Ahmed Sabouni Lesson plan analysis 1787 6692

In this assignment, I will be modifying the PDHPE lesson plan from vUWS.

Contents

Rationale 2

APST and QT Analysis... 3

Modified lesson plan.. 6

Academic Justification.. 10

Appendices.. 13

References 14

Weebly Portfolio Link 15

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Ahmed Sabouni Lesson plan analysis 1787 6692

Rationale

In the following assessment, I have addressed and modified the lesson plan of the Health and

Physical Education plan located on vUWS using the Quality Teaching Model as well as

Australian Professional Standards guidelines. I have targeted areas of student-centred

learning in areas such as ICT, student direction and content selection as well inclusivity. The

modifications were made in accordance with AITSL and QTM standards as well HPE

pedagogies in hope achieving the maximum engagement from students so they can

experience an excellent and successful lesson.

In this assessment, the lesson plan has been analysed and measured using a template of

APST and QTM standards and focus on 4 areas of improvement. In doing this the lesson

plan was re written using some of the original lesson plan but inserting modifications to

enhance the quality of learning in the classroom. The appendices will also provide links to

the online worksheet modifications that have being made as well the link to the basic

presentation of the lesson.

Overall, students will hopefully achieve maximum learning and engagement with these

modifications, including the students with disabilities and English barriers which addresses

inclusivity. Students will also gain understandings of social connections and differences of

peers from different backgrounds and cultures by playing different activities in collaboration

with their peers.

102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis Template

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Ahmed Sabouni Lesson plan analysis 1787 6692

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation
more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments: indications of diverse learning from multiple backgrounds as some tasks focus
on inclusivity. Otherwise improvements are needed to have a larger understanding.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: No strategies what so ever have been made, let alone mentioned in this lesson
plan.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: There has been much mention of differentiation at all. Evidence of this is for the
disabled students with vision and physical impairmnents. .

1.6 Strategies to support full participation of students with disability

12345 Comments: students are given writing tasks to engage students with disabilities however
there needs to be a differentiation.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 Comments: Content is relevant, however too much content has been chosen in one lesson.
There needs to be refined content in order to teach the knowledge in clear understanding.

2.3 Curriculum, assessment and reporting

12345 Comments: Good choices of assessment styles however, can be tweaked to the point of
maximum participation using ICT resources.

2.6 Information and Communication Technology (ICT)

12345 Comments: Very basic ICT resources used in the classroom, overhead projector.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
12345 Comments: the group work is effective but needs improvement in making tasks more
challenging.

3.2 Plan, structure and sequence learning programs

12345 Comments: A good structure of learning planned, it just needs to be more innovative and
engaging for the students.

3.3 Use teaching strategies

12345 Comments: Strategies of direct instruction, peer learning and observation.

3.4 Select and use resources

12345 Comments: The bingo cards that were used are good for an engaging activity,

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Comments: Great strategies used for classroom management by including bingo cards
which maintain supportive classrooms.
4.2 Manage classroom activities
12345 Comments: 30 students, the management of students is difficult however the substantive

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Ahmed Sabouni Lesson plan analysis 1787 6692
communication and engagement using the bingo cards and introduction of each activity is
excellent management.

4.3 Manage challenging behaviour

12345 Comments: There hasnt been any mention for behaviour management.

4.4 Maintain student safety

12345 Comments: Excellent student safety as mentioned in the Work Health and Safety section.

4.5 Use ICT safely, responsibly and ethically

12345 Comments: Basic use of computers during writing activities using the overhead projector as
well.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 Comments: Teacher observation. Self assessment.

5.2 Provide feedback to students on their learning

12345 Comments: Teacher asks questions after every activity and also engages in discussions with
the students.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

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

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 Comments: There is a lot of content being covered in this lesson, needs to be less otherwise
5 there is deep knowledge of the outcomes being taught.

1.2 Deep understanding

1 2 3 4 Comments: Having a class of 30 students will be hard to help the students understands every
5 outcome that is being assessed here in the lesson plan.

1.3 Problematic knowledge

1234 Comments: The writing of the activity 2 truths and one lie is a good example, however can be
5 improved.

1.4 Higher-order thinking

1 2 3 4 Comments: There are only activities that are direct instructions from the teacher therefore not
5 much to think about in terms of high order thinking.

1.5 Metalanguage
1 2 3 4 Comments: Use of language in a various forms in speech, writing and reading through their
5 activites of bingo, two truths one lie and speaking.

1.6 Substantive communication

1 2 3 4 Comments: Students are constantly engaged in conversations with their peers and teacher
5 throughout the lesson.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 Comments: Theory based work, demonstrated well when socially communicating to each
5 other throughout the lesson.

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Ahmed Sabouni Lesson plan analysis 1787 6692
2.2 Engagement
1 2 3 4 Comments: Engagement is good throughout the lesson particularly in the activity of
5 remember my name.

2.3 High expectations

1 2 3 4 Comments: There was no reward system in place throughout the lesson however high
5 expectations were set when the teacher addressed students at the beginning of the lesson.

2.4 Social support

1 2 3 4 Comments: Teacher in observation was great for social support particularly the anonymous
5 questions box.

2.5 Students self-regulation

1-2-3-4-5 Comments: When playing Bingo and Remember my name, and intro activities. Evident when
student exchange information and behave at the same time.

2.6 Student direction

1 2 3 4 Comments: There are not many option for students to choose their own activities except when
5 they are asked to write an anonymous question.

3 Significance
3.1 Background knowledge
1 2 3 4 Comments: Evident in introductory activities.
5
3.2 Cultural knowledge
1 2 3 4 Comments: evident in all activities as the lesson is promoting cultural knowledge about each
5 other.

3.3 Knowledge integration

1 2 3 4 Comments: Social integration within the Bingo game, and the learning areas of social
5 supporting environments.

3.4 Inclusivity
1234 Comments: Excellent inclusivity, - people with disabilities could participate as well as
5 students with eye sight impairments. However, none for non-English speakers.

3.5 Connectedness
1 2 3 4 Comments: Evident in the example of peers, real life situations when the activity truth and
5 lies where they are applying real life scenarios/events and share it with their peers.

3.6 Narrative
1234 Comments: Evident in activities when students once again are in groups and share ideas of
5 scenarios/statuses/events of actual facts about each other.

Section 3: Identifying Areas for Improvement

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

APST
1) 2.2 Content selection and organisation 2) 4.5 Use ICT safely, responsibly and ethically
QT model
1) 2.6 Student direction 2) 3.4 Inclusivity

Topic area: Connecting with Stage of Learner: 4, year 7 Syllabus Pages:

others- (Getting to know
you)

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Ahmed Sabouni Lesson plan analysis 1787 6692

Date:XX/YY/ZZZZ Location Booked: Outdoor area Lesson Number: 1 /3

Time: 60 min Total Number of students: 30 Printing/preparation

Bean bags, work sheets

Outcomes Assessment Students learn Students learn to

about
Lesson a sense of self explore the influence of the
assessment following on a sense of self:
Syllabus outcomes defining a who I am
Teacher sense of self where I come from
observation: being the who I relate to
Outcome 4.1 A student describes discussion and same as and what I can do
and analyses the influences on a interactions different what I believe and
sense of self. during lesson. from others value
how a investigate the changing
Summative sense of self nature of ones sense of self
Assessment: can vary in and how it can be different in
Journal different
Life Skills various social contexts, eg
Worksheets. contexts
LS.1 A student recognises the home, school, with friends
personal characteristics and needs factors describe how particular factors
that make them similar to others that influencing a sense of self are
yet unique. influence a interdependent and can
sense of self become increasingly
self- significant at different life
acceptance stages
explore the relationship
between a sense of self, body
image and views of what it
means to be female or male
explain the physical, social
and emotional changes that
occur during adolescence

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

Literacy Capabilities -Communication skills

Numeracy focus -Student centred learning
Aboriginal and Torres Strait Islander knowledge -Identifying characteristics of self and peers.

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 Time Teaching and learning actions Organisation Centred
T/S
Intro Warm-up activity: Teacher: Ensure that tables and S
chairs are set up so there is
5 Minutes Remember my name- Students are to gather walking space between them.
around the classroom and will introduce each other Ensure nothing is obstructing
to their peers opposite them and say their name fans, heaters and doorways.
once they know all the students names and
clapping their hands twice before calling the next
person they are passing the bean bag to. Once one Student: in front of classroom
round of passing is done they add on their desks
cultural background along with their names.
Resources: Bean bags
This invigorates the classroom in a engaging mood
with the students exchanging basic info about each
other.
Body Introduction to the unit being learnt for the next Teacher: T
weeks, explaining the high expectations of students Ensuring all students have had
12 using a visual presentation via Prezi to give their names marked off the roll
students a larger perspective on what they are being and are seated quietly.
taught.
Student: At their desks
Questions and Answers about the unit.
Also at this point it is ideal to address students with Resources: Projector, post-its
disabilities or language barriers to come forward for question box.
with any enquiries they would like know about the
unit or students can raise their hands and the teacher
will approach.

Teacher will then inform students that throughout

the unit, students will be to ask questions
anonymously, write it on a piece of paper to put
into the box provided and they will be answered at
the end of every lesson.
Introduction activities (Explore) Ice breakers:
2 truths, 1 lie
20 - Students begin by pulling out the
iPads/Computers.
- They are to type three facts about themselves on
GOOGLE DOC with the link provided on the
projector however two must be true and one
must be a lie.
- The teacher should provide an example about
themselves which students are to guess:
e.g. I teach HPE at this school (truth)
I enjoy participating in sport (truth)
I have competed at the Olympics (lie)
Teacher: S
Teacher to explain game and then
allow students to play while
observing how they interact with
each other while completing the
activity
Student:
Can be as imaginative as they
want.
Students with disabilities such as
mute or deaf can participate as
they can write their responses.
Resources:

- Students are to write their three facts down and Paper and pen provided by
partner up with another student nearby. students.
Computer connected to overhead
- Students take turns to read out their three facts projector, Activity description to

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 and guess which of the three their lie is. They may
also stand up, move around, and repeat this process
with other students too.
Do You Know Bingo
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This game has been adapted from the idea human
bingo as described in McDonald (2010).
- Students receive a bingo link through
GOOGLE DOC (see resource 1 below)
with a 4x4 grid of information which
students could have in common with each
other.
- The aim of the game is to walk around
and meet other students, asking them if
they share one of the same boxes in
common (as found on the bingo table).
(Remind students to tuck in their
chairs)
- If students have the same thing in
common as listed on the card, then they
place each-others names down for ONE of
those categories only and continue to
search for other students with things in
common.
- This game has two challenges first is
to list up to four names in a row (up, down
or diagonal) then second is to finish the
sheet with a different students name in
each box.
Introduce a partner
50 Students find a partner (group of three is fine if
there are uneven numbers) with something in
common from the previous game and take a seat
together. Let students know:
You will get a few minutes to find out a bit more
about your partners before introducing them to the
class.
Students are then given three minutes to
have a brief chat about each-other. - The
students name.
- Their previous primary school.
- One thing from either the bingo card they can write their responses.
they
have in common (or at least one fact if
nothing in common).
be placed up on the screen
Teacher: S
Teacher to explain game and then
allow students to play while
observing how they interact with
each other while completing the
activity.
Student:
Can be as imaginative as they
want.
Students with disabilities such as
mute or deaf can participate as
they can write their responses
while students with vision
impairment can have help from
their guides. Also, students who
have English barriers or
limited computer skills may ask
teacher for assistance for the
alternative visual task.
Resources:
Computers/iPads connected to
overhead projector, Activity
description to be placed up on the
screen.
Teacher:
Teacher to explain game and then
allow students to play while
observing how they interact with
each other during the activity.
Teacher can partner with
student/s if there is an issue with
group sizes/behaviour.
Student:
Students with disabilities such as
mute or deaf can participate as
Students with vision impairment
can also participate though will
be relying on working memory.
Resources:
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 May make reference to bingo
card or two truths, one lie from
previous activities.

Conclusion Re-cap using questions and answers and remind Teacher: in front of the class S/T
students to drop in their questions into the box giving the students an
60 provided. Explaining that there is no silly question opportunity to direction the
and it is fine to ask uncomfortable questions. conclusion of the lesson.

Student: At their desks.

Resources: Post-it notes, pens.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Outcome 4.1 A student
describes and analyses the
influences on a sense of self.
Within each activity of this lesson the teacher is able to observe
student interactions. This can be useful for revealing prior
knowledge as it is anticipated that some students may already
know each-other while others may not. The first activity
Remember My Name provides a pre-emptory view of students
basic sporting ability which can be translated to the practical
aspects of HPE.

LS.1 A student recognises the
personal characteristics and needs
that make them similar to others
yet unique.
The group activities throughout this lesson are able to reveal: a.
how students interact one-to-one with their peers and b. how
students respond to the teacher during class discussion.
Observations about attitudes, values and ability of students to
relate to others can be made during both formal and teacher and
student directed discussion/activity times.

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Academic Justification:

The health and physical education lesson plan had excellent qualities in terms of the Quality

Teaching Model and the Australian Professional Standards for Teachers. However, there were

some areas for improvement such as content selection and organisation, student direction, Use of

ICT safely and responsibly and inclusivity. These areas were targeted particularly because as a

teacher, we need to know what and how we are teaching the content to maximise understanding,

engagement as well as the advancing of society through technology.

There is a significant importance in utilising the quality teaching framework in the lesson and there

has been an attempt to add them into the modified lesson plan. This modified lesson plan helps in

promoting intellectual quality from the NSW Quality Teaching Framework. It requires the students

to engage in higher-order thinking and allows them to give adequate input in what they have learnt

throughout the lesson. Students will begin to use critical thinking in some of the activities set out to

be achieved in the lesson, in this case Human Bingo. The students aim was to be the first to win

by filling all the empty boxes which required strategy to win. This then helps the quality learning

environment, as the students and the teacher begin to understand and value cultural and background

differences by completing the class work together. Prior students use their communication skills to

probe other students the teacher explains the exercise first and can use personal information that

might strengthen the social connection and background knowledge between the student and teacher,

this relates to inclusivity. Inclusivity for students with disabilities, mental or physical as well as

students who have an English barrier preventing them from excelling in certain areas gives them an

opportunity to participate and enjoy themselves.

Moreover, in relation to the quality teaching framework there is great significance in the modified

lesson plan that expresses more important and meaningful learning experiences for the students.

The significance framework is used as students will begin to explore each others identities and

prior knowledge including contexts that are from outside of the classroom (Ladwig & Gore, 2004).

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Students will be unpacking their personal portfolio in order to find commonalities between the

class, which they will then have to share with the entire class. This modified lesson plan will utilise

all three quality teaching frameworks mentioned and will give the students a chance to obtain the

benefits from gaining a better understanding in newly obtained knowledge and how to use it while

strengthening the bond between students and their teacher.

The use of ICT in the classroom was at a minimal in the original lesson plan, with just the use of an

overhead projector and a computer for basic use. In the modified lesson plan, the use of Prezi

presentation to introduce the unit was familiarized and promotes learning with the collaborative

tasks (Pinheiro & Margarida & Simoes, 2012) used in Google Doc. The online version of

worksheets work more efficiently and of course reduce the use of paper as well as keep students

engaged in the activities. ICT effectively help students develop skills in problem solving and

concepts of learning (McKewon, 2012). The Australian Institute for Teaching and School

Leadership promotes the use of ICT in classrooms as it develops ICT skills as well empowering the

teacher to emphasise on the knowledge and content in the classroom (AITSL, 2011).

In physical education, the Games Centred Approach has been popular as it is concept and student

based that highlights differentiation to make learning more significant (Parry, n.d.), in this case

using remember my name as an activity to give an opportunity for students to learn social skills

whilst in movement. The GCA is very basic in this instance as the lesson is more focused on

student centred learning with direct instruction from the teacher. The most used pedagogy in this

lesson plan has been learning and learner centred pedagogical approach (), which focuses on the

learning of students backgrounds and cultural heritage and forming a social understanding of one

another using ICT throughout the lesson.

These approaches consider the inclusivity and equity of all students in the classroom, whether it is a

student with a mental or physical impairment or an English barrier, there are modifications in place

to support the learning difficulties for those who require it in this lesson plan. All the factors and

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changes mentioned above are for the positive learning environment which all teachers thrive to

achieve and with these modifications made, in line with all models and frameworks will prove to be

a successful, informative lesson for both teachers and students.

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APPENDICES:

https://docs.google.com/presentation/d/1SK4WEasdNtlL6WaEW7JPlnXTmBeeWSeRAFbH8FzM

k3Y/edit?usp=sharing

This link above is the link for a basic presentation of the lessons and what content we will be

covering over the unit.

https://docs.google.com/document/d/1nM9wcEpcgVmBfEWmhgJE6vydJuZQXsRioexs96vc71w/e

dit?usp=sharing

This a link to the human bingo work sheet via google docs, students will copy template and fill it in

until all is full.

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 References

Australian Institute for Teaching and School Leaderships (2011). Australian Professional
Standards for Teachers. Retrieved from: https://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Gore, J., Ladwig, James G, & New South Wales. Dept. of Education Training. Professional
Learning Directorate. (2004). Quality teaching in NSW public schools : An assessment
practice guide. Ryde NSW: Dept. of Education and Training, Professional Learning
Directorate.

McKeown, S., & McGlashon, Angela. (2012). Brilliant ideas for using ICT in the inclusive
classroom. New York, NY: Routledge.

Parry, K.A. (n.d.) Premiers australian college of physical education pdhpe scholarship. A games
centred approach for enhancing quality teaching and improving student learning in
pdhpe.

Pinheiro, & Simes. (2012). Constructing Knowledge: An Experience of Active and Collaborative
Learning in ICT Classrooms. Procedia - Social and Behavioral Sciences, 64, 392-401.

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