Julian Saba 17239598

Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

Assessment 1: Profession Task

1
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

2
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

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?

Unit context within Scope and Sequence Syllabus Outcomes

Does it link to any other unit?
Body in motion links with improving performance
and fitness choices?
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
P17 analyses factors influencing movement and patterns of participation.

Literacy Focus Numeracy Focus ICT Focus Differentiation

Measuring health and skill Use a variety ICT devises.
Students will learn key related components of Increase the use of Use differentiation techniques to collaborate the gifted and
terminology when dealing fitness. Ipads/Laptops used in talented students with other students who need support.
with the biomechanical Lesson. Increase the significance to Aboriginal and Torres Strait
movements of the human Include multi-media devices Islander Australians. Include instructions on PowerPoint
body. in assessment task. slides to avoid extraneous load on ESL students.

3
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

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.

4
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

 Introduce Muscular System.

 Muscle worksheet activity
 Discuss the relationship of muscles and role it  Laptops
plays with movement within the body.  Website
 Work Sheet on Muscle action (agonist and https://11pedflippedclassroom.wikispaces.com/Lesso
antagonist). Watch video and answer sheet. n+4+-+Agonist+%26+Antagonist+Muscle+pairings
Source
https://11pedflippedclassroom.wikispaces.com/L
esson+4+-
+Agonist+%26+Antagonist+Muscle+pairings
 Discuss types of contraction. (concentric,
eccentric and isometric). Make notes.

 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

5
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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

 Introduce aerobic and anaerobic training.

 aerobic and  Class discussion on differences of aerobic and
anaerobic anaerobic training.
training  Discuss FITT principle. Students define the term  Laptops
Week 4 – FITT principle and give some examples to how it can be used.  PowerPoint presentation
 Group task where students compare which sports
 immediate use different aerobic and anaerobic training.
physiological
 Introduce immediate physiological responses to
responses to training
training.
 heart rate
 ventilation rate  Place students into groups researching different
 stroke volume immediate responses to training. One group on
 cardiac output each topic (heart rate, ventilation rate, stroke
 lactate levels. volume, cardiac output and lactate levels).
Groups present to class and students take notes.

6
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

 skill-related  Introduce the skill related components of physical

components of fitness.
physical fitness  Place students into groups where they research
 power the benefits of skill related components of  Laptops
Week 5  speed physical fitness. Each group being one component  Skill related components of fitness worksheet
 agility of fitness.
 coordination  Students measure a range of skill related fitness
 balance tests with range of questions to answer on
reaction time worksheet.

 motion  Introduce motion. Mind map key concepts of

 the application of motion.  White board
Week 6 linear motion,  Students read about linear motion, from Outcomes  Outcomes 1 textbook
velocity, speed, 1, p. 224-225.  Practical lesson: Cones
acceleration,  Students define the term linear motion.
momentum in  Students read about velocity in the Outcomes 1
movement and textbook, p.226. They distinguish the difference
performance between distance and displacement.
contexts  Practical: Students read about improving speed.
Complete the 30m sprint test.
 Students read about acceleration and research
techniques to improve acceleration.
 Practical: Students perform acceleration
techniques in the 30m sprint test.
 Students read about momentum in the Outcomes
1 textbook. Students define momentum.

 Introduce Balance. Mind map key sports in which
balance is essential.
 balance and stability  Laptops
 centre of gravity  Students research the centre of gravity on ICT  Multi-media devices
Week 7  line of gravity resources. Students define the term

7
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
 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.

8
Julian Saba
Secondary Curriculum 2 HPE
Assessment Details
Body in Motion assessment: 30%
 30 Marks
 Week handed out: week 3
 Week Due: Week 7
Evaluation of the Learning and
Teaching
Formative assessment: Body in
Motion assessment task
Informal assessment: completion of
worksheet activities, questioning
17239598
Assessment 1: Professional Task (50%)
 Practical: Students catch a variety of different
balls. Explain the differences in absorption for
each ball.
Outcomes
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
P17 analyses factors influencing movement and patterns of participation.
Indicators of Learning
 Group projects
 Completion of worksheets
 Students able to define terms
 Students responses to teacher questioning
9
Julian Saba
Secondary Curriculum 2 HPE
through out lessons and peer
feedback tasks
Summative assessment: pre-
knowledge quizzes and mind maps.
17239598
Assessment 1: Professional Task (50%)
 Formative assessment task results
 Pre test quiz results
 Group presentations
 Responses in class discussion activities
10
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

Western Sydney High School

PDHPE Stage 6

Assessment Task 2: Body in Motion Date Issued:

Due Date: Weighting: 30% Mark: /30

Outcomes being assessed

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

P17 analyses factors influencing movement and patterns of participation.

11
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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)

Create a 20 minute Training Session

 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.

12
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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:

Identify: Recognise and name

Explain: Relate cause and effect; make the relationships between things evident; provide why and/or how

Describe: Provide characteristics and features

Outline: Sketch in general terms; indicate the main features of

13
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
Analyse: Identify components and the relationship between them; draw out and relate implications

Marking Criteria

Student Name Student /30

Number
Criteria Fail Pass Credit Distinction High
Distinction
Training Program 0>5 5>6.25 6.25>7.5 7.5>8.75 8.75>10
Creates an informative, Creates a Creates a Constructs a Constructs a Constructs a
useful and well- training structured and well-structured well-structured well-structured
structured training program that sequenced training training training
program suited to the is not training program, program, program,
sport chosen. structured and program sequencing their sequencing their sequencing their
not relevant to relevant to the activities within activities within activities within
the chosen chosen sport. the program the program the program
Incorporates appropriate sport. appropriately. practical to the practical to the
use of health and/or skill Delivers chosen sport. chosen sport.
related components of Incorporates relevant health Students select
fitness in training irrelevant and/or skill drills that are Student selects Student
activates related to the health and/or related good examples drills that sequence drills
sport chosen. skill related components of of health and/or incorporate that implement
components fitness when skill related health and/or health and/or
of fitness in designing components of skill related skill
the training activities for the fitness. components of components of
program training fitness to fitness to
program. improve improve
performance. performance.
Voice Thread 0 >10 10>12.5 12.5>15 15>17.5 17.5>20
Explores how the body Fails to Attempts to Student gives Student analyses Student
system influences how identify how identify how the good examples how the body critically
the body moves. the body body systems when describing system analyses how
Identifies the system influence body how body influences the body system
biomechanical influences movement. systems movement. influences
principles and analyses how the body Sound effort to influence Student movement.
what strategies can be manoeuvres. link movement. Excellent Students

14
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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.

15
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

Pre Lesson Plan

Topic area: Body in Motion Stage of Learner: 6 Syllabus Pages: 22/23

Date: Week 3 Location Booked: Lesson Number: 5 / 15

Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

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

Students analyse the relationship between physical fitness and

16
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

17
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

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.

18
 Julian Saba
17239598
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

10 Class discussion: Teacher:

Engage in a
class discussion
and mind map
Introduce the health and skill related components of fitness by creating a mind with students
map with the class what they think are the health and skill related components what they think
physical fitness. Assess student’s pre knowledge on these components of fitness are health and
and describe what each component is if they do not understand. skill related
components of
fitness are.

Health related components Student:

Students copy
 cardiorespiratory endurance mind map into
 muscular strength books.
 muscular endurance
Resources:
 flexibility
White board
 body composition

Skill related components

 power
 speed
 agility
 coordination
 balance

19
 Julian Saba
17239598
Secondary Curriculum 2 HPE
Assessment 1: Professional Task (50%)
reaction time

Case Study: Teacher: Place

students into
15 groups of four.
Ask students to
Students will be placed into groups of four by the teacher. Once this has create a
occurred explain to each group that they will need to create a PowerPoint PowerPoint
presentation on a particular athlete handed out by the teacher. The PowerPoint slide. Each
presentation must include the following: students is
responsible for
creating one
slide in the
 Introduction of the athlete and particular sport. PowerPoint.
Distribute
different
 The different health and skill related components of fitness that athlete
may use in that particular sport. athletes to each
group

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.

Students are to present their findings on a PowerPoint Presentation. Each person

in every group presents a slide in their PowerPoint presentation. It is important Student: each
for the teacher to give consistent feedback to each group and elaborate on their group presents
findings. Engage in class discussion to initiate high order thinking. Assess their

20
Julian Saba
17239598
Secondary Curriculum 2 HPE
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

P17 analyses factors influencing movement and patterns of participation.

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.

21
 Julian Saba
17239598
Secondary Curriculum 2 HPE
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.

5 Close out Class. Teacher:

Revise and key
points that were
taught in the
Revise key points of the lesson. These include the difference between health lesson. Ask
and skill related components of fitness. Emphasis how this will play a role in students if they
have any
their assessment they have just been given. Ask students if they have any more
questions
questions on the assessment or on todays lesson.
Student: Ask
any close out
questions

Resources:
Set homework for students to create a draft copy of their training programs for
the assessment. White board

22
Julian Saba
17239598
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.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

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

23
Julian Saba
17239598
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.

Graduate Evidence within this lesson

Standards
2.6 Information There is ICT use, evident through out the lesson plan. The warm up activity
and instructs students to log on lap top devices or multi-media devices to answer label
Communication quiz online. Lesson plan requires students to log on and create an account for
Technology voice-thread for their upcoming assignment. Students are required to use voice-
(ICT) thread and create some practice slide on previous content learnt such as the body
systems.
2.3 Curriculum, Lesson plan involves the teacher to hand out students formative assessment task,
assessment and which they have personally created. The assessment follows explicit content from
reporting the curriculum to assess students knowledge on the stage 6 unit body in motion
The teacher is able to emphasis the outcomes being assessed by handing out the
activity and providing time to explain the assessment thoroughly.
4.1 Support Lesson plan asks students to create a PowerPoint presentation in groups. Activities
student such as the Case study involves collaborative learning, group work can improve
participation peer support networks. Activities also allow the teacher to engage in class
discussions. Positive Feedback after presentations and hand out merits to groups
that have presented well.
Differentiated The lesson activities are scaffolded so that students develop concepts that will help
Learning will help them with their assessment task. The case study questions are similar to
those in the assessment.

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?

There is minimal movement in the classroom, however teachers should:

Take responsible care of those under their supervision.
Eliminate any trip hazards around the classroom.

24
Julian Saba
17239598
Secondary Curriculum 2 HPE
Assessment 1: Professional Task (50%)

References (In APA)

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/

Post Lesson Plan

Topic area: Body in Motion Stage of Learner: 6 Syllabus Pages: 24

Date: Week 3 Location Booked: Lesson Number: 12 /15

Time: 60 minutes Total Number of students: 25 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative Balance and stability Apply principles of balance

P9 describes biomechanical
factors that influence the
efficiency of the body in
motion
assessment:  centre of gravity and stability to enhance
Feedback on the  line of gravity performance through
results of students  base of support participation in practical
workshops
Body in motion
assessment.
Summative
assessment:
Assessing what
students have gained
by questioning and
their responses to the
vignette

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.

25
Julian Saba
17239598
Secondary Curriculum 2 HPE
Assessment 1: Professional Task (50%)

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

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.

26
Julian Saba
17239598
Secondary Curriculum 2 HPE
Assessment 1: Professional Task (50%)
This is evident in both teacher feedback and peer feedback tasks.

27
 Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

Time Teaching and learning actions Organisation Centred

T/S

Warm up Activity Teacher: Open up class discussion by

Introduce balance by getting the class to mind map sports
where balance is essential.
asking students to mind map sports
where balance is essential. Ask students
to research balance and define the
importance in a sporting context.

Key sports that involve balance include

Student: Copy mind map into
Surfing textbooks. Define balance and explain
the importance.
Diving

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.

Balance is essential to perform any daily activity. The ability

to move efficiently requires the body to have a sense of
control and stability over the postural alignment.

28
 Julian Saba
Secondary Curriculum 2 HPE
Research Task
Students can use Ipads or laptops to research and define the
following terms:
 Centre of gravity
 Line of gravity
 Base support
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
have found while researching these terms. Assess if students
have formed a deeper understanding of the content. Explain
to students that they will have time to test and manipulate
centre of gravity movements in the next practical lesson.
Assessment Feedback
Hand out each assessment. Give students feedback on what
they have done well and what areas need more support.
Address which questions of the assessment related to the
outcomes being assessed.
17239598
Assessment 1: Professional Task (50%)
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
and ipads. Ask students to read their
definitions. Evaluate if their assessing
the content.
Student: Students are writing the
definitions down in their books.
Presenting some definitions back to the
teacher.
Resources:
Laptops/ipads
Outcomes 1 Text book
Notepads
Teacher: Hand out all assessment tasks
back to the students. Explain to students
what they did well and which areas
need improvement. Address how
students would have received top marks
for each question.
Student: Reviewing teachers feedback.
Resources:
Body in Motion Assessments
29
 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

2. List four issues regarding the participation in their

chosen sport. 4 Marks

3. Student critically analyses how health and/or skill

related components of fitness are implemented in
their training program to monitor physical fitness.
4 Marks

4. Students provide exceptional examples of

biomechanical principles and justify what strategies
can be used to improve performance. 4 Marks

Peer Feedback Task Teacher: Place students into groups,

hand out peer assessment work sheet.
Ask students to mark their peers
assessment.
Hand out assessment work sheet. The assessment work
sheet will provide examples on the content that needed to
be included in each question to receive a P, C, D or HD.
Student: Watch peers video for their
assessment tasks. Fill in the assessment

30
 Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
Example of the assessment work sheet for question 3. work sheet and mark their peers video.

3. From the performance of you and your Question Resources:

partner in the sports session, explain how the
role of health and/or Skill-related fitness
components has in the efficiency of the
Assessment Work Sheet

Laptops/ipads

20

31
 Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
movement and describe how it may be
measured.

Student attempts to measure how health and P

skill related components of fitness are
included in their training programs.

Students explain how the health and/or skill C

related components of fitness are
implemented in their training program to
monitor fitness levels of the athlete.

Student analyses how health and/or skill D

related components of fitness are
implemented in their training program to
monitor physical fitness. Student provides an
example of how one activity in their training
will improve performance.

Student critically analyses how health and/or HD

skill related components of fitness are
implemented in their training program to
monitor physical fitness. Students provide
examples on how each of their training
activities will improve performance.

As the assessment task required students to be in pairs, place

students into groups of four so each pair can compare their
assessment feedback. Each pair will need to watch their
opposing pairs video and re-mark their assessment using the
assessment work sheet scaffold. Students need to identify
the questions they needed to improve on and write what
they would have done well and need to do differently next
time.

32
 Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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
playing at a competitive level for 3 years but has lost
motivation lately because he has never progressed to a
representative level. He has asked his coach to help
improve his performance so he can have the chance to
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?
Student: Students in groups are given
one question to answer. Students should
discuss the best outcomes to improve
Isaacs class. Each group should then
present their findings to the class.
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?

Run through the vignette as a class using the PowerPoint

Presentation. Group students into four groups, giving each
group a question to focus on. Each group should be given 10
minutes to write down strategies that will improve Isaac’s
performance.

33
 Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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.

Student: Write down in their diaries.

Resources: Diary

34
Julian Saba 17239598
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. 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.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Apply principles of balance Informal assessment: Questioning and evaluating student

and stability to enhance responses
performance

35
Julian Saba 17239598
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.

Graduate Evidence within this lesson

Standards

36
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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?

There is minimal movement in the classroom, however teachers should:

Take responsible care of those under their supervision.
Eliminate any trip hazards around the classroom.

37
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

38
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

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

39
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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.

40
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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

41
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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

42
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

Appendices A: Scope and Sequence

43
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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%)

Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:

P1 identifies and examines P5
why individuals give
different meanings to
health P6
P2 explains how a range of
health behaviours affect
an individual’s health P10
P3 describes how an
individual’s health is
determined by a range of
factors P15
P4 evaluates aspects of
health over which
individuals can exert
some control
P5 describes factors that P16
contribute to effective
health promotion
P6 proposes actions that can
improve and maintain an P17
individual’s health
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.
describes factors that
contribute to effective
health promotion
proposes actions that can
improve and maintain an
individual’s health
plans for participation in
physical activity to satisfy
a range of individual
needs
forms opinions about
health-promoting actions
based on a critical
examination of relevant
information
uses a range of sources
to draw conclusions
about health and physical
activity concepts
analyses factors
influencing movement
and patterns of
participation.
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
P17 analyses factors
influencing movement
and patterns of
participation.

Duration in weeks and

hours:
Duration in weeks and

44
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
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.

Duration in weeks and

hours: 6 weeks

Course Term 4 (year 11) Term 1 Term 2 Term 3

HSC Topic: Topic: Topic: Topic:
 Sports Medicine Factors Affecting Improving Performance (20%)  Health Priorities in
(20%) Performance (30%) Australia (30%)
Syllabus outcomes:
Syllabus outcomes: Syllabus outcomes: H7 explains the relationship Syllabus outcomes:
between physiology and
H8 explains how a variety of H7 explains the relationship movement potential H1 describes the nature and

45
Julian Saba
Secondary Curriculum 2 HPE
training approaches and between physiology and
other interventions movement potential
enhance performance H8 explains how a variety of
and safety in physical training approaches and
activity other interventions
H13 selects and applies enhance performance
strategies for the and safety in physical
management of injuries activity
and the promotion of H9 explains how movement
safety in sport and skill is acquired and
physical activity appraised
H16 devises methods of H10 designs and implements
gathering, interpreting training plans to improve
and communicating performance
information about health H11 designs psychological
and physical activity strategies and nutritional
concepts plans in response to
H17 selects appropriate individual performance
options and formulates needs
strategies based on a H16 devises methods of
critical analysis of the gathering, interpreting
factors that affect and communicating
performance and safe information about health
participation and physical activity
concepts
Duration in weeks and H17 selects appropriate
options and formulates
hours: 8 weeks
strategies based on a
critical analysis of the
Topic: factors that affect
Factors Affecting performance and safe
Performance (30%) participation.
Duration in weeks and
Syllabus outcomes:
hours: 8 weeks
Topic:
Duration in weeks and
Hours: 2 Weeks Improving Performance
17239598
Assessment 1: Professional Task (50%)
H8 explains how a variety of
training approaches and
other interventions
enhance performance H2
and safety in physical
activity
H9 explains how movement
skill is acquired and
appraised H3
H10 designs and implements
training plans to improve
performance H4
H16 devises methods of
gathering, interpreting
and communicating H5
information about health
and physical activity
concepts
H17 selects appropriate
options and formulates
strategies based on a
critical analysis of the H14
factors that affect
performance and safe
participation.
H15
H16
Duration in weeks and
hours: 6 weeks
Topic
Health Priorities in
Australia (30%)
justifies the choice of
Australia’s health
priorities
analyses and explains the
health status of
Australians in terms of
current trends and groups
most at risk
analyses the
determinants of health
and health inequities
argues the case for health
promotion based on the
Ottawa Charter
explains the different
roles and responsibilities
of individuals,
communities and
governments in
addressing Australia’s
health priorities
argues the benefits of
health-promoting actions
and choices that promote
social justice
critically analyses key
issues affecting the
health of Australians and
proposes ways of
working towards better
health for all
devises methods of
gathering, interpreting
and communicating
information about health
and physical activity
concepts.
46
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)
(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

47
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

Appendices B: Concept Map

48
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

Appendices C: Assessment Handbook

Assessment Total % My Mark My Rank

Better Health for 30%

Individuals Case
Study
Fitness Choices 10%
Presentation

Body in Motion 30%

Voice-Thread

First Aid 10%

Practical

Trial 20%
Examination

49
Julian Saba 17239598
Secondary Curriculum 2 HPE Assessment 1: Professional Task (50%)

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