LESSON PLAN template FOR HPE (Practical Session 1)

Lesson number: 1 Name: Erin Paganin

Duration: 30 minutes

Date: 19/05/2014
School: DonvalePrimary School Year level: Foundation No. of students: 20
Pedagogical focus / Instructional
approach:

Tactical Games model
The Tactical Games model uses student
interest in the game structure to
promote skill development and tactical
knowledge needed for competent game
performance. In this model, the teacher
plans a sequence of learning tasks that
have a game-like structure to develop
students skills and tactics (Metzler
2005).


Personal teaching goals for this lesson (Relate to SOCKS-UP):
Createa safeenvironment by removing all obstacles in thevicinity of thebasketball court
Organiseall equipment and thelearning environment prior to beginning thelesson
Ensurestudents arechallenged to participateto thebest of their ability
Clearly explain activities and check for understanding to ensuretheactivities areas successful as possible
Smile, bepositiveand upbeat
Display understanding to all students
Guaranteeall students havean equal chanceto participate, thereareno winners


Equipment and resources required for lesson:
Whistle
20 hula hoops

Student Learning Objectives: Linked to AusVELS (fromtheAusVELS website: http://ausvels.vcaa.vic.edu.au/ )
Domain Dimension Standard Indicators of student learning Achieved
Yes/No?


Health and Physical
Education
Movement and
Physical activity

At Foundation, students perform basic motor
skills and movement patterns, with or without
equipment, in a range of environments. They
regularly engage in periods of moderate to
vigorous physical activity. They use simple
vocabulary to describe movement, the physical
responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical
activities, they follow rules and procedures and
share equipment and space safely.
Students demonstratetheir ability to
follow instructions
Students understand theconcepts of
personal and general space
Students moveappropriately within the
general spacewhilst respecting the
personal spaceof other
Students demonstrate that they have
control of their movements in personal
and general space
Students demonstratebasic motor skills
such as running, hopping, jumping,
skipping, rolling, balancing, twisting and
turning

Yes



Student Learning Outcomes:



Psychomotor (Physical) Affective (Social/Emotional) Cognitive (Mental)
Students participatein active
games which develop motor
skills.
Students engagein periods of
moderateand vigorous physical
activity.
All students participatein activities
regardless of skill level and ability.

Students areableto follow rules and
instructions.

Students participatewhileshowing
respect to others.

Students interact cooperatively with
peers.

Students understand boundaries.


Students areableto follow rules and instructions
to ensurethey play games in a safemanner.

Students interact cooperatively and
appropriately with peers, showing respect.


Pre-requisite skills required

Students should beableto display basic skills such as walking, running, hopping, and jumping.
Students should beableto follow instructions and gamerules
Students should understand thebasic concepts of safety
Students arelearning about how to besafein theclassroom, at school, in thecommunity, firesafety and road safety,
students need to bring their existing knowledgeof safety to theselessons.


Time

Activity/Content

Organisation

Equipment

Safety Considerations

Cues / Focus Questions



3 mins Introduction:
Introducestudents to theconcept
of personal space.

Students find a spaceto sit on thefloor
facing theteacher.





KTP- Personal space,
general space- spatial
awareness and safety.
Questions
How do wemovesafely?
What is personal space?
What is general space?
CFU- do students
understand these
concepts?

3 mins Warm Up activity:
Boundaries
Students stand in a linearound the
perimeter of thebasketball court,
students first walk displaying
awareness of personal space
around theboundary of the
basketball court. Theactivity
continues with theleader moving
to theback of thelineand a
different locomotors movement
Students spread out along onesideof
basketball court.



Ensurestudents follow
instructions and remain
within their personal
space.

CFU- arestudents
following instructions?
Do students understand
theconcept of
boundaries?


being used to moveon theline
whenever thewhistleblows.


6 mins












4 mins
Main body of lesson:
Bumper Cars
Each student is given a hula hoop
which they must stand in holding it
around their middleas if they area
car. When given instructions to do
so students must movetheir car
within theboundary of the
basketball court, if students bump
someonethey must sit down.
Students must follow the
instructions of stop and go given
by theteacher. When instructed to
stop students must freeze
immediately. Theteacher can also
instruct all students to sit down or
stand up at any time during the
gameand this allows thosewho
havebumped others to begin
again. Other instructions can be
added such as movefast or slow.
Dodging
15 students lineup on each sideof
thebasketball court. When the


Students spread evenly within confines of
basketball court.











SeeAppendix 1
20 hula hoops

For all activities in the
main body of the
lesson, students need
to be aware of their
personal space and of
others within the
general space.
Students need to
ensure that they are
looking in the
direction they are
moving to avoid
collisions and injuries.
Students must keep
hands to themselves.
Students need to
ensure that they are
listening to the
teachers instructions
and to follow
directions when asked
to do so. Students
need to move at an
appropriate pace eg
KTP- Personal space,
general space- spatial
awareness and safety.
CFU- students are
moving following correct
instructions, looking in
thedirection of
movement.








KTP- Personal space,
general space- spatial
awareness and safety.










5 mins









whistleblows students must move
fromonesideto theother without
touching another student. First
students areinstructed to walk
slowly to theother side. Other
movements arejump, hop, skip,
sidestep and walking with arms
out wide. Thekey is to stay within
their personal space, displaying
spatial awareness.

Clumps
Students movewithin theconfines
of thebasketball court, when the
whistleblows students must move
to in theway instructed by teacher
eg. Movelikean elephant,
airplane, monster, fish, rocket,
horse, snake, and ballerina. When
thewhistleblows theteacher will
in instruct students to get into
groups get into a group of 4,
makea group of 2, any students
who areleft over areinstructed to
join theclosest group. Students are
to formgroups as quickly as
possibleand sit down oncetheir








Students movewithin basketball court to
formgroups.








not running when no
one else is running.





CFU- students are
moving following correct
instructions, looking in
thedirection of
movement. Students
makeeyecontact with
others and show respect
for thepersonal spaceof
others. Students use
correct locomotor
movements.

KTP- Personal space,
general space, spatial
awareness and safety and
boundaries. Cooperation
with peers.
CFU- Students use
correct locomotors
movements. Students
respect thespaceof
others and remain within
thegameboundaries.







5 mins
group is formed. Makethelast
instruction groups of two.

Front to Front
Children begin with their partner
fromtheprevious activity. When
theteacher calls out "front to
front" thechildren must stand with
their partner facing each other. The
teacher gives other instructions -
back to back, elbow to elbow, side
to side, toeto toe, finger to finger,
kneeto knee, hand to hand, and
shoulder to shoulder. After about 5
different instructions, theteacher
change"change" and thechildren
haveto quickly find a new partner
and stand in themanner of the
teacher's last instruction. As
children get better at thegame,
instructions can bemixed up-
Other instructions will be: finger to
shoulder, kneeto hip, front to
back, kneeto elbow.




Students movewithin basketball court to
formgroups.







KTP- Personal space,
general space, spatial
awareness and safety and
boundaries. Cooperation
with peers. Following
instructions. Listening.
CFU- Students follow
instructions and work
cooperatively with peers.
Students respect the
spaceof others.
2 mins Cool down
Find your own space
March on thespot.
Students find their own spacewithin the
basketball court.









Arms out wide, balanceon oneleg,
balanceon theother leg.
Legs together, armcircles,
forwards then backwards.
Touch knees, touch toes.
Touch head. Sit down.

2 mins Closure
Class discussion- ask questions,
students demonstratewhat
personal spacemeans eg.
Scenarios of students showing
personal spaceor not. Make
referenceto gamefront to front.

Sitting on thefloor facing theteacher.



KTP- Concepts of
personal spaceand safety
in PE.
Questions
What is personal space?
How do wedisplay
personal space?
What arethebenefits of
personal space?
How did you feel during
thegamefront to front?
How can wemakesure
wearesafein PE?


CFU- what havestudents
learnt during thelesson?


Resources used in the planning of this lesson (Reference list in Author-Date (Harvard) Style):
Meldrum, K, and Peters, J 2012, Learning to teach health and physical education, Pearson Education, Frenchs Forest NSW

Victorian Curriculumand Assessment Authority 2014, Health and Physical Education, retrieved 14
th
May 2014, <http://ausvels.vcaa.vic.edu.au/Health-and-Physical-
Education/Curriculum>.



LESSON PLAN template FOR HPE (Practical Session 2)
Lesson number: 2 Name: Erin Paganin

Duration: 30 minutes

Date: 21/05/2014
School: DonvalePrimary School Year level: Foundation No. of students: 20
Pedagogical focus / Instructional
approach:

Tactical Games model
The Tactical Games model uses student
interest in the game structure to
promote skill development and tactical
knowledge needed for competent game
performance. In this model, the teacher
plans a sequence of learning tasks that
have a game-like structure to develop
students skills and tactics (Metzler
2005).


Personal teaching goals for this lesson (Relate to SOCKS-UP):

Createa safeenvironment by ensuring all students understand therules and respect thespaceof others
Organiseall equipment and thelearning environment prior to beginning thelesson
Ensurestudents arechallenged to participateto thebest of their ability
Clearly explain activities and check for understanding to ensuretheactivities areas successful as possible
Smile, bepositiveand upbeat
Usepositivereinforcement to ensureall students areon task.
Remind students its about having a go, theredoesnt need to bea winner to play a game.

Equipment and resources required for lesson:
Whistle
15 hula hoops
15 coloured bibs
Student Learning Objectives: Linked to AusVELS (fromtheAusVELS website: http://ausvels.vcaa.vic.edu.au/ )
Domain Dimension Standard Indicators of student learning Achieved
Yes/No?


Health and Physical
Education
Movement and
Physical activity

At Foundation, students perform basic motor
skills and movement patterns, with or without
equipment, in a range of environments. They
regularly engage in periods of moderate to
vigorous physical activity. They use simple
vocabulary to describe movement, the physical
responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical
activities, they follow rules and procedures and
share equipment and space safely.
Students demonstratetheir ability to
follow instructions
Students understand theconcepts of
personal and general space
Students moveappropriately within the
general spacewhilst respecting the
personal spaceof other
Students demonstrate that they have
control of their movements in personal
and general space
Students demonstratebasic motor skills
such as running, hopping, jumping,
skipping, rolling, balancing, twisting and
turning

Yes

Student Learning Outcomes:



Psychomotor (Physical) Affective (Social/Emotional) Cognitive (Mental)
Students participatein active
games which develop motor
skills.
Students engagein periods of
moderateand vigorous physical
activity.
All students participatein activities
regardless of skill level and ability.

Students areableto follow rules and
instructions.

Students participatewhileshowing
respect to others.

Students interact cooperatively with
peers.

Students understand boundaries.
Students areableto follow rules and instructions
to ensurethey play games in a safemanner.

Students interact cooperatively and
appropriately with peers, showing respect.






Pre-requisite skills required

Students should beableto display basic skills such as walking, running, hopping, and jumping.
Students should beableto follow instructions and gamerules
Students should understand thebasic concepts of safety
Students arelearning about how to besafein theclassroom, at school, in thecommunity, firesafety and road safety,
students need to bring their existing knowledgeof safety to theselessons.
Fromprevious lesson students should know themeanings of personal and general spaceand how to respect the
personal spaceof their peers.

Time

Activity/Content

Organisation

Equipment

Safety Considerations

Cues / Focus Questions


2 mins
Introduction:
Talk about moving in different
directions- forward, backwards,
sideways, left, right, zig zag,
curved. All students get a stamp on
their left hand to signify left from
right.


Students stay seated and demonstrate
moving head, not body when directed.
Stamp for left
hand.



KTP- Movement and
direction.
Questions
Wherewould you look if
you aremoving forward?
Backwards? Left (stamp
hand)? Right (non stamp
hand)?



3 mins Warm Up activity:
Crabs and bears
Teachers selects two peopleto be
bears they areit, everyoneelseis
a crab. Crabs do thebackwards
crab walk, bears walk on hands
and feet. When thewhistlegoes
thebears must tag thecrabs, when
tagged thecrabs becomebears.
Theaimis for all bears to become
crabs.

Within confines of basketball court.

Students need to ensure
they look out for other
students to avoid
collisions.




5 mins







Main body of lesson:
Dodging
15 students lineup on each sideof
thebasketball court. When the
whistleblows students must move
fromonesideto theother without
touching another student. First
students areinstructed to walk in a
straight line. Students arethen
instructed to show how they can
move- forward, backwards,
sideways, left, right, zig zag,
curved, to get to theother sideof
thebasketball court. When
students havemastered this add in
SeeAppendix 1

















For all activities in the
main body of the
lesson, students need
to be aware of their
personal space and of
others within the
general space.
Students need to
ensure that they are
looking in the
direction they are
moving to avoid
collisions and injuries.
Students must keep
hands to themselves.
Students need to
KTP- Personal space,
general space- spatial
awareness and safety.
Direction and movement.
CFU- students are
moving following correct
instructions, looking in
thedirection of
movement. Students
makeeyecontact with
others and show respect
for thepersonal spaceof
others. Students use
correct locomotor
movements.







10 mins












other locomotors eg. Skip zig zag,
jump backwards. Remind student
to look in thedirection they are
travelling and to makeeyecontact
with thosecoming fromthe
oppositedirection.

Red Light, Green Light
Students stand along straight
line of basketball court. Teacher
acts as traffic officer (TO)
standing on the opposite line.
The TO calls Green light,
students begin moving towards
the line that the TO is standing
on. When the TO says Red light
the students must freeze. If a
student moves they need to
return to the starting line and
begin again. The TO alternates
signals. The first person to reach
the TO line becomes the new TO.
The game continues so that as
many students as possible have a
chance to be the TO.







Within confines of basketball court.





























ensure that they are
listening to the
teachers instructions
and to follow
directions when asked
to do so. Students
need to move at an
appropriate pace eg
not running when no
one else is running.
















KTP- following
instructions, peer
cooperation and spatial
awareness.
CFU- Can students
follow instructions? Do
students havecontrol
over movements?









6 mins

Look out for traffic
Divide class two groups, one
group become the traffic and the
other group become the
pedestrians. Within the confines
of the basketball court there are
multiple hula hoops spread out
to form safe zones. The
pedestrians must move safely
from one end of the basketball
court to the other without
getting hit (tagged) by car. The
traffic must keep moving at all
times, they cannot wait next to a
safe zone. If a pedestrian is
caught they may start again from
the first safe zone. After all
pedestrians have crossed the
pedestrians and traffic swap
over.
SeeAppendix 2

15 hoops
Coloured bibs to
show who the
pedestrians are

Students need to be
awareof thelocation of
thehula hoops and the
position of other
students to avoid falls.





KTP- following
instructions, peer
cooperation and spatial
awareness.
CFU- Students need to
follow instructions,
understand rules of the
game, respect others
personal space, move
safely.
2 mins Cool down
Walk around thegymin your own
spacerotating arms forwards then
backwards.
Within confines of basketball court.







2 mins Closure Class seated on floor in front of teacher. Questions


Class discussion about safety.




How did westay safe?
What did weneed to do
to besafeduring the
activities?
How do webesafein
traffic/crossing theroad?

Resources used in the planning of this lesson (Reference list in Author-Date (Harvard) Style)
Meldrum, K, and Peters, J 2012, Learning to teach health and physical education, Pearson Education, Frenchs Forest NSW

Victorian Curriculumand Assessment Authority 2014, Health and Physical Education, retrieved 14
th
May 2014, <http://ausvels.vcaa.vic.edu.au/Health-and-Physical-
Education/Curriculum>.



Part B
During my recent practicumI have been teaching a Foundation class at Donvale Primary School, during this placement I planned for and taught two PE
lessons. During the year of Foundation students have two PE sessions per week for half an hour each, I was able to teach both of these lessons in the second
week of my practicum. In the classroomthis termthe learning focus has been on safety, during my time in Foundation I taught lessons on Fire safety and we
had visit fromthe fire brigade. During my second week of placement I designed lesson around traffic and road safety which I integrated into different
curriculumareas, the students followed up these lessons by visiting the Police Station and the Kew Traffic School where the skills they had learnt we really put
into practice. Foundation students in termtwo are still in the introductory stages of learning physical education and the class had been focusing on basic
movement and following instructions. During my time on practicum, two students had seriously injured themselves in separate playground accidents, this
prompted me, in consultation with my supervising teacher, to base my two consecutive lessons around the concepts of safety in physical education, spatial
awareness and respect for other. The teaching of PE is vitally important in schools, according to Patty (2009) many teachers were not comfortable teaching PE
and did not think that they possessed the skills needed to teach PE, I was glad I was given this opportunity as a pre service teacher as it is not something I have
had experience in before.

According to AusVELS, At Foundation when participating in movement and physical activities, they follow rules and procedures and share equipment and
space safely (2014). Foundation students need to learn the basics when it comes to PE, students need to have a good grasp of basic movements such as
running, hopping, jumping and skipping (VCAA 2014) and to be able to performthese movements when instructed to do so. Learning fundamental movement
skills is vital at this stage of learning in physical education to set students up with the important skills and knowledge in PE for their future learning (Stevens-
Smith 2004). According to Meldrumand Peters, students at the age of 5 and 6 are at a stage in their development where they are gaining more consistent
control over their movements (2012). Due to still being at this developments stage it is important that children be given opportunities to practice fundamental
movement skills under instruction in a supportive and encouraging environment (Meldrumand Peters 2012, p51). An important component in the early stages
of skill development is spatial awareness (Stevens-Smith 2004), I designed my two lessons around the concepts of spatial awareness, personal space and respect


for peers as I felt these areas tied in well with the aspects of safety I wanted to teach the students. When designing the two lessons I decided to use a games
based approach, I had seen this approach used successfully with Foundation students and it allowed students to really engage in their learning, I was able to tap
into the interests of students as well as connecting with the content of the curriculum (Quay and Peters 2007). I planned games which needed minimal
equipment as I wanted students to focus completely on the space around themand their peers.

My first lesson began with me questioning the students about the concepts that they know and didnt know about how to be safe in PE and about personal
space, we discussed boundaries and why it was important for the students to listen and follow instructions. I explained to the students some of the basics of
body awareness, personal space, and rules such as keep your hands to yourself and safety aspects such as how to move safely within a designated space. When
discussing personal space Stevens-Smith says it is important to ensure that children know that is the space as far as they can reach all around themand that it
goes everywhere they go, whether they sit, stand, or sleep (2004). The activities I had designed for the first lesson were designed to get the students used to the
concept of personal space and respecting the space of others around them, I explained the activities making sure to recap the key learning points to ensure that
students were moving following correct instructions, looking in the direction of movement, making eye contact with others, showing respect for the personal
space of others and using correct locomotor movements within the given boundaries. During these activities, there was a little bit of trial and error but it wasnt
long until students began to show greater control over their movements and an awareness of their own actions and the movements of those around them. There
were a few safety concerns to begin with and a few minor collisions however the students began to learn fromthese mistakes and their confidence and skill
level grew with each activity.

At times students needed to be reminded to work cooperatively with their peer especially when forming groups for the activities clumps and partners for front
to front, in the beginning students were looking for a specific classmate to forma partnership with however after encouraging themto move to their closest
classmate the games began to run more smoothly and we were able to move on at a faster pace. The cool down and concluding discussion for the lesson were


both successful, students spoke able the activities and parts of the lesson that they liked, we also spoke about what they had learnt and the strategies they needed
to employ to ensure they could complete the activities/games successfully. We again spoke about the concepts of personal space and general space and students
were able to identify tactics they had used to respect the personal space of others such as looking where they were moving.

The second lesson that I taught also focussed on safety, and spatial awareness and had the added element of movement and direction. We began the lesson
discussing direction and what it meant to movein different directions, forward, backwards, sideways, left, right, zig zag, curved. Thediscussion then moveon to safety
tactics and how to avoid someof thecollisions that had occurred in theprevious lesson, thestudents wereableto offer up somegood suggestions in relation to safety and
awareness, I could seethat they werebeginning to understand theconcepts that thelessons werebased around. This lesson ran very smoothly, I had got thehang of using the
whistleand I was ableto transition thechildren into the next activity a lot quicker. When giving instructions for theactivities I used students to demonstratewhat I meant
when giving instructions, this worked well as thestudents wereableto seea concreteexampleeg. Zoeis in thehoop sheis insidethesafezone, J osh is outsidethesafezone
hecan betagged by Michael. I was also ableto encouragestudents to follow my instructions and avoid collisions by offering positivereinforcement and praising theefforts of
thosewho avoided collisions. I also cameback to certain students to sharewith theclass particular strategies that had used to stay within their personal space. At the
conclusion of thesecond lesson I has seen evidencethat all students had madeprogress in their ability to control their movements and respect thespaceof others. The
majority of thestudents when questioned wereableto identify ways to stay safein PE and thereasons weneed safety and rules. Students werenow using thetermpersonal
spaceand could identify times when it was important to respect thepersonal spaceothers.

During the teaching of these two lessons I had to keep in mind the health needs of a couple of students, I had one girl who has diabetes who needed her blood
sugar tested before and after the lesson as well as being monitored during all physical activity. During the lessons she was comfortable and well and was able to
participate completely. One boy in the class has a full time aid as he is autistic, he was able to participate in all aspects of the lessons, he thoroughly enjoys PE
and his favourite thing to do it running, I had to make sure that I was very clear in my expectations for himand to ensure that he understood the boundaries and


instruction I had given for the games. At times he had to be helped by his aid as spatial awareness is difficult for himand he at times had difficulties in
following the rules of the game, the aid was also able to help himto ensure he was able to minimise behavioural issues.

I enjoyed planning for and teaching these two lessons a lot more than I thought I would, I could see that the students got a lot out of it and that they enjoyed
themselves as well. I feel that my lessons worked well in teaching the concepts and skills I had aimed to teach and feel confident that I was able to help students
to develop a broad spectrumof movement skills, personal and social skills, knowledge, motivation and confidence to engage in healthy activity (2009) which
is one of the objectives of the DEECD. The skills and concepts taught in Foundation will forma basis for Physical Education throughout the students
education and for healthy physical activity throughout their lives. In the future I hope to have many more experiences teaching health and physical education to
broaden my knowledge and gain further experience in teaching in this field.





References

DEECD (2009), 'Improving sport and physical education in your school' Student learning division, Victoria, Australia.


Meldrum, K, and Peters, J 2012, Learning to teach health and physical education, Pearson Education, Frenchs Forest NSW

Patty, A., 2009, 'Schools not playing the game with PE lessons', Sydney Morning Herald (03/04/2009).

Quay, J., & Peters, J., (2007),'Really connecting PE and physical activity', Connected: Teacher, p.4-6.

Stevens-Smith, D 2004, 'Teaching Spatial Awareness to Children', JOPERD: The Journal Of Physical Education, Recreation & Dance, 75, 6, pp. 52-56,
SPORTDiscus with Full Text, EBSCOhost, viewed 29 May 2014.

Victorian Curriculumand Assessment Authority 2014, Health and Physical Education, retrieved 14
th
May 2014, <http://ausvels.vcaa.vic.edu.au/Health-and-
Physical-Education/Curriculum>.


Appendix 1

Dodging


15 students along this line, spaced evenly
15 students along this line, spaced evenly
Students move in
both directions
across the
basketball court


Appendix 2

Look out for traffic
Hula hoops placeon basketball court aresafezones for pedestrians. Thetraffic must operateoutsideof theseareas.


Appendix 3
Hazard Identification and Risk Assessment and Control checklist (HIRAC):
After identifying thekey risks for your selected activity, completethechecklist below.
Safety Area Risk Description Existing Controls Rating Treatment
Priority
Treatment
Describe the risk
(including causes
and consequences).
E.g., something
occurscaused
byleading to.
Describe any
existing policy,
procedure, practice
or device (e.g.,
equipment) that acts
to minimise a
particular risk
Effectiveness
of existing
controls
Risk
Consequences
Risk Likelihood If control
effectiveness is
poor or unknown
provide further
treatment
information
For those risks
requirement
treatment in addition
to the existing
controls. For
example, list:
What will be
done?
Who is
responsible?
When will it
happen?
Environment


Indoor
gym/basketball
court- hard
surfaces for falls.
Basketball rings
havepadding
around thepoles.
Other obstacles have
been removed.
Satisfactory Insignificant

Unlikely


Equipment


Hula hoops can be
seen as a hazard
which can be
tripped over.
Students are
instructed to move
with awareness of
environment and use
Satisfactory Insignificant

Unlikely




theequipment
carefully.
Students
developmental
stage

Students are
beginning to gain
control over their
movements,
students need to be
awareof the
location of their
peers to avoid falls
or collisions.
Satisfactory Insignificant

Unlikely


Lesson content


Movements,
direction and
physical activity
haverisks such as
falls, collisions and
related minor
injuries.
Satisfactory Insignificant

Unlikely