Part 2 – Lesson Sequence - Lesson Plan 1: An introduction to risk management

Lesson Plan 1
Unit/Lesson Title: An introduction to risk Lesson duration: 100 minutes (a double lesson) Stage: 5 Year: 10 Class: Design and Technology
management
Rationale: Syllabus Objectives: Students Learn About:
Students to gain an understanding of risk 6. Knowledge and understanding of and skills in Management – Safe work practices and safe
management within the classrooms of Design and managing resources and producing quality design environments
Technology. They are to also gain knowledge on solutions
how to avoid hazards and act safely when working Students Learn To:
on their design projects. Syllabus Outcomes: Demonstrate safe work practices when producing
5.6.2. Applies risk management practices and design projects
works safely in developing quality design solutions
Prior Knowledge: Risk Assessment: Resources:
-A general knowledge of what working safely -Eye strain: Ensure correct lighting in the classroom -white board and markers
means and looks like to prevent strained eyes when focusing on the -books and pens
-A general knowledge on how to work Microsoft’s white board and laptop screens -laptops
PowerPoint -Trips and falls: Ensure all bags are clear from walk
ways and are placed underneath desks
Time Teachers Role Students Role

Introduction
Students enter the classroom, remove their books and pens and sit
2 mins Teacher to ask students to enter classroom in an orderly down at a desk.
fashion, remove what they need from their bags and to take a
seat.
3 mins Teacher to brief students on the lesson. Students to listen and ask questions if they need clarification

Teacher to write three words on the board:

-hazard
-risk
-controls

20 mins Teacher to ask students if they can define their answers, and as Students to participate and give answers. If they’re unsure, they are
to listen and observe what others say, but are encouraged to take a
they do, write them on the board.
guess. They are also encouraged to participate in the class discussion,
Take note of how many students provide answers and guesses. to gain more knowledge around the definitions.
Give verbal feedback on student’s answers – this is not only
helping the student who answered, but also to the students
who have no idea. A class discussion is put in place for any
misunderstandings on each of the above words.
Teacher is to then ask for examples of each – this is to again Students to provide teacher with examples, to help them gain a
observe further knowledge from students, and to also create a stronger understanding of each of the terms.
reliable reference for students to keep in their books.

Students to copy down formal definitions, and ask question if they

*After discussion, write formal definitions on board and have
need clarification.
students copy them down.
 Teacher to then ask if there are any questions before they move
onto the next part of the lesson – students are strongly
encouraged to speak now, as the next part of the lesson
involves them applying their knowledge on risk management
without a great deal of assistance.
Teacher to ask students to put themselves into pairs and give
25 mins
each of the pairs a possible environment that the students may
encounter when creating a design project e.g. textile room. Ask
the students to list three possible hazards they may encounter
in their given environment. They are then asked to list three
risks due to the hazards and finally, provide their control
methods. Students are encouraged to work with their partner
on gaining the answers, as this is an opportunity for students to
show the teacher that the concept is clear to them. Despite this,
the teacher is to walk around the classroom, keeping track of
how the pairs are working, ensuring that they are participating
in the task, and being readily available if a pair seeks their help.
Teacher to also explain that the task needs to be completed in
definite time-frame.
************Second half of the double lesson**************
Students to ask any lingering questions for certain clarification, as
they need to be somewhat confident for them to move onto the next
task.
Students to pair up and assess the environment they have been given.
They are to work cooperatively to identify three hazards, their risks
and what control measures that need to be implemented, referring to
the definitions they have just discussed. Students are to combine
their own common sense and what they have absorbed from the
above discussion. Students who may need it are to ask for
clarification if need be.
Students to work efficiently as they keep in mind of their time frame,
as they want to be organised for the next lesson.
*************Second half of the double lesson****************
 50 mins Teacher is to then ask students to get their laptops out of their
bag – one laptop between a pair. They are to open a new
PowerPoint and create a slideshow presentation of the work
they have just completed. Students are advised that it is to be
set out as a mini lesson to the class, and will be presented in the
next double lesson, so it needs to be completed by then. This
task is to carry on until the bell rings. The teacher is to
encourage students to ask for assistance if need be.
Students are to again work cooperatively again with their partner to
put their technological skills to the test. Students are to work in a
timely fashion as it needs to be completed before the next double
lesson. While they have a teachers assistance and the only time they
will be working on it during class, they are to ask for assistance and
complete it within the remainder of the double lesson.

Resources:
*Department of Education. (2009). Design and technology: Hazard identification and risk management guidelines. In Safety and welfare. Retrieved from:
http://det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policies-framework/guidelines/design-and-technology--hazard-identification-and-risk-
management.en?cat-id=3458001

Lesson Evaluation:
What worked effectively? _____________________________________________________________________________________________________
Any downfalls and/or improvements? ___________________________________________________________________________________________
Part 2 – Lesson Sequence - Lesson Plan 2: Presentation of
knowledge of risk management
The last lesson ended with students working in pairs, and creating a PowerPoint
presentation on risk management, within a specified classroom. This lesson begins with the
teacher giving a brief overview of the lesson. As each pair come to the front of the
classroom, they open their PowerPoint presentation and connect it to the smart board.
They are to then, share the talking and explain their risk management strategies to the class.
Students are asked to give each of the presenters their full attention. Students are also
encouraged to remain respectful and give positive and encouraging feedback on their
presentation. Once the students are finished with their presentation, they are to ask the
class for any questions. The teacher is to then make a statement on their presentation – any
pieces of information incorrect, any improvements etc. This task is not marked, but it is the
final lesson on going into such depth on risk management. It is essential that the teacher
observes that all students are confident in their knowledge of risk management, that they
understand the concept and that they can apply it. It is crucial that all students know how to
work safely in any environment at school- and everywhere else – and that they can identify
that something is unsafe, and know how to fix the hazard and potential risks.

There are many reasons as to why they have been given the task to present their work to
the class, for both the student and teacher, and those reasons are; to further their
education on risk management, observation on how strong a knowledge of the concept, the
ability to communicate with a class of students, the ability to work cooperatively as a team,
to enhance public speaking skills, and to be able to take on opinions and feedback based on
their work.
Part 2 - Justification
When planning out the above lessons, I constantly referred to ‘A guide to better practice’
(Hill et al., 1987) and ‘Advice on programming and assessment’ (Board of Studies NSW,
2003). They both contained a very similar cycle of steps that acted as guide to address
syllabus outcomes within lessons. The first step is exploring the students’ common
knowledge on the concept presented within the class. The second step is about how are we
going to differentiate between students and their knowledge on the concept. In the first
lesson, the class is encouraged to define the words; hazard, risk and controls within the
context of risk management. The teacher is then able to observe those who are confident
with answering and those who are not. As the teacher is writing and explaining the formal
definitions, they are also encouraging a discussion around them, to observe if their
knowledge is expanding – noticing if there are more students willing to participate. The
teacher also asks for any questions for those who still have a misunderstanding. The third
step is getting the students to demonstrate their knowledge around the concept. So the
next part of the lesson involves students getting into pairs and are given a classroom that
they may end up using for their design projects e.g. textile room. They are then asked to
identify 3 possible hazards, their risks and the control methods that they would put into
place. This activity allows students to show the extent of their knowledge – to show that
they’re getting the idea of the concept, through identifying hazards, risks and applying
control methods on their own. There isn’t much feedback at this stage, as it’s about the
students working together in their pairs, sharing their knowledge and proving that they
know the concept. So now that the students have an idea of the concept, they are to then
present what they know to the class. During the fourth and fifth steps of both learning
cycles, it’s now time to see if students can apply the idea, and give evidence of this. This is
shown in lesson plan two, where students present their PowerPoint slides – this activity has
been set as if the students are giving a lesson to the class, to help showcase the confidence
they have in their information and the confidence they understand the concept. They are
given verbal feedback from the other students and the teacher, as a way to assess how well
they have done.

The use of the laptops and Microsoft’s PowerPoint and the smartboard, were all ways of
incorporating information and communications technology (ICT) within the lessons. With
the use of laptops, it gives a break from pen to paper and also enhance the students skills.
By putting two students together, it has given the opportunity for them to learn off each
other in the area of technology. The smartboard was a tool used to present the students
work to the class – giving each presentation a modern technological image, which can make
for an interesting lesson to the class.