ask a Student: To take Survey/Poll on their
number of questions device
 Students are to answer questions Resources: Survey Monkey
 Poll results to be displayed
 Teacher will write the number as a fraction
out of __/28
Questions may include:
 Do you identify as an Aboriginal or Torres
Strait islander person or come from an
indigenous background?
 Does anyone know how to speak a
language other than English?
 Does anyone have a parent or grandparent
that was born overseas?
 Was anyone themselves born overseas?
  Does anyone celebrate a cultural event e.g.
Chinese new year, St Patricks day,
Orthodox Christmas, Ramadan, Eid etc.

35 Graph it! Teacher: To observe students and wonder S

 Students to make groups of 5 around the classroom, offering knowledge,
 Students to go onto their devices assistance, support and device. Prompting
And access this website; questioning and discussion. To facilitate
https://nces.ed.gov/nceskids/ discussion with students.
 Create a graph of their choice to represent
their findings, figures and percentages Student: To work in groups, allocate roles
from the survey amongst their group and present their
 Students will need to allocate roles such as graph to the class. Student to also to come
the graph creator, the mathematician to up with a collective answer to the question
work out the percentage/ calculations, the and share their thoughts as a group.
creative colourist and the communicator,
the leader etc Resources:
 Students will share their graph to the class  Device to access the website
and also discuss the question in relation to https://nces.ed.gov/nceskids/createagraph
their poll results “Do you think culture /
shapes our sense of identity, sense of
belonging and sense of wellbeing and why
?”
50 QR Code Cultural belonging Teacher: Hand out piece of paper with QR T/S
About Aboriginal and Torres Strait Islander People code. Teacher to facilitate discussion about
 Students on their phones are to scan their belonging to country/place etc. Teacher to
QR code and listen to the video that links ask for thoughts and opinions and if there
to the websites are any questions.
 Discuss how connection to Country/Place Student: To go onto their phones, scan the
sustains and enhances the health and QR codes and listen to the videos they link
wellbeing of Aboriginal and Torres Strait to.
Islander People and their community Resources:

https://www.australianstogether.org.au/di
scover/indigenous-culture/the-
importance-of-land/#video

 https://www.commonground.org.au/learn
/connection-to-country

60 Conclusion Kahoot Quiz Teacher: To read out Kahoot Quiz T/S

 Teacher gives students Game PIN for questions and then facilitate discussion
Kahoot Quiz with questions in relation to after Kahoot quiz and results
the videos they just watched Student: To complete Kahoot Quiz on their
 Discuss as a class the Kahoot answers Devices and participate in discussion with
teacher
Resources:
 Kahoot Quiz
References (In APA)
You must list all references that you have used for the content and resources of this lesson in this space.

Australians Together | The importance of land. (n.d.). Retrieved from

https://www.australianstogether.org.au/discover/indigenous-culture/the-importance-of-land/#video

Connection to Country. (2018). Retrieved from

https://www.commonground.org.au/learn/connection-to-country

Create A Graph. (n.d.). Retrieved from

https://nces.ed.gov/nceskids/createagraph/

Kahoot! | Learning Games | Make Learning Awesome! (2018). Retrieved from

https://kahoot.com

Popplet. (2013). Retrieved from http://popplet.com/

QR Code Generator - Create QR codes here. (2014). Retrieved from

https://www.qr-code-generator.com

SurveyMonkey: The World’s Most Popular Free Online Survey Tool. (1999-2018). Retrieved from

https://www.surveymonkey.com/

Teen Development - What You Need To Know. (2014, July 22). Retrieved from

https://www.youtube.com/watch?v=YMGQ3c7ydeI

Resources Attached:

 #1 Numeracy Resource – Made by Mia Katar

Create A Graph. (n.d.). Retrieved from https://nces.ed.gov/nceskids/createagraph/

Steps:

 1. Design
 2. Data
  3. Labels
 4. Preview
 5. Save and Send

Example outcome:
  #2 ICT Resource: Popplet – Made by Mia Katar

Popplet. (2013). Retrieved from http://popplet.com/

Images Referenced:
Ausley, D. (2016). Parents, Peers and Pressure [Web image]. Retrieved from

http://www.beaconbaptist.org/blog/2016/01/14/parents-peers-pressure/

Cho Pang, L. (n.d.). Pass or Fail [Web image]. Retrieved from https://www.dreamstime.com/royalty-free-stock-

photos-pass-fail-red-pen-image38454708

Davydenko, K. (2018). Vector - happy cartoon family with two children and pets near their house with a garden, no

gradients [Web image]. Retrieved from https://www.123rf.com/photo_37762446_stock-vector-happy-

cartoon-family-with-two-children-and-pets-near-their-house-with-a-garden-no-gradients.html

Woodard, J. (2017). Low Self-Esteem [Web image]. Retrieved from https://www.quora.com/What-are-the-

characteristics-of-low-self-esteem-people
 #3 Literacy Resource Scenario/Vignette/Case Studies: Made by Mia Katar
Academic Justification

In education, teachers adopt specific theories which incorporate a myriad of approaches that frame and

reflect their personal teaching pedagogy. Through teacher pedagogy, students gain the skills, knowledge

and methods to reach their optimal learning potential. Teaching models such as student-centred learning,

social learning and problem- based learning through interactive mediums such as utilising Information and

Communication Technologies (ICT) will also be explored.

The constructivist approach is an overarching pedagogical theory that is becoming increasingly popular

within the KLA of Health and Physical Education. Constructivism is used as a paradigm that surrounds the

idea of students constructing their own learning (Olusegun, 2015). Student-centred learning allows

students to feel empowered, build upon prior knowledge, engage with content kinaesthetically, utilise

creativity, have choice, focus on personal growth, embrace the process of learning, discover solutions,

work collaboratively and experiment with an array of learning tasks (Singleton, 2009). Tangney (2013)

suggests that within student centred learning “students are seen as active participators rather than passive

receivers” (p.267). Constructivist elements are evident throughout the lesson plans through hands on

participation, stationed activities which require movement around the classroom, creative choice such as

incorporating drawing and graph making and collaborative learning demonstrated through a cooperative

approach where students share ideas with others.

Collaborative learning such as working in groups fosters many learning benefits to students. Corporan &

Martin (2014) research suggests that students work better in groups as it provides opportunity to share

ideas, allocate roles and work together to achieve a common goal, in turn promoting a positive learning

attitude. Other beneficial skills include verbal communication, negotiation, leadership, organisation, peer

support, critical thinking, extension of prior knowledge, respecting differences and channelling students’

strengths (García-Valcárcel-Muñoz-Repiso, Basilotta-Gómez-Pablos, & López-García, 2014). Cooperative

learning allows students from diverse groups to work together and aims to highlight each group members
perspectives by collectively contributing their knowledge equally as one (Serrano & Pons, 2014).

Collaborative and Cooperative learning is evident within the lesson plans as students can take on roles

within group tasks, draw upon their prior knowledge to offer unique contributions and evaluate diverse

feedback from their peers (Shapira-Lishchinsky, 2014). This idea is apparent in the activities; loss and grief

continuum, think pair and share, the case studies, social network target board, graph making and popplet.

Collaborative learning connects to the syllabus by developing students’ self-management skills,

interpersonal skills and general capability skills such as critical and creative thinking, literacy, numeracy and

personal and social capabilities.

Collaborative learning tasks using ICT platforms contribute to a focused student-centred learning

environment. Students are able to evaluate information to create purpose, motivating students to work

autonomously with decreased reliance on teacher confirmation (Suryani, 2010). Through ICT, students

develop skills to become successful self- directed learners. Students develop skills such as critical inquiry

and problem solving by participating in tasks that require research, further extending upon deep

knowledge and understanding. Research promotes skills such as information analysation and information

processing, enhancing cognitive thinking abilities through information breakdown (Suryani, 2010;

Donohoe, 2011). ICT is an efficient platform to allow students to share responses with their peers, facilitate

discussion in the classroom and reflect upon their answers (Shirley & Irving, 2014). To assess students’

knowledge, ICT is a good way to perform formative assessments. ICT engages students in the task at hand

providing students the skills to transfer knowledge between contexts as compared to standardised written

components (Donohoe, 2011). ICT tasks that promote interactivity, collaborative learning and engagement

within the lesson plans include survey monkey, graph making, kahoot, QR codes, youtube videos, popplet

and research tasks. ICT learning activities relate directly to the syllabus by developing students’ self-

management skills and Interpersonal skills. Further, ICT enhances many general capabilities such as critical

and creative thinking, ICT capabilities, literacy, numeracy and personal and social capabilities.
Problem based learning (PBL) surrounds the idea that students have the ability to incorporate and

strengthen skills such as using critical inquiry, cognitive thinking and team work by “working towards an

understanding or resolution to a problem” (Hushman & Napper-Owen, 2011, p.18). PBL involves student-

centred learning in group collaboration, requiring students to solve real-life problems in group discussion,

achieved by breaking down underlying mechanisms that contribute to the problem (De Witte & Rogge,

2016). PBL also incorporates other factors such as critical analysis, multifaceted problems, students

utilising and building upon their prior knowledge and lastly, teachers acting as facilitators who guide the

students learning rather than solve the problems for them (Hushman & Napper-Owen, 2011; Pearson,

2006). PBL is demonstrated through the case studies/scenario cards, research task, the loss and grief

continuum and the support network target board, where students are encouraged to work together to

problem solve. PBL builds upon engagement, connectedness, higher order thinking, deep knowledge and

understanding, all factors contributing to the syllabus in relation to self-management, interpersonal skills,

critical and creative thinking, ICT and personal and social capabilities.

As a teacher it is vital to not adopt the approach that one size fits all and to acknowledge that each student

possess’ their own individualised set of skills. Differentiation is not only a pedagogical approach to cater for

the learning needs of diverse learners but to recognise the support each student requires to reach their

learning potential. Each student acquires a preferred way of learning which produces and fosters a better

understanding (Colquitt, Pritchard, Johnson, & McCollum, 2010; Smith, 2005). Differentiated learning

strategies within the lesson plans range from practical and physical components, ICT, reading, writing and

literacy, visual cues, creative channels, problem solving, critical inquiry, group collaboration and

mathematical concepts. Additionally, learning activities cater for different types of learners through choice,

differentiated product, process and learning environment (Smith, 2005). Examples of this include one of

the learning activities being conducted on the field, incorporating physical components of throwing and

catching to cater for learners who connect with the outdoors and are interested in movement skills.

Another example is the running vocabulary race and activity stations, catering for students who enjoy
moving around their environment. Additionally, students have choice within the lesson activities to modify

the process and product, achieved by providing students with creative choices such as choosing the type of

graph and mind map they wish to create. Diverse grouping in collaboratively learning also gives G.A.T

students the opportunity to mentor their peers and share their knowledge.

In conclusion, the 3 lesson plans adopt the constructivist pedagogical approach incorporating an array of

teaching models, strategies and approaches. The aim of using these elements collectively is to create a

variety of learning avenues to cater for diverse learners and their needs, for each students to reach their

optimal potential.
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