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Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

102086 Designing Teaching & Learning Assignment 2

Lesson Plan Analysis


Original Lesson Plan………………………………………………………….2

Lesson Plan Analysis…………………………………………………………5
Modified Lesson Plan……………………………………………………….10
Academic Justification………………………………………………………16
Learning Portfolio Web Link………………………………………………..21

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Original Lesson Plan:

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

(Bowen, 2015)

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for
Teachers. Only standards directly addressed in Designing Teaching & Learning that are
relevant to this assignment have been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 – 2 – 3 – 4 Comments: There are minor links to Aboriginal culture by the implementation
–5 of the Indigenous warm up game. However there is little to no teacher support
to cater for the large diverse students.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 – 2 – 3 – 4 Comments: No direct link to Aboriginal student learning, however there is an
–5 attempt to implement the Aboriginal warm up activity that could be suited for
indigenous students.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range
of abilities
1 – 2 – 3 – 4 Comments: There is no mention of different skill levels or ability’s to suit
–5 different students needs. There are only minimal teaching notes to modify
games so they can be taught to all students regardless of sport level.

1.6 Strategies to support full participation of students with disability

1 – 2 – 3 – 4 Comments: There is no mention of game strategies that could be modified to
–5 suit these students. All games require a high level of activity such as
“voluntary T-ball” no mention of changes for students with disabilities are

2 Know the content and how to teach it

2.2 Content selection and organisation
1 – 2 – 3 – 4 Comments: very clear and easy to read, each section has a time frame and
–5 good layout making it effective when teaching. However more in depth
teacher notes required, such as in the “conclusion” section which is too brief.

2.3 Curriculum, assessment and reporting

1 – 2 – 3 – 4 Comments: There are links to the curriculum, and different areas of
–5 assessment are used, but this is only brief and requires more attention.

2.6 Information and Communication Technology (ICT)

1 – 2 – 3 – 4 Comments: No use of ICT through the lesson

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 – 2 – 3 – 4 Comments: There are relevant links to learning goals and achievable
–5 outcomes; this can be show in the questioning section and observational
section. Also the lesson goals mentioned in the beginning directly relate to the
activities being taught.

3.2 Plan, structure and sequence learning programs

1 – 2 – 3 – 4 Comments: very well established structure, with good time frame and easy to
–5 understand instructions. All equipment is listed and very direct in regard to
teaching preparation notes.
3.3 Use teaching strategies
1 – 2 – 3 – 4 Comments: There is an attempt to incorporate teaching strategies such as
–5 progression on skill levels, and question asking throughout the lesson.
However this is very brief and could be improved with more relevant behavior

3.4 Select and use resources

1 – 2 – 3 – 4 Comments: very little resources used, as there is some link to Aboriginal
–5 content

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 – 2 – 3 – 4 Comments: very well established group activities, all games involve group or
–5 team work, which allows students to engage as a team and individually.

4.2 Manage classroom activities

1 – 2 – 3 – 4 Comments: The lesson has a great structure and every element of the lesson is
–5 demonstrated in a very easy to read way. This would allow the management of
the lessons to be easier due to the great layout and flow of the lesson.

4.3 Manage challenging behavior

1 – 2 – 3 – 4 Comments: There is no mention of dealing with student behavior, this could
–5 be easily incorporated into activates if students begin to misbehavior games
could be modified to suit their needs.

4.4 Maintain student safety

1 – 2 – 3 – 4 Comments: There is brief mention of student safety with link to the activities.
–5 However this should have been mentioned with every game as out-door
activates are more risky for students.

4.5 Use ICT safely, responsibly and ethically

1 – 2 – 3 – 4 Comments: No use of ICT through the lesson
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 – 2 – 3 – 4 Comments: 4 dots points are mentioned at the end of the lesson plan to asses
–5 students in different ways. These are all very relatable to the activities, yet

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

these could have been explained further.

5.2 Provide feedback to students on their learning
1 – 2 – 3 – 4 Comments: feedback would potentially be given to the students in some way
–5 through discussion, question asking and peer review. However there is no
explanation to the direct feedback that would be given.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 Comments: Hints of different concepts in cricket and striking are shown. The
–5 games also explain the skills demonstrated, providing a deep understanding of
the activities.

1.2 Deep understanding

1 – 2 – 3 – 4 Comments: The lesson has great potential for students to gain an
–5 understanding of cricket and striking skills. Through questioning and also the
large amount of group and teamwork.

1.3 Problematic knowledge

1 – 2 – 3 – 4 Comments: Through the multiple group work and variety of activities there is
–5 evidence that shows learning could be obtained through different perspectives
and socially constructed.

1.4 Higher-order thinking

1 – 2 – 3 – 4 Comments: The lesson does not require students to think further about the
–5 games, as there is not an attempt to explain the history or importance of

1.5 Metalanguage
1 – 2 – 3 – 4 Comments: Most of the lesson is focused on explaining activities; very little
–5 focus on language or hands on discussion.

1.6 Substantive communication

1 – 2 – 3 – 4 Comments: The whole lesson is based on communication, with deep question
–5 asking and team skills that require teacher and student instructions.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: only general statements and observational evidence of learning is
–5 shown, there is no clear link if learning will been achieved.

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

2.2 Engagement
1 – 2 – 3 – 4 Comments: All students would be involved in the lesson; there is strong
–5 evidence to suggest the lesson will incorporate all students learning.

2.3 High expectations

1 – 2 – 3 – 4 Comments: Expectations are not clearly stated to suggest that students will
–5 reach a level of achievement.

2.4 Social support

1 – 2 – 3 – 4 Comments: There is mention of all students and their involvement, the lesson
–5 does have a large amount of group work, and behaviors are observed to an

2.5 Students’ self-regulation

1 – 2 – 3 – 4 Comments: No strong self-regulation is evident, students have the ability to
–5 rely on others though out the lesson and as a result lack individual learning.

2.6 Student direction

1 – 2 – 3 – 4 Comments: low student direction is seen, student have freedom within the
–5 rules of the activities but no control over anything else. The teacher creates all
aspects of the lesson.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: There are hints of background knowledge especially with the use
–5 of the Aboriginal warm up game. The lesson does not mention of past
historical connections to the learning involved.
3.2 Cultural knowledge
1 – 2 – 3 – 4 Comments: Some cultural knowledge is evident but is done so in a superficial
–5 manner as there is no explanation that directly link skills learnt.

3.3 Knowledge integration

1 – 2 – 3 – 4 Comments: No link to other subjects.
3.4 Inclusivity
1 – 2 – 3 – 4 Comments: All groups have the ability to participate free from prejudice and
–5 discrimination.

3.5 Connectedness
1 – 2 – 3 – 4 Comments: There is an attempt for outside school usefulness in the lesson
–5 with the use of Aboriginal content, however this is not explaining enough to
be deemed useful for students.

3.6 Narrative
1 – 2 – 3 – 4 Comments: No narrative is used in the lesson.

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for

1) 4.4 Maintain student safety 2) 2.6 Information and Communication
Technology (ICT)
QT model
1) 1.4 Higher-order thinking 2) 3.2 Cultural knowledge

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Modified Lesson Plan:

Topic area: Stage of Learner: Syllabus Pages: 35, 40

PDHPE Stage 5
Date: Location Booked: Lesson Number: 3/5
12/05/2017 Sport Fields or Hall

Time: 60 Total Number of students Printing/preparation

minutes 24
- Book in field or sport hall
- Ensure that a soft cricket ball/tennis ball is used so that
students do not injure themselves.

Equipment needed:
X 20 tennis balls
X 4 cricket bats
X 1 whistle
X 10 markers/ Bases
X 2 Tee stand
X 1 Wicket


-Sport clothes
-Ipads/ pen and paper

Pre set up:

Wana Wana game:
-Position a Wicket in the middle of a circle with 6
markers set out evenly forming a square about 8m from
the wicket and batter.

-Walk through the activity location and remove any

obstructions such as equipment, sticks, rocks ect for

-Ensure resources can be easily assessable either with pre

printing or the use of student Ipad/Computers


(All students should have access to this sheet, either

print sheets or students can use ipads)
139/SP_31864_TIG_resource_K-3.pdf (Print all)

(Edwards, 2008)

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment
Lifelong physical Participate in a range of
Outcome 5.9 A student Questioning, activities physical activities that
formulates goals and discussion and - Competitive/non- meet identified local
applies strategies to teacher competitive Needs and interests and
enhance participation in observation - Recreational evaluate their potential as
lifelong physical throughout the - Cultural significance a lifelong physical
activity. lesson to identify - Correct technique of Activity games. While
the full skills also connecting skills and
Outcome 5.12 A student understanding in past knowledge to
adapts and applies regards to the Aboriginal games.
decision making curriculum such
processes and justifies as:
their choices in
increasingly demanding -Aboriginal cultural
contexts activity’s
-The importance of
historical content
-Correct skills in
regard to technique
-Identify strategies
and apply skills

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities Students will breakdown and learn “cricket fielding”
Aboriginal historical games with reference to and “striking skills” while linking these skills to
modern games (Relationship of cricket and cultural and ICT material.
Wana Wana game (link activities) Student should be able to identify Indigenous game
value and cultural significance, while participating in
General Capabilities relevant cultural activities. This is the third lesson
-ICT capability- youtube clip, Ipad However it’s the first lesson linked with Indigenous
-Creative skills used with reference to ICT and games; a more in depth thinking towards aboriginal
verbal instruction, games and techniques should be seen throughout the
-Application of activities with knowledge lesson.
from a large range of skills.
-Discussion and question answering
- Striking, fielding
-Understanding of cultural games

Time Teaching and learning actions Organisation Centred

Intro Lesson starts in the classroom or on the Teacher: Introduces the lesson with Teacher
10 mins sport field; teacher must have full access to reference to Aboriginal cultural games,
ICT technology such as laptop or projector teacher shows the resource of the Wana
with internet access. Wana example, Observe student warm up.
Note: This section of the lesson is to
prepare the students for the content and also Student: Students listen to the material and
provide students with an understanding gain an understanding of basic Aboriginal
such as: how does this Wana wana link concepts and run 1 lap as a warm up.
with cricket?

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Students will then run a quick lap of the Resources:

oval/ field/ sport hall as a warm up to
prepare for the lesson. s/indigenous/individual_games/bat_ball/wa
Note: Teacher should be watching students na_wana.pdf
close in case of accidents for safely reasons

Body Wana Wana Aboriginal Game: Teacher: Teacher moves students to the Student
A wicket is positioned in the middle of a field for game play (pre set field) and
15 mins circle with 6 markers set out evenly instructions on the wana wana game are
forming a square about 8m from the wicket recapped (history of wana wana, see
and batter. The ball must be bowled from resource). After 1 game question asking
one of the markers and the bowlers aim is begins, the teacher should also be observing
the hit the stumps. The batter must hit the and helping with technique and safe
ball and run to one marker and back. The behavior. Teacher should have digital or
bowling is continuous and as soon as a ball paper copies of the wana wana game for
has attempted to be hit the next player can students review.
go. Whoever hits the stumps can then swap
with the batter. If the batter hits the ball Student: Students should participate in the
within the square, a fielder may go into the wana wana game and are expected to use
square to retrieve the ball but they must run skills explained. Students can refer to wana
to a cone to bowl the ball or throw to wana resource sheet, on either ipad or
somebody else who is at a cone. computer. Students are then to answer
sporting questions.
Progressions: incorporate another ball to
increase the speed of the game (only allow Resources:
one ball to be bowled at a time)
Background context: na_wana.pdf
Read out the background history of the
game (see resource), get students thinking
about the history of the game through X 6 Markers
questions. X Bat
What are some examples of other historical X Tennis ball
games? Give examples

Sport Questioning:
What are the things you need to consider
when striking the ball?
How do you transfer your weight?
What was the most effective striking
What is the advantage of striking the ball
along the ground?
What role did communication and cohesion
play in successful fielding?
Can these skills be transferred to other
striking games? How?

Video demonstration Teacher: Set up personal computer /screen Student

5 mins Students will watch a video that explains and play the resource link, teacher will
the correct technique for hitting a ball off a stop, skip and fast forward the video at vital
T. This visual aspect allows students to parts to enforce the skill set.
identify skills and apply them through the
use of ICT Student: Will watch a video and have a
quick discussion on striking a ball off a Tee

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Resources: Computer or screen for video

Small Sided Game: Voluntary T Ball Teacher: Teacher will set up the next game Student
20 mins Class split into 4 teams. Set up 2 T Ball while explaining the rules to the class.
fields side by side (Ensure safe distance Teacher will observe and monitor students
between the two fields). Students strike the through this activity and give guidance in
ball of a T. Once they strike the ball they regards to correct technique, Observe
are to run to any base in an anti-clockwise student through the game and ensure
direction. For every batter that makes it correct use of equipment, and safety zones.
back to the home base they will receive 4
points (1 point per base). For every batter Student: Students will participate in the
still left out in field when the last batter game and remain at a safety zone distance
bats, they will have deducted (1 point per at all times when not involved, students
base remaining). If a runner does choose to will work in teams. Students must remain
run they must continue to the next base, in the safety zone when not participating or
they cannot go backwards to the previous resting.
base they have just left. Students are able to
choose when they run and they do not have Resources:
to run (students may pile up on bases X 2 Tees
however a maximum of 5 students per X Tennis balls
base). For example, if there are 5 students X 4 Bat (1 per group)
at a base, on the next bat, at least 1 student X 10 markers/ Base
must run to the next base (to allow the
batter to assume a position at the base).

Note: set up a safety zone 3m for game

play that students who are not participating
must stand to avoid getting hit will the ball

Progressions: no longer voluntary run and

3 out rule-teams swap, have a smaller max
number of runners at bases. Have 1 student
wearing a coloured bib worth double points
if they make it home (Also worth double
points if they don’t make it home. Remove
the T and all a bowler to bowl).

Individual Cultural Application Discussion Teacher: Sits students down and ask Teacher
Reflection individual students cultural questions that
5 mins Cultural Questioning: link with the games played. Focus on
What games span from the wana wana individuals at this point, and direct their
game? thinking by acknowledging student ideas.
How is this game different from modern
games? Student: All students are to take notes on
Explain the similarities to cricket? similarities and differences while teacher is
Why are Aboriginal games important? directing questions to other students.
What are some similarities to Wana wana
and T-ball? Are the skill different or Resources: access to pen/paper or ipad for
similar? How? taking notes on similarities

Note: Point individual students out of the

class and directly ask questions to these
students to regulate self learning

Group In their teams students will discuss the Teacher: Get the students to sit in their Student
Reflection technique for batting and fielding while teams and discuss further, the application of
linking Aboriginal games to modern games. cultural games. Hand out a different

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

5 mins All students including non-participants Aboriginal game to each group from the
(injury/no uniform) should be actively work sheet and get students to link these
contributing to discussion. The main focus games with modern games. Teacher will
of this section is for students to identify the walk around to each group and examine/
difference in games when comparing observe their ideas.
modern and Indigenous activities Teacher should assess if students have had
an understanding of cultural games, skills
and historical knowledge though the lesson,
and if requirements have been achieve
based on responses.

Student: Students will sit in groups and

discuss the link with historical and modern
games. Each group will receive one game
from the list of aboriginal activities and
break down the skills involved. Students
will then link these skills to other modern

Resources: Printed worksheet 1 game for

each group

What have I learned about the teaching and learning process when preparing this lesson?

After restructuring this lesson plan there were a few main points that I noticed and will take
into consideration when structuring my future lessons as a PDHPE teacher. When structuring
the lesson I found it important to keep the flow of the lesson consistent, the original lesson
plan had a very well structured flow and all activities went well together. In modifying this
lesson plan I did have to rearrange sections in order to make the lesson work in the real
Another main area for consideration was the use of ICT in the lesson; by implementing ICT I
believe it will be a great benefit for students especially when leaning new skills. Technology
use in the classroom tends to keep student attention while giving a new platform for learning.
ICT was not present in the original lesson plan at all; I feel that after simply showing a video
and giving students the opportunity to use ipads during class, it could allow students to gain
an education from a wide range of resources as oppose to limiting students by handing out
Overall, this assessment has given me a good idea about what to think about when creating
lessons, and has inspired my thinking in regards to the quality of the learning that I am
providing, by mixing a lesson with different platforms of learning I feel my lessons will be of
a higher quality.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.9 Teacher will observe though the lesson and identify
correct skill and application to a range of activities.

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

5.12 Informal Informative process of assessment through the

use of question asking and class discussion.

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?

The issues with this lesson are the use of bats and tennis balls as they can cause harm if
used in an incorrect or inappropriate manner. Throughout the lesson there will be safety
zones in which students must stand if not carrying a bat so they remain at a safe distance.
The teacher will also observe bat holders to avoid misuse and handle any problems in an
appropriate manner, such as sitting students out of game play.

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Academic Justification
Bowen’s (2015) lesson plan has a good structure and flow with brief reference to cultural

processes and skill activities. The changes made to this lesson were minor as the lesson itself

was well structured to begin with. The main areas lacking came from safety considerations,

cultural knowledge, lack of ICT and further use of higher-order thinking strategies, Bowen’s

(2015) lesson address indigenous games, however the depth of cultural content and the

connection to the skills taught was minimal. There were also problematic areas in terms of

the class discussions, which only focused on skills with no deep thinking towards Indigenous

influence, which was another course for concern (Yunkaporta & McGinty, 2009). Two main

areas focused on in the Australian Professional Standards for Teachers (AITSL) (2011) were

standards 4.4 and 2.6; these were identified, as they seemed to be important areas in regards

to having a successful PDHPE Lesson (Stigler & Hiebert, 2009).

4.4 Maintain student safety was a concern after reviewing the original lesson; there are minor

remarks to student safety, which can be seen in the consideration section, yet these do not

concern all safety precautions throughout the entire lesson. When modifying the lesson

further safety measures were incorporated such as; setting up safety zones that students must

stand in when not participating, clearing the activity space prior to lesson and lastly close

teacher observation. Implementing these strategies lowers the risk of accident and injury, as

there is a less likely chance of inappropriate behavior, accidents with equipment and a low

risk of students running into obstacles that can cause harm if left unattended by the teacher.

All these factors provide and maintain safety throughout the lesson (MacSuga-Gage,

Simonsen, & Briere, 2012).

2.6 Information and Communication Technology (ICT) is another area that was left out of the

original lesson plan, the implementation of the youtube clip by Pro Swing NY (2011)

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

provides students with a new form of learning. Hayes (2007) states that implementation of

ICT can enhance learning and engage students; by implementing the video it engages

students while providing a visual foundation to learn the skill of batting. Ipads can also be

used in the reflection and discussion section of the lesson, that further expands on self-

learning when students use technology (Zumbrunn, Tadlock & Roberts, 2011), this allows

individual student direction as opposed to a direct teacher approach. The use of this

technology allows students to gain information and communicate while learning, which

better meets the standards when compared to the original lesson, as more technology is now

incorporated (Tondeur, Van Keer, Braak & Valcke, 2008).

In regard to the NSW quality teaching model the two areas that required improvement were

higher-order thinking and cultural knowledge (NSW Department of Education, 2003). (1.4)

Higher-order thinking is an area that was not very well displayed in the lesson as there was

no solid opportunity for students to discover, create and solve problems on their own merit.

Barak and Dori (2009) states with the use of critical thinking through complex questions may

have the effect of higher- order learning. The modification made was the implication of skill

and cultural questions with the use of group/individual work through the lesson. This gives

students the chance to link cultural knowledge and abilities learnt through the indigenous

activities, while the questions in the lesson allow for open discussion and interpretation. This

simple method gives a higher-level of thinking to students, as they receive the opportunity to

discover and create ideas on their own while making links to skills and culture (NSW

education Authority, 2017).

The final change to the lesson plan was the amount of (3.2) cultural knowledge that was

implemented in the activities. Sadly there was little indigenous culture influence throughout

the lesson; the only sign of cultural links was the use of the wana wana game, which had little

significance in the lesson. More background information was required to highlight the

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

understanding of indigenous culture. This was achieving with the use of the indigenous game

worksheet and the discussion activity in the reflection section, which gave students the

opportunity to link indigenous games to modern games. Another element was the use of

background knowledge on the wana wana sheets that also gives an understanding of the

history to students. Harrison and Greenfield (2011) shows that by acknowledging indigenous

cultural influence it creates further awareness and give students a correct perspective on

historical content, by added these few elements into the lesson cultural knowledge can been

achieved (John, 2006).

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

i References:

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

Australian Curriculum, Assessment and Reporting Authority. (2016). Retrieved March 23,

2017, from

Barak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among inservice

science teachers via embedded assessment. Journal of Science Teacher

Education, 20(5), 459-474.

Bowen, S. (2015). Lesson Plan 3: Physical Education Unit PDHPE Stage 5. Retrieved from


Edwards, K. (2008). Yulunga: Traditional indigenous games.

John, P. D. (2006). Lesson planning and the student teacher: re‐thinking the dominant

model. Journal of Curriculum Studies, 38(4), 483-498.

Harrison, N., & Greenfield, M. (2011). Relationship to place: Positioning Aboriginal

knowledge and perspectives in classroom pedagogies. Critical Studies in

Education, 52(1), 65-76.

Hayes, D. N. (2007). ICT and learning: Lessons from Australian classrooms. Computers &

Education, 49(2), 385-395.

MacSuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective Teaching Practices:

Effective Teaching Practices that Promote a Positive Classroom Environment. Beyond

Behavior, 22(1), 14-22.

NSW Department of Education. (2003). Quality teaching in NSW public schools. Sydney:

Professional Support and Curriculum Directorate.

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

NSW education Authority. (2017) Personal Development, Health and Physical Education

Years 7–10 Syllabus. Retrieved from


Pro Swing NY. (2011, February 14) How to Hit Off of a Tee - ProSwing Tip of the Week

[Video File]. Retrieved from

Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's teachers

for improving education in the classroom. Simon and Schuster.

Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the

classroom: Challenging the potential of a school policy. Computers &

Education, 51(1), 212-223.

Yunkaporta, T., & McGinty, S. (2009). Reclaiming Aboriginal knowledge at the cultural

interface. The Australian Educational Researcher, 36(2), 55-72.

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated learning in

the classroom: A review of the literature. Metropolitan Educational Research

Consortium (MERC).

Assessment 2: Designing Teaching and Learning Blake Chandler: 17534550

Learning Portfolio Web Link: