Joelle Marie El-Nachar - 18417223

Designing Teaching &

Learning Assignment 2
Lesson Plan Analysis
JOELLE MARIE EL-NACHAR - 18417223
 Lesson Plan

Topic area: “Connecting Stage of Learner: 4, Year 7 Syllabus Pages:

with others” – (Getting to
Know You)
Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 1/3

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

30 x Bingo cards

Outcomes Assessment Students learn Students learn to

about

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 Lesson 4.1 – a sense of 4.1 – explore the
assessment self influence of who I am,
Syllabus outcomes Prior – being the same who I relate to and what I
(Board of studies, knowledge/skills as and different can do on a sense of self
2003a) -Teacher to from others
Outcome 4.1 – A student observe student 4.2 – Interpersonal
describes and analyses abilities/interaction communication
the influences on a sense s during the - the qualities of
of self. lesson. effective
Informal communication
Outcome 4.2 – A student assessment -
identifies and selects Ongoing
strategies that enhance observation of
their ability to cope and student input
feel supported. towards activities
Summative
Outcome 4.11 – selects assessment -
and uses communication Assessment task
skills and strategies clearly “My Influences”
and coherently in a range due at the end of LS.1 LS.1 – recognise similar
of new and challenging the term. - how people are characteristics of
situations similar to each students within the class
other group, e.g. feelings,
Life Skills - the needs people interests and abilities
LS.1 – A student have in common LS.5 – demonstrate
recognises the personal - how people are behaviours that are
characteristics and needs different from each socially appropriate in a
that make them similar to other range of situations
others yet unique. - what makes - use good manners, eg
people unique when eating, asking for
LS.5 – A student uses LS.5 – behaviour assistance
appropriate behaviours in that is appropriate LS.7 – demonstrate the
social situations. in a range of skills to initiate
situations relationships
LS.7 – A student uses LS.7 – initiating
appropriate strategies to relationships
initiate and manage
relationships.

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 Time Teaching and learning actions
5 Introduction
As this is the first HPE lesson for the students the teacher is entering the class with
three initial objectives:
1. To introduce them-self to the students and address what we hope to achieve over
the coming year. This will involve a demonstration of the scope and sequence for
year 7 (see appendix A) which includes the layout of each unit and assessment
task students will complete for each term.
2. To identify the background knowledge and understandings which students have
previously attained. This second objective is specific to each unit of work as new
skills are introduced and developed; hence in this unit background knowledge
circulates around student relationships and helping build connections between
new peers.
3. Every class/classroom activity needs to ensure all students are given equal
opportunity to be included, for students to feel safe, and to have an element of
fun within the lesson. This can be achieved through various pedagogical
approaches which address a variety of students learning needs. Examples are
group work, audio-visual learning, comprehension and integration of ICT learning
mediums (as seen in appendix B).
4. To direct their attention to the side of the board where all the key language,
symbols and glossary words for the semester are and their definition. Then
ensure students left four blank pages in the front of their exercise books in order
to write the definitions down.

After explaining (in summary) these three points to students, the teacher will then
state that:

“While this unit will be enjoyable, there will be some topics that we cover that may
make you uncomfortable, embarrassed, or may spark a question that you don’t wish
to share with the class.”
“Because this can happen, we have created a “Question Box” which can be used
by placing an anonymous (or named) question, suggestion or any other kind of
feedback on a piece of paper. This is to help ensure that you feel like this is a safe
environment where all of your question’s – no matter how long or short, simple or
difficult they are - can be heard as long as they are appropriate to the conversation.
Alternatively, you may stick your hand up if you have a question at any point during
the class. The question box will be located next to the door and is available every
lesson in our classroom or between class times too at the HPE staff room. It is also
worth noting that the door is our primary fire exit in the event of an emergency so
cannot be blocked at any time. Remember, chances are if you are thinking of asking
the question, then someone else is too.”

Ask if there are “Any questions?” at this stage.

12 Introduction activities (Explore)
Ice breakers:
2 truths, 1 lie

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 - Students begin by pulling out a spare piece of paper and a pen.
- The teacher will write down three facts about PDHPE – however two must be
true and one must be a lie.
- The teacher should provide an example about PDHPE which students are to
guess:

e.g. In pdhpe there are practical lessons (truth)

We will learn about types of movement skill (truth)
Pdhpe covers Shakespeare (lie)

- Students are to write their answers on the paper and raise their hand when
everyone has finished answering.
- Students will get an idea about what they are going to be covering over the
course of the year.
25 Do You Know Bingo
This game has been adapted from the idea “human bingo” as described in
McDonald (2010).
- Students receive a bingo card (see resource 1 below) with a 4x4 grid which
students could write down what they believe they would have in common with
their peers.
- 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 card).
(Remind students to tuck in their chair’s)
- 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.

45 Introduce yourself!
Students you will get a few minutes to create a short story about yourself, and you
are required to present it digitally.
The aim is to know more about the students:

- Where they come from

- What they have accomplished
- What they wish to achieve in the future
- What they hope to accomplish after this year.

This can be followed up through consistent story times in mid-semester and the end
of semester, in creating a sense of involvement.

55 Set the tone:

After having met their classmates and completing introductions, the teacher is to
direct student’s attention towards the board.
The teacher is to write up on the board “Classroom Rules and standards” and

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 direct students towards this statement.
Teacher states:
“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set
of rules and standards that can be used for our class for the year. If you have a
point, then please feel free to contribute but I’d appreciate it if you’d raise your hand
and listen to your peers whilst they are talking, and I’ll scribe it up on the board.
Alternatively, there is also the “Question Box” available if you would like to drop an
anonymous piece of feedback or suggestion also.”
Accordingly, students are given a chance to set the rules for the class. Students are
encouraged to take notes related to this. Teacher to facilitate discussion and ensure
fair and equal input occurs.
An important part of this process is allowing the students the freedom to assist with
setting the rules as it encourages positive social interactions to occur (Board of
Studies, 2003b).
As this is the case, the teacher will have a prepared list of rules for reference (see
resource 2 below), though will avoid referring to them to allow this task to be student
directed.
After this process, the teacher states:
“Thank you very much for your input. I will ensure these rules are checked over and
available for the next lesson, along with any additional rules or standards we may
have missed. Before the next lesson I would like you to think through what we
discussed and any notes you’ve taken about the rules and standards for next weeks’
discussion. Don’t forget to bring a workbook (exercise book) if you haven’t already.”
“In addition, I would like to emphasise the importance of familiarising yourselves with
the language, symbols and glossary words for this class. By doing that you need to
refer to your prescribed texts, read over the work written at the front of your exercise
books and if there are any issues with understanding the language please to not
hesitate to come and see me.”
60 Remember my name
Students stand up, spread out around the room and pass the ball to each other.
At the start, when students catch the ball they state their name.
As students become more familiar with the game and each-others names, the rules
can be changed so that students are calling the name of the person they are passing
to.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
Identifying Within each activity of this lesson the teacher is able to observe student
characteristics of interactions. This can be useful for revealing prior knowledge as it is
self and others anticipated that some students may already know each-other while others
may not. The final activity “Remember My Name” provides a pre-emptory
view of students basic sporting ability which can be translated to the
practical aspects of HPE.
Relating to others 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.
Communication As this will be the first time the teacher and students meet in a classroom

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skills setting, communication is vital to this lesson. The majority of activities in
this lesson are student centred which grants more room for teacher
observation. The teacher will provide the opportunity to state his/her
expectations of the students whilst they are playing classroom games, in
the unit overall, work ethic and classroom behaviour.

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 Comments: Teacher only briefly outlined three concepts covered for the unit, not relating
–5 back to the syllabus outcomes. There wasn’t reference back to the content during the
lesson and was done at a superficial level.
1.2 Deep understanding
1 – 2 – 3 – 4 Comments: There is a neutral level of understanding of the content, it was introduced but
–5 not heavily explained by the teacher or demonstrated to the students.
1.3 Problematic knowledge
1 – 2 – 3 – 4 Comments: Teacher does explain that this an equal and fair opportunity for all students,
–5 this was exemplified by allowing the students to come up with classroom rules. This
allows for multiple perspectives to be presented to the class by the students.
1.4 Higher-order thinking
1 – 2 – 3 – 4 Comments: There was a low-order of thinking as students weren’t asked to participate in
–5 any problem-solving.
1.5 Metalanguage
1 – 2 – 3 – 4 Comments: There was no metalanguage as the teacher didn’t explain any language. As
–5 a result, the students didn’t not explore any texts, images or symbols language primarily
focusing on games.
1.6 Substantive communication
1 – 2 – 3 – 4 Comments: There wasn’t real life situations or examples such as video examples given
–5 to the students, based on the content being delivered. There were however two
sustained interactions, oral communication and written communication.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: there wasn’t a high level of explanation of what the teacher expected in
–5 terms of quality of student’s work across the semester.
2.2 Engagement
1 – 2 – 3 – 4 Comments: The lesson was primarily games which can allow students to be engaged
–5 and on-task. There were opportunities given by the teacher for the students to raise their
hand and contribute to the lesson.
2.3 High expectations
1 – 2 – 3 – 4 Comments: Student expectations were low as the only challenging aspect in the lesson
–5 was the Bingo game. This resulted in a simple lesson which didn’t have must opportunity
to challenge the students to take risks.
2.4 Social support
1 – 2 – 3 – 4 Comments: It is evident that there is positive social support through the implementation
–5 of the “question box”, which is available throughout the entire semester. There is also the

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 option for students to as anonymous questions, as the teacher further emphasises that
the classroom is a safe environment.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 Comments: The teacher creates a lesson that is high in self-regulation, as all students
–5 demonstrate levels of autonomy and the lessons proceed with the games.
2.6 Student direction
1 – 2 – 3 – 4 Comments: Along with focusing the rules on students and giving them the opportunity to
–5 come up with them, the games are all student centred which results in students taking
the lead on the lesson. Students that responsibility in the engagement for the games in
the class.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Teacher mentions in the introduction (three concepts) students pervious
–5 background knowledge and creating games to establish connections with news peers.
3.2 Cultural knowledge
1 – 2 – 3 – 4 Comments: The teacher is aiming to create a safe classroom for the diverse students, by
–5 doing so implementing games that require all students to participate in.
3.3 Knowledge integration
1 – 2 – 3 – 4 Comments: There was no connections made with this lesson and another subject or
–5 topic. During the games for example the teacher could have linked a game to a topic in
the syllabus.
3.4 Inclusivity
1 – 2 – 3 – 4 Comments: high level of inclusiveness for all students, as the teacher emphasises the
–5 importance of everyone feeling comfortable to contribute. Along with providing many
opportunities for students to communicate their ideas example; class rules.
3.5 Connectedness
1 – 2 – 3 – 4 Comments: The valued meaning behind this lesson is creating connections with peers
–5 and creating a respectful classroom setting. This will then potentially resonate in the
outer community.
3.6 Narrative
1 – 2 – 3 – 4 Comments: The teacher used a low level of narration in the lesson, as there was no
–5 enhancement of the significant content being taught.

Identifying Areas for Improvement

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

QT model
1) HIGH EXPECTATIONS – 2.3 2) KNOWLEDGE INTEGRATION – 3.3
3) METALANGUAGE – 1.5 4) NARRATIVE – 3.6

PART C - ACADEMIC JUSTIFICATION (750 WORDS)

This HPE lesson plan was conducted for year 7, as there were areas in which needed

improvement. Observations were made and four areas graded poorly in the New South

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Wales quality teaching model. These areas included high expectations, metalanguage,

knowledge integration and narrative.

High expectations was poorly implemented throughout the course of the lesson, due to

low levels of standards, rules and expectations given from the teacher to the students. In

order for this lesson to be graded higher in the quality teaching model, some modifications

were highlighted in the ‘bingo game’, ‘set the tone’ and ‘communication skills’. For

example, changing the bingo game to be more challenging and removing the aspect of

prewritten common traits, can further improve students’ engagement. The teacher can

also develop a clearer understanding of the set expectations for the unit, classroom

games, work ethic and classroom behaviour. These changes can be seen in the

‘communications skills’ section where the highlighted sections emphasises the teacher

placing their own rules and expectations. Setting high expectations is known to improve

student learning and it is recommended to be done at the beginning of the semester as

school beings (Adamu, Francis W. 2017). To further increase grading in high expectations

is highlighted in ‘set the tone’, as an expectation of the students to raise their hand to

contribute into class discussion. These can further allow students to perform at a higher

level academically and as a result lead to respect towards peers and the teacher.

Another area in the lesson plan was identified missing and not implemented in enhancing

the significance of the content. Narrative was poorly applied in this lesson plan, as

students weren’t able to construct their own stories, read any part of the content or go

through the prescribed text. In order to boost the level of narrative this introductory lesson,

changes in the ‘introduce my partner’ game and ‘summative assessment’ were introduced.

Changing the aim objective from introducing someone else, to ‘Introduce yourself!’ will

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allow the students to talk about themselves and convey they personalities to the rest of the

class. According to the findings of (Wankel & Blessinger, 2013) this form of ‘digital’

introduction implemented in the lesson can have a number of positive benefits. This can

allow for connections between students/teacher by sharing past, present and future

experiences by using images, music, videos and more. It is also important to note that

storytelling/narration is linked with learning and remembering which is an effective way to

remember each student and the way the introduced themselves. Applying the use of

digital narration by the individual students in the lesson can improve the grading according

to the quality teaching model.

Metalanguage was poorly implemented in this HPE lesson plan, as there wasn’t much on

the language, symbols or glossary terms in reference to the subject. Areas in which this

can be improved are highlighted in the ‘introduction’ the forth added step and in the

conclusion of ‘set the tone’. In the introduction it is important for the teacher to create a

deep understanding of key concepts by identifying the key symbols or language in the

HPE syllabus. This will positively benefit the students as they will gain the knowledge

need, and stress the importance of the language in HPE. A study conducted by (Mike

Ellis, 2016) further underlines that teachers incorporating metalanguage will increase the

learning of all students. Adding the change of “if there are any issues with understanding

the language please to not hesitate to come and see me” in the lesson plan is further

supported by the work of this study. As it will improve/encourage individual learners in

communicating their issues when there are barriers in not understanding the HPE

language.

The final aspect that was noticeably low grading in reference to the quality teaching model

is knowledge integration. The lesson plan was adjusted in the activity ‘2 truths, 1 lie’

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introduction game as it allows for students to become familiar with connections between

content taught in HPE and other subject areas. Finding from (Clark & Linn, 2009) illustrate

the importance for student knowledge integration and collecting ideas on facts, problem

solving and the connection between subjects in the lessons. This can potentially assist

students in assessments and primarily bring upon deep understanding of the curriculum

and concepts towards assessments.

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Reference list

Adamu, F. W. (2017). Classroom management: A comparative study in disruptive

behaviors between two catholic high schools (Order No. 10268241). Available from
ProQuest Dissertations & Theses Global. (1897046494). Retrieved from https://search-
proquest-com.ezproxy.uws.edu.au/docview/1897046494?accountid=36155

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Clark, D., & Linn, M. (2009). Designing for Knowledge Integration: The Impact of
Instructional Time. Journal Of Education, 189(1-2), 139-158. doi:
10.1177/0022057409189001-210

Ellis, M. (2016). Metalanguage as a component of the communicative classroom. Accents

Asia, 8(2), 143-153.

Wankel, L. A. (Ed.). (2013). Increasing student engagement and retention using

multimedia technologies : video annotation, multimedia applications, videoconferencing
and transmedia storytelling. Retrieved from https://ebookcentral.proquest.com

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