SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III (2016)

KLA: PDHPE
Date: 15/02/16
Time: 9:30
Class: Stage 3
School: St. Josephs Alstonville
APST FOCUS: Standard 3.4.1 Select and use resources
Outcome / Standard: A student: Describes roles and responsibilities in developing and maintaining positive relationships (IRS3.11)
Objective / Learning Intention: Students will develop an understanding of their rights and responsibilities as a student in their classroom
3.1 & 3.2 Background / Cultural / Prior Knowledge: Students have developed their own class rules relating to the areas of safety, respect & learning.
3.3 Knowledge integration:
HSIE
ENGLISH
MATHS
PDHPE
SCIENCE & TECH
CA
Timing Procedure

5 min

7 min

10 min

Considerations

Assessment students

INTRODUCTION (O):
Recap last lesson and discuss the Stage 3 Rules in the areas of safety, respect &
learning that the students created.
Question students understanding of what a pledge is and what it is used for- Create a
class discussion using student ideas.
State: From these rules that you all made I created a class pledge that we all need to
follow to be safe, respectful and learning. We, as teachers also have the responsibility
to follow the class pledge to support your learning.
As a whole group read out the class pledge together (Appendix 1)

Equipment:
-IWB
-Stage 3 rules
-Class pledge
-YouTube clip
-UNICEF Rights
-Worksheets
-Teacher prompt
sheets

Observation:
-Able to contribute to
class discussions well.

BODY (G):
Create a class discussion about the terms right and responsibility What do they
mean?
Watch YouTube clip: https://www.youtube.com/watch?v=V1BFLitBkco (before
watching the clip, tell students to write down 2 key points they learnt from the video)
Discuss the students key points as a class.
Discuss the UNICEF childrens rights- Show students the list of rights briefly.
Discuss that we all have rights in the classroom, e.g. we all have the right to feel safe
and respected. State: That with our rights, we all have responsibilities. E.g. With our
right to feel safe and respected it is our responsibility to be kind to everyone, be
responsible for our own actions and report any unsafe behaviour.
BODY (E):
Using Think Pair Share allow students to think of their own rights and responsibilities
that they hold in the classroom.
Students to complete the activity sheet rights and responsibilities (Appendix 2)

Behaviour
Management:
-5 Ls when sitting
on the floor
-Track the talker
-Hand up to talk

Work Sample:
-Able to demonstrate
their knowledge and
understanding of
creating their own rights
and responsibilities to
follow in the classroom.

Differentiation
Strategies

Questioning:
-Able to explain their
understanding of what
the terms right and
responsibility mean.
Teachers may
give students
some example
prompts using
the Teacher
sheet to help
the students to
create their own
rights and
responsibilities.
(Appendix 3)

CONCLUSION (R):
Students to share their responses to the rights and responsibilities activity sheet with
the class.
Students may write other students ideas down if they wish.

5 min

Some students
may share with
a teacher oneon-one if they
wish.

Supervising teacher:

Date:
Appendix 2: Worksheet

Appendix 1: Class Pledge

Appendix 3: Teacher Prompts