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Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
Table of Contents
1. Unit Outline…………………………………………………………. 3
2. Body in Motion: Assessment Task………………………………….. 11
3. Pre Lesson Plan………………………………………………………16
4. Post Lesson Plan…………………………………………………….. 25
5. Academic Justification………………………………………………. 39
6. Appendices A: Scope and Sequence………………………………… 43
Appendices B: Concept Map………………………………………… 48
Appendices C: Assessment Handbook/Schedule …………………… 49
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Julian Saba 17239598
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UNIT OUTLINE
Subject: HPE Course: Number of Weeks
Unit title: The Body in 8 Weeks
Motion
Key Concepts/ Big Ideas The importance of this learning
How do the musculoskeletal and This compulsory module examines the scientific foundations of human movement. In this
cardiorespiratory systems of the body module, students explore how the body moves and why it moves in particular ways.
influence and respond to movement? Students focus on the relationships between anatomy, physiology, fitness, biomechanics
What is the relationship between physical and efficient human movement.
fitness, training and movement
efficiency?
How do biomechanical principles
influence movement?
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Week/ Syllabus Content Teaching and Learning Strategies including assessment Resources
Sequenc for learning.
e
skeletal system Introduction to Body in Motion – Hand out Syllabus
major bones Content and Key Glossary Terms. Laptops
involved in https://askabiologist.asu.edu
movement Download the Yr 11 P.D.H.P.E Syllabus from Bones worksheet activity
Week 1 structure and bostes. Discuss the importance of referencing to
function of the syllabus outcomes and note taking.
synovial joints Complete the Missing Bones Worksheet. Source
joint actions, eg from https://askabiologist.asu.edu
extension and
flexion
Introduce Joints by watching quick joint
muscular system
introduction video on youtube. Source from
major muscles
https://www.youtube.com/watch?v=BXoMa2bVC Laptops
involved in
movement
18 Website
muscle Discuss the Structure of a synovial Joint https://www.youtube.com/watch?v=BXoMa2bVC18
relationship Complete work sheet on Synovial Joint. Synovial joint worksheet activity
(agonist, (Extension, Flexion, Adduction, Abduction and
antagonist) Rotation)
types of muscle Name types of synovial Joints and name a
contraction (concentric, sporting action that will involve each joint.
eccentric, isometric) Task – Ask Students to get up and illustrate Joint
Movements with their bodies.
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respiratory system Explain the function and structure of the White board
structure and respiratory system. Laptops
function Get students to draw a concept map on the
lung function components of the respiratory system.
(inspiration, Worksheet on labelling the respiratory system
expiration) and define each of it components.
exchange of Provide information sources on the inspiration
Week 2 gases (internal, and expiration of the lungs, as well as the
external)
exchange of gases. Students Make notes and
circulatory system
involve class discussion.
components of
Introduce the circulatory system. Respiratory system worksheet
blood
Power point presentation on the components of Laptops
structure and
function of the blood. PowerPoint Presentation
heart, arteries, Explain the function of the heart, arteries, veins White board
veins, capillaries and capillaries.
pulmonary and Create and discuss a diagram of the heart and
systemic flow of oxygenated and deoxygenated blood. Use
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circulation colour to depict difference.
blood pressure. Explain difference of pulmonary and systemic
circulation.
Create notes on blood pressure and give
questions to students. Outline terms such as
systolic and diastolic.
health-related Describe the difference of health related
components of components of physical fitness and the skill
physical fitness related components. PowerPoint presentation
Week 3 cardiorespiratory Define each component of health related Laptops
endurance components.
muscular strength Power Point presentation on the different
muscular reasons of measuring physical fitness.
endurance Set up different components of fitness tests.
flexibility
body composition
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base of support Students research line of gravity on ICT resources.
Students define the term.
Students research base support on ICT resources.
Students define the term in a sporting context.
Practical: students trying to observe and control
centre of gravity in high jump. (fosbury flop
motion)
fluid mechanics Introduce Fluid mechanics. Brain storm what
flotation, centre of students think fluid mechanics is.
buoyancy Students read and define fluid mechanics from
fluid resistance the Outcomes 1 textbook, p237
Week 8 Students compare the difference between drag White board
force and lift. Outcomes 1 textbook
how the body Students use sporting examples to identify what Laptops
applies force contributes to drag.
how the body Students identify what tools can reduce drag in a
absorbs force sporting context. Eg (speed bike/ helmet and
applying force to body position)
an object.
Students read and explain flotation from the
Outcomes 1, p237
Introduce force. Brainstorm students knowledge
on force.
Students read about force in Outcomes 1,p248
Students define force.
Students discuss where force is essential in Outcomes 1 textbook
particular sports. Mind map class discussion. White board
Students read how the body absorbs force on Laptops
Outcomes 1,p250 Tennis balls, softballs and cricket balls
Practical: Students test out body absorption in a
standing long jump test. Focus on knee flection.
Students research different techniques to absorb
forces.
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Practical: Students catch a variety of different
balls. Explain the differences in absorption for
each ball.
Assessment Details Outcomes
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through out lessons and peer Formative assessment task results
feedback tasks Pre test quiz results
Summative assessment: pre- Group presentations
knowledge quizzes and mind maps. Responses in class discussion activities
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P7 explains how body systems influence the way the body moves
P8 describes the components of physical fitness and explains how they are monitored
P9 describes biomechanical factors that influence the efficiency of the body in motion
P10 plans for participation in physical activity to satisfy a range of individual needs
P11 assesses and monitors physical fitness levels and physical activity patterns
P16 uses a range of sources to draw conclusions about health and physical activity concepts
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Task Instructions
Students in pairs are required to create a 20-minute training session for a sport of their choosing. Students will be given time in class to record specific content
in their training sessions. During this activity, students are required to list the anatomical features used, which components of physical fitness were used and
the biomechanical movements that were exploited. Students are then to upload any media recordings from their training session onto a voice-thread media
presentation representing their findings.
Task Description
Part A)
Students are to create and map out a training session of they’re choosing. E.g. Rugby league, netball, basketball.
Record videos demonstrating the biomechanical movements and measure how physical fitness levels can be monitored.
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Part B)
Video Questions
Students are then required to upload a multimedia voice-thread presentation answering the following:
1. Identify the major muscles, joints and joint actions and explain how they influence the way the movement is performed.
2. Explain how different factors may influence participation in the particular sport chosen.
3. From the performance of you and your partner in the sports session, explain how the role of health and/or Skill-related fitness components has in the
efficiency of the movement and describe how it may be measured.
4. Outline when biomechanical principles were used in the sports session and critically analyse what strategies can be used to improve performance
Glossary Terms:
Explain: Relate cause and effect; make the relationships between things evident; provide why and/or how
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Analyse: Identify components and the relationship between them; draw out and relate implications
Marking Criteria
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used to improve Student does biomechanical Good examples examples of provides
performance. not link how principles and of biomechanical exceptional
biomechanical strategies that biomechanical principles and example of
Identifies some issues principles can can improve principles and justifies how biomechanical
regarding the improve performance. analyses how strategies can be principles and
participation in their performance. strategies can used to improve justifies what
chosen sport. List one issue be used to performance. strategies can be
Student fails regarding the improve used to improve
Students link the to list any participation in performance. List three issues performance.
relationship between issues their chosen regarding the
their training programs regarding sport. List two issues participation in List four issues
and how they have participation regarding the their chosen regarding the
introduced specific in the sport. Student participation in sport. participation in
drills to monitor attempts to their chosen their chosen
physical fitness levels. Student does measure how sport. Student analyses sport.
not attempt to health and skill how health
Deliverers a highly link how they related Students and/or skill Student critically
engaging voice-thread have components of explain how related analyses how
presentation, using implemented fitness are health and/or components of health and/or
different resources to drills in their included in their skill related fitness are skill related
deliver content. training training components of implemented in components of
program to programs. fitness are their training fitness are
monitor implemented to program to implemented in
physical Delivers a monitor fitness monitor physical their training
fitness. sound effort to levels. fitness. program to
create an monitor physical
Presents a engaging voice- Delivers a good Delivers a high fitness.
disengaging thread engaging standard of
voice-thread presentation. presentation creating an
Delivers the
presentation. through the use engaging and
content in an
of different powerful
exceptional and
media presentation to
engaging
resources. deliver key
presentation
ideas and
using a variety
concepts.
of media
resources.
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Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
Syllabus outcomes Hand out External Health-related components of Analyse the relationship
P8 describes the components of Assessment. Body in physical fitness between physical fitness
physical fitness and explains how and movement
motion Assignment. efficiency. Students
they are monitored cardiorespiratory
endurance should consider the
muscular strength question ‘to what
muscular endurance degree is fitness a
P11 assesses and monitors physical
Informal assessment: predictor of
fitness levels and physical activity flexibility
performance?’
patterns Feedback and body composition
consistent questioning
throughout the lesson. Measure and analyse a
Skill-related components of range of both health-
physical fitness related and skill-related
components of physical
power fitness
speed
agility
coordination Think critically about the
balance purpose and benefits of
testing physical fitness
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
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movement efficiency. Students should be able to answer; to what
degree is fitness a predictor of performance?’ Students are able to
measure health and skill related components of fitness.
ICT use
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How the quality teaching elements you have identified are achieved within the lesson.
1.6 Substantive The lesson is scaffolded so that students can be grouped in collaborative tasks. It is important that
Communication students are able to assist, communicate and support each other. This is present in the lesson
because students will need to help each other to create a presentation on their chosen case study.
2.4 Social
Support
Tasks in the lesson such as the case study and the formative assessment require students to be
paired. All students at the end of the lesson would have participated in a presentation. The
3.4 Inclusivity assessment task is a paired assignment.
The warm up activity allows the teacher to assess students pre knowledge on what they think are the
health and skill related components of fitness. This will be a benefit to the teacher as it will indicate
3.1 Background how much time they need to spend on the teaching these key concepts in the case study.
Knowledge
Teacher hands out formative assessment for body in motion. Teacher runs through what students
2.1 Explicit are expected to produce. This is evident in the lesson as the teacher sets clear criteria for assessment
Quality Criteria illustrating the task rubric and explaining the assessment outcomes.
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Time Teaching and learning actions Organisation Centred
Secondary Curriculum 2 HPE
Assessment 1: Professional Task (50%) T/S
5 Teacher: Give
students link to
Students need to use their Ipads or Laptops and need to log into: log onto
website. Go
http://www.softschools.com/science/human_body/skeletal_system/ through the
answers with
students. Give
positive
Students will need to participate in the Label the Skeleton game. Go through feedback
the answers of the quiz game with the class. Praise the students who have
done well in the quiz. Assess the whole class results to evaluate if they have a
deep understanding of the content.
Student:
Students
complete the
pre-test quiz
Resources:
Laptops/ipads
power
speed
agility
coordination
balance
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Assessment 1: Professional Task (50%)
reaction time
Student: Work
Identify what drills may include these health or skill related
in collaborative
components of fitness in that particular sport
teams to create
PowerPoint
Explore what methods of testing are used to measure fitness. slides. Use
laptops/ipads to
research their
topic area.
Resources:
Teacher needs distribute an athlete to each group from each of the following:
Laptops/ipads
PowerPoint
Stephen Curry (Basketball)
Cristiano Ronaldo (Soccer)
Serena Williams (Tennis)
Simone Biles (Gymnastics)
Usain Bolt (Athletics)
Explain to each group that one person is in charge of creating one slide in each
presentation.
Activity 4 Teacher:
Engage in
student
discussion after
10 Presentations each
presentation.
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Assessment 1: Professional Task (50%)
students by questioning through out the lesson to identify if students have PowerPoint
developed a deep understanding of content. presentation.
Resources:
Laptops/ipads
PowerPoint
Hand out assessment:
Teacher: Run
Hand out the assessment task. Run through the task instructions through the
formative
Task Description assessment for
Body in
Motion. Write
down student
Students in pairs are required to create a 20-minute training session for a sport of their
pairs for the
choosing. Students will be given time in class to record specific content in their training
assessment.
sessions. During this activity, students are required to list the anatomical features used,
which components of physical fitness were used and the biomechanical movements
that were exploited. Students are then to upload any media recordings from their
training session onto a voice-thread media presentation representing their findings. Students: Take
notes on how to
complete the
formative
Advise students of the outcomes being assessed from the syllables. These include assessment.
Students pick
pairs who their
working with
P7 explains how body systems influence the way the body moves for their
assessment.
P8 describes the components of physical fitness and explains how they are
monitored
P9 describes biomechanical factors that influence the efficiency of the body in Resources:
motion
Formative
P10 plans for participation in physical activity to satisfy a range of individual needs assessment
task.
P11 assesses and monitors physical fitness levels and physical activity patterns
Syllabus
P16 uses a range of sources to draw conclusions about health and physical activity
concepts
Relate the assessment to the case studies that they have just completed in the
previous task. Familiarise students of the similarities to the case study and the
assessment.
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Assessment 1: Professional Task (50%)
15 Ask students to log into Voice-thread and create an account. Teacher: Give
students link to
watch voice-
thread video
Ask Students to watch 2-minute video on how to use voice thread. Explain that about how to
the videos they take in their training session will be uploaded onto voice-thread. use voice-
Ensure that the students understand they are answering the assessment questions thread. Ask
on voice-thread. students to
create an
account and
create small
https://voicethread.com/howto/creating-a-new-voicethread-2/ videos on
labelling the
major muscles
and bones.
Once students have created an account and watched the demonstration video,
they are then to create practice slides by labelling the major bones and muscles Student:
of the human body. Support students by watching how well they are creating students create
an account for
their practice slides and offer assistance to those who need support.
voice-thread.
Each students
creates practice
slides on the
major bones
and muscles
Resources:
Laptops/ipads
Voice-thread
link.
Resources:
Set homework for students to create a draft copy of their training programs for
the assessment. White board
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Secondary Curriculum 2 HPE
Assessment 1: Professional Task (50%)
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Upon reflection, there are many factors to take into consideration when designing this lesson
plan. I have identified that using informal assessment techniques were essential to measure
the outcomes being assessed in this lesson. Using informal assessment techniques such as
questioning and feedback were critical in identifying if students understood the key concepts
in the lesson such as understanding how to complete the formative assessment handed out. It
was also important to use best pedagogy practices to differentiate the learning for some
students. This was evident by mixing the gifted and talented students with students who need
more support in the case study collaborative class. It was found that peer mentoring worked
well within the lesson to help those students needing extra support to complete the required
task. The lesson also uses several practices from NSW quality-teaching model and the
standards from the APTS to provide the framework to use quality-teaching skills within this
lesson. Providing students with a case study on relevant professional athletes increased the
significance to students and also improved student engagement. Lastly, the activities within
the lesson provided a large amount of student support by sequencing activities that would
benefit students on the formative assessment. This was evident as the objectives in the case
study were similar to the objectives in the body in motion assessment. The lesson also
involved a fair amount of time running through the formative assessment so that students
could have a deep understanding of the outcomes that were being assessed.
Describes the components of Informal assessment: questioning of students and evaluate answers in
physical fitness and explains how presentations. Engage in class discussion.
they are monitored
Assesses and monitors physical Informal assessment: questioning of students and evaluate answers in
fitness levels and physical activity presentations. Engage in class discussion.
patterns
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Secondary Curriculum 2 HPE
Assessment 1: Professional Task (50%)
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.
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?
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Docs, V., Application, W., & VoiceThread, C. (2017). Creating a new VoiceThread – VoiceThread.
Voicethread.com. Retrieved 22 March 2017, from https://voicethread.com/howto/creating-a-new-voicethread-2/
Skeletal System Game: Skeletal System matching name. (2017). Softschools.com. Retrieved 22 March 2017,
from http://www.softschools.com/science/human_body/skeletal_system/
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Use of ICT within the lesson Understand the principles of balance and the relation it has
to the centre of gravity, line of gravity and base support.
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Secondary Curriculum 2 HPE
Assessment 1: Professional Task (50%)
How the quality teaching elements you have identified are achieved within the lesson.
1.3 Problematic The vignette task requires students to be able to able to make decisions on the best practices that
knowledge will improve performance. This is evident as students break down the problem of Isaac’s scenario and
brainstorm some ideas to how Isaac’s coach will be able to help him make a representative team.
3.5 Creating a Vignette also helps students to apply school knowledge in real life contexts.
Connectedness
2.4 Social The lesson is scaffolded so that students can be grouped in collaborative tasks. It is important that
Support students are able to assist, communicate and support each other when analysing the class vignette.
This will help students collaborate ideas and engage in high order thinking.
2.1 Explicit The teacher provides students with feedback on their assessments with a scaffold of the task rubric.
quality criteria Students in pairs are able to reflect on what they have done well and what areas need improvement.
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Assessment 1: Professional Task (50%)
This is evident in both teacher feedback and peer feedback tasks.
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T/S
Gymnastics
Resources:
Skating
5 White board
Snowboarding
Outcomes 1 textbook
Laptops/Ipads
Define why balance is important. Ask students to write the
importance of balance in their book.
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Research Task Teacher: Ask students to define Centre
of gravity, line of gravity and base
support using outcomes 1 text book or
multi-media devices such as laptops
Students can use Ipads or laptops to research and define the and ipads. Ask students to read their
following terms: definitions. Evaluate if their assessing
the content.
Centre of gravity
Line of gravity Student: Students are writing the
Base support definitions down in their books.
Presenting some definitions back to the
teacher.
10 Students should also use the outcome 1 textbook page 232-
236 to read and explain each term. Students need to use
examples of how each term is used in a sporting context. At
the end of the task, ask some students to present what they Resources:
have found while researching these terms. Assess if students
have formed a deeper understanding of the content. Explain Laptops/ipads
to students that they will have time to test and manipulate
Outcomes 1 Text book
centre of gravity movements in the next practical lesson.
Notepads
Resources:
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Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
Open up the PowerPoint slide that the teacher has created. Marking rubric
Run through each question and explain how students would
have received top marks. The following will explain how PowerPoint Slides
students would have reached top marks in sequence of the
assessment questions.
5
1. Student critically analyses how the body system
influences movement. Identifies how the major
muscles, joints and joint actions used and how they
are critical for movement in their activity.
4 Marks
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Example of the assessment work sheet for question 3. work sheet and mark their peers video.
Laptops/ipads
20
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movement and describe how it may be
measured.
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Class Scenario Teacher: Read out the vignette; discuss
some of the problems Isaac is going
through. Place students into four group.
Each group answers one question. Ask
Vignette each group to present their findings
Isaac has been playing basketball for 4 years. He has been Student: Students in groups are given
playing at a competitive level for 3 years but has lost one question to answer. Students should
motivation lately because he has never progressed to a discuss the best outcomes to improve
representative level. He has asked his coach to help Isaacs class. Each group should then
improve his performance so he can have the chance to present their findings to the class.
make the representative team in 8 weeks. The coach said
he would provide Isaac with private coaching once a week.
What can Isaac’s coach do to improve his performance?
Resources:
PowerPoint
1. What are the best health and/or skill related
components of fitness principles that can best
monitor Isaac’s fitness levels for basketball.
2. What drills will help improve Isaac’s performance.
20 What are the main muscles, bones and joints used
in these drills?
3. How can the coach improve Isaac’s motivation?
4. What biomechanical principles does Isaac’s coach
need to focus on to improve Isaac’s performance?
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Each group will then present their findings.
Close out the class and let students know that they need to Teacher: Ask students to bring their
bring their sport clothes next lesson for a practical. practical clothes.
Resources: Diary
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Upon reflection, there are many factors to take into consideration when designing this lesson plan. The assessment feedback worked well within the lesson.
It gave me the opportunity to let students know how they have been going in the unit. It was a great opportunity to describe to students what they did well
and illustrate what areas need improvement. The peer feedback task also gave students to expand on their understand of the lesson It also provided the
opportunity for peer mentoring to some students. I also found the vignette task had more significance to students because it was in a real life context.
Some students may have felt a little uncomfortable disclosing their marks.
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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.
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5.1 Assess The lesson focuses on handing back students mark on their formative assessment.
student learning Teacher gives feedback on the assessment and explains how the marks were
distributed across the marking criteria. The vignette task is scaffolded similarly to
the assessment task, which provides the opportunity for the teacher to assess if
students have carried their knowledge from the assessment and put it into practice
in a real life scenario.
5.2 Provide The teacher runs through the formative assessment. Provides feedback on what
feedback to students did well and what areas need improvement. Teacher explains how marks
students on
were distributed across the marking criteria. Students are also able to give each
their learning
other feedback by watching their videos and completing the assessment feedback
worksheet. Students compare peer marks and feedback with the marks the
teacher has allocated.
2.6 Information Activity task 2 allows students to use resources such as laptops and Ipads to
and research key concepts around balance in sport. They are able to develop a deep
Communication
understanding by defining and explaining terms such as centre of gravity, line of
Technology
(ICT) gravity and base support.
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?
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Academic Justification
In the current era of teaching, there are excessive amounts of research that identify key approaches, theories and models, which describe the best
pedagogy practices that should be implemented to create a optimal learning environment. Teachers need to be consistently active in reflexivity to
update their pedagogical knowledge, which will be critical when planning engaging and inclusive lessons. However, it is the designing process
of the unit outline and assessment planning the pivotal stages of students learning as it scaffolds how the teacher will teach each of the syllabus
outcomes of the unit and provide evidence on assessing if students are autonomously understanding the outcomes. Understanding by Design is a
useful tool to help teachers plan lessons by backwards mapping the unit outline process first, before any lesson plans are created. When
designing this unit, a variety of strategies were used such as the student centred approach and blooms taxonomy theory to provide a foundation
of higher order thinking. The activates within each lesson plan were specifically developed to ensure that areas of the General Capabilities,
Quality Teaching Model (QTM) and the Australian Professional Teaching Standards (APTS) are used to create the ultimate learning
environment for students.
Understanding by design is a framework used by educators to work within the standards driven by curriculum, so that teachers may clarify
specific learning goals, devise student assessment and create efficient and engaging learning activities (Roth, 2007). This specifically correlates
to the standard 3.1 from the APTS for teachers to use their knowledge in planning effective teaching strategies. The aim of creating the unit
outline for the body in motion was to delay planning any classroom activities until certain goals have been clarified and assessments have been
created. This is evident by producing a concept map to identify what areas of the curriculum need to be taught and how they may be related.
Describing the main purposes of utilising the Understanding by Design framework, Roth (2007) states that once learning outcomes and goals
have been distinguished, it provides the framework to design formative assessments to establish how well students understand the content. The
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Understanding by Design framework is essential, as it justifies the main purpose for designing this unit outline and formulates the process in
developing formative assessment, which is beneficial for both students and teachers. This is through the ability to provide feedback on students
learning and how well the teacher utilises pedagogical knowledge to describe the content.
Strategies such as Blooms Taxonomy theory and the student centred approach were used through out the designing process of the unit to develop
quality-teaching elements that help support students learning. Studies by Razzouk and Razzouk (2011) state the use of Blooms Taxonomy theory
can be a critical tool to help teachers classify educational learning objectives into different levels of complexity. When developing the formative
assessment task, Blooms Taxonomy theory was taken into consideration to draw on student’s problematic knowledge skills and high order
thinking. The assessment task used Blooms taxonomy theory to define and distinguish different levels of student cognition through the use of
scaffolding verbs in the assessment questions.
Through out the designing process of the lesson plans, the student centred approach was implemented to shift focus from the teacher and onto
the students. The activities such as the vignette, peer feedback task and case study presentations requires students to be active and inclusive in
their own learning. Research by Seng (2014) explores how student centred approaches can be extremely beneficial as it is easy to design
effective instruction, no matter the diverse learning needs of all students. This also correlates with standard 1.5 from the Australian Professional
Teaching Standards. Further research by Pantiru, Jolley, and Barley (2012) also found that teachers who used the student centred approach not
only increased the motivation of students but also improved the learning and performance by their ability to retain more information. By
providing activities that include collaborative tasks and peer presentations also supports the full inclusion of all students, which correlates to 4.1
from the APTS.
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The implementation of pedagogical practices is also essential to developing lesson plans. Throughout the pre lesson plan, the activities are
constructed so students can use the content they have learned in the case study presentation, as a scaffold for the work they are expected to
complete in their assignment. The focus is on the ability to differentiate teaching to meet the needs of students with a full range of abilities 4.1 of
the APTS. In addition, the vignette is purposely scaffolded at the end of post lesson, to provide feedback on establishing if students have gained
knowledge from the assessment and apply it to real life contexts. Both lessons are heavily focused on assessment. This is to ensure that students
not only fully understand how to complete the assessment, but to provide students feedback on their learning, relating to 5.1 and 5.2 of the
APTS. Tasks such as the teacher and peer feedback task are essential as states Cartney (2010) feedback is a form of learning. Students and
teachers can use this source of feedback to identify what went well and what areas need improvement (Cartney, 2010).
Lastly, the inclusion of ICT was not only used in class activity but also purposely incorporated in the assessment task for body in motion to
increase the engagement of students and also allow students to gain technological skills that they can carry in real life context. The formative
assessment requires students to use multi-media devices to video and record their biomechanical movements in their chosen sport and upload it
to Voice-Thread where they will answer their assessment questions, thus making the task more practical and engaging compared to an essay
task. Livingstone (2012) highlights the benefits of using ICT in the learning environment, a survey was conducted from 10 schools in the eastern
suburbs of NSW and found that 90% of year 11 and 12 students were a lot more motivated when ICT was used and found it to be more
stimulating then the traditional forms of classroom activities. This inclusion of ICT specifically correlates to 2.6 of the APTS.
In conclusion, key models such as the Understanding by Design approach, Blooms Taxonomy theory and Student-Centred learning are vital for
the optimal learning environment. The ability to plan the curriculum, design assessment tasks and lesson planning will be essential for student
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learning. The activities within the lesson were specifically designed to correlate with QTM and the APTS to ensure quality-teaching strategies
are incorporated in the classroom to benefit students learning.
References
Cartney, P. (2010). Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation In Higher
Education, 35(5), 551-564
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review Of Education, 38(1), 9-24
Pantiru, S., Jolley, S., & Barley, R. (2012). Strengths and limitations of a learner-centred approach to teaching research methods. Student Engagement And Experience
Journal, 1(3), 130-144
Razzouk, N., & Razzouk, J. (2011). Analysis In Teaching With Cases: A Revisit To Blooms Taxonomy Of Learning Objectives. College Teaching Methods & Styles Journal
(CTMS), 4(1), 49-53
Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and Assessment. Cell Biology Education, 6(2), 95-97
Seng, E. (2014). Investigating Teachers’ Views of Student-Centred Learning Approach. International Education Studies, 7(7), 67-81
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Course Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Topic: Topic: Students start the HSC
Better Health for Fitness Choices The Body in Motion course in this term.
Individuals (30%) (20%) (30%)
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4 Weeks hours: 2 weeks
Duration in weeks and
hours: 8 Weeks Topic: Topic:
The Body in Motion First Aid (20%)
Topic:
Fitness Choices Syllabus Outcomes: Syllabus Outcomes:
(20%) P6 proposes actions that can
improve and maintain an
Duration in weeks and individual’s health
Duration in weeks and hours: 6 weeks P12 demonstrates strategies
hours: 2 Weeks for the assessment,
management and
prevention of injuries in
first aid settings
P15 forms opinions about
health-promoting actions
based on a critical
examination of relevant
information
P16 uses a range of sources
to draw conclusions
about health and physical
activity concepts.
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training approaches and between physiology and H8 explains how a variety of justifies the choice of
other interventions movement potential training approaches and Australia’s health
enhance performance H8 explains how a variety of other interventions priorities
and safety in physical training approaches and enhance performance H2 analyses and explains the
activity other interventions and safety in physical health status of
H13 selects and applies enhance performance activity Australians in terms of
strategies for the and safety in physical H9 explains how movement current trends and groups
management of injuries activity skill is acquired and most at risk
and the promotion of H9 explains how movement appraised H3 analyses the
safety in sport and skill is acquired and H10 designs and implements determinants of health
physical activity appraised training plans to improve and health inequities
H16 devises methods of H10 designs and implements performance H4 argues the case for health
gathering, interpreting training plans to improve H16 devises methods of promotion based on the
and communicating performance gathering, interpreting Ottawa Charter
information about health H11 designs psychological and communicating H5 explains the different
and physical activity strategies and nutritional information about health roles and responsibilities
concepts plans in response to and physical activity of individuals,
H17 selects appropriate individual performance concepts communities and
options and formulates needs H17 selects appropriate governments in
strategies based on a H16 devises methods of options and formulates addressing Australia’s
critical analysis of the gathering, interpreting strategies based on a health priorities
factors that affect and communicating critical analysis of the H14 argues the benefits of
performance and safe information about health factors that affect health-promoting actions
participation and physical activity performance and safe and choices that promote
concepts participation. social justice
Duration in weeks and H17 selects appropriate H15 critically analyses key
options and formulates issues affecting the
hours: 8 weeks
strategies based on a health of Australians and
critical analysis of the proposes ways of
Topic: factors that affect working towards better
Factors Affecting performance and safe health for all
Performance (30%) participation. H16 devises methods of
Duration in weeks and gathering, interpreting
Duration in weeks and and communicating
Syllabus outcomes: hours: 6 weeks
hours: 8 weeks information about health
and physical activity
Topic: Topic concepts.
Duration in weeks and Health Priorities in
Hours: 2 Weeks Improving Performance
Australia (30%)
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(20%)
Syllabus Outcomes:
Syllabus Outcomes: Duration in weeks and hours:
8 Weeks
Duration in weeks and
Duration in weeks and hours: 4 weeks
Revision 2 weeks
hours: 2 weeks
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Trial 20%
Examination
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Assessment Schedule
Task 1 Task 2 Task 3 Task 4 Task 5
Assessment Better Health for Fitness Choices Body in Motion First Aid Trial
Individuals Case Presentation Voice-Thread Practical (10%) Examination
Study (30%) (10%) (30%) (20%)
Due Date: Term Due Date: Term Due Date: Late Due Date: Term Late Term 3
1 2 Term 2 3
50