Taylah Cooke 17237534

Sample Lesson Plan – PDHPE

Year/Stage: Year 7–8/Stage 4

Syllabus reference:

Strand 3: Individual and Community Health

Content: Students learn about: drug use - short‐term and long‐term effects of drugs on health and
wellbeing.
Students learn to: describe the short-term and long-term effects of tobacco.

Outcome 4.6 A student describes the nature of health and analyses how health issues may impact
on young people.
Text: Jump into PDHPE Book 1, Macmillan, Chapter 4, pp 80–84. A Watt, M Nemec, B Dawe (1999).

Language focus: Explaining cause and effect, technical terms in anatomy and physiology,
evaluating.
Preparing for reading (Stage 1)

Background knowledge: (review of previous learning)

 making lifestyle decisions

 body system & organs, especially respiratory and cardiovascular systems
 addiction to nicotine and other drugs

Summary of the text: (dot-point for each section)

 Smoking kills thousands of people each year and makes thousands more very sick.
 When a smoker inhales, the nicotine goes straight into their blood and up their brain- the heart,
blood, lungs and kidneys are all affected.
 Smokers become addicted to nicotine- when they try to give up they suffer withdrawal symptoms
that can be very bad.
 When they get addicted, people keep smoking- over the years the long-term effects of smoking
become evident in people’s bodies.
 If they keep smoking for years, they are likely to get diseases that kill them or make them very ill
and disabled, such as heart disease, stroke, gangrene, cancer and chronic respiratory disease.
 Because smoking is so bad for people’s health, Australian governments have passed laws to try
to stop young people from starting to smoke, and to protect people from passive smoking.

Detailed reading (Stage 2)

Read each paragraph, discuss and have students mark key information. In this sample lesson plan,
the information to mark is highlighted in the accompanying copy of the text. Detailed reading may
be performed on part of the text and/or may be set for students to complete individually or in
groups.
Note: Discuss the illustrations that accompany the text as it is read.

Note-making from the text (Stage 3)

These following are examples of notes from the information highlighted on the accompanying text.

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Consequences of smoking

 Largest preventable cause of sickness and death in Australia

 Over 19 000 people die each year- long-term effects of tobacco
 Pain and discomfort – disability - amputated limbs – emphysema
 Huge burden on our health-care system
 Economic cost – absent from work – job performance - $9 billion each year

Immediate effects

 Nicotine
─ rapidly absorbed into bloodstream
─ reaches brain within 7 seconds
 Immediate effects:
─ increased heart rate and blood pressure
─ reduction of oxygen delivered to tissues
─ reduction of urine produced by kidneys
─ paralysis – small hairs lining airways and lungs (cilia)
─ dizziness and nausea

Dependence
 Effects of nicotine diminish with regular use – larger amounts of nicotine to get the same effect
– developed a tolerance
 Dependent if:
─ difficulties trying to give up smoking
─ continue to smoke – don’t enjoy it
─ overwhelming desire
─ smoke soon after waking up
─ unpleasant effects if you try to stop
 Withdrawal symptoms:
─ tremors
─ nausea
─ sweating and dizziness
─ anxiety and irritability
─ headaches
─ concentration problems
─ increased appetite
─ restlessness and impatience
─ depression
─ fatigue
─ problems sleeping
 Severity of effects will start to decrease after 3 weeks

Long-term effects

 Skin wrinkles and ages prematurely

 Shortness of breath
 Stains the fingers and teeth
 Fitness and performance in sport

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─ impaired circulation
─ less oxygen in the blood
─ reduced endurance capacity
 More prone to certain diseases
─ damages the body's immune system
─ respiratory viral infections
─ malignant tumours
 ‘Smoker’s cough’ – cilia recover from their paralysis – remove all irritants

Heart disease

 Damages the lining of blood vessels – blood clots

 Blocking of the arteries around the heart – heart attack
 Major preventable cause of heart disease
 70 per cent greater chance of premature death

Stroke

 Brain deprived of oxygen

 Increases risk of stroke by at least 50 per cent

Gangrene

 Loss of oxygen to surrounding tissues – tissues die

 Mainly in extremities – fingers, hands, feet, toes – amputated

Cancer

 Thirty per cent of all cancer deaths

 43 known carcinogens in tobacco smoke
 Ten times more likely to contract lung cancer – cancer of the stomach, bladder, kidney, pancreas,
throat and mouth
Respiratory disease

 Chronic bronchitis and emphysema

 Destroy the air sacs (alveoli) – breathing difficulties – pneumonia – ten times the risk of bronchitis

Other health problems

 Vision
 Stomach ulcers
 Smoking mothers – underweight babies – more stillbirths
 Children of parents who smoke more likely to develop respiratory diseases

Smoking and the law

 Legislation
─ dangers of passive smoking
─ reduce incidence of young people taking up smoking
 Criminal offence – sell tobacco products to people under 18 – official proof of age

Note-making may be performed on part of the text and/or may be set for students to complete
individually or in groups.

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Joint construction from notes (stage 4)

This is an example of a text that could be written from the notes in stage 3.

The consequences of smoking

Every year, the chemicals in tobacco kill over 19 000 Australian. Thousands more suffer from great
pain and discomfort, disability, amputated limbs or emphysema. Unlike many other causes of death
and illness, smoking is preventable, but it kills or makes more people sick than any other
preventable cause. It wastes the resources of the health-care system and costs the economy around
$9 billion each year.
The immediate effects of smoking a cigarette include rapid absorption of nicotine into the
bloodstream, reaching the brain within 7 seconds. The heart beats faster and blood pressure goes
up less oxygen gets to the body, the kidneys produce less urine, the cilia hairs that line the airways
are paralysed, and the smoker may feel dizzy and nauseous.
With regular smoking, the effects of nicotine diminish, so the smoker needs more nicotine to feel
the same effect. This is called developing a tolerance to a drug, so that users become dependent
or addicted. Nicotine is a more addictive drug than heroin. Smokers are addicted to nicotine if they
find it hard to give up, if they keep smoking without enjoying it, if they feel a strong desire for
cigarettes, if they smoke first thing in the morning, and if they have withdrawal symptoms when
they try to stop. Withdrawal symptoms from smoking include tremors, nausea, sweating and
dizziness, anxiety and irritability, headaches, concentration problems, increased appetite,
restlessness and impatience, depression, fatigue and problems with sleeping.
In the long-term, smokers’ skin wrinkles and ages prematurely, they get short of breath, their
fingers and teeth become stained, they lose fitness and performance in sport, particularly
endurance, because they have less oxygen in their blood and less circulation. Smokers are also
likely to get to diseases such as respiratory infections like flu bronchitis because their immune
system is damaged, as well as cancer. They also get ‘smoker’s cough’, especially at night when their
cilia recover from paralysis and try to get rid of the irritants that smoking leaves in the airways.
Smokers are more likely to get heart disease, stroke, gangrene, cancer and chronic respiratory
disease. Because smoking damages the lining of blood vessels causing blood clots, the arteries
around the heart can become blocked, causing a heart attack. Smokers have 70 per cent more
chance of dying early from heart disease. Because smoking deprives the brain of oxygen, smokers
are 50 per cent more likely to have a stroke, from blood clots in the brain. Because it reduces
oxygen supply to the body’s tissues, tissues die and become gangrenous, particularly in the body’s
extremities such as fingers, hands, feet and toes, which must be amputated. Because tobacco
contains 43 known carcinogens, smokers are ten times more likely to get lung cancer, as well as
stomach, bladder, kidney, pancreas throat and mouth cancer. Smoking causes thirty per cent of all
deaths from cancer. Because smoking destroys the alveoli, or air sacs in the lungs, smokers are ten
times more likely to get chronic bronchitis as well as pneumonia and emphysema, making it hard
to breathe. Smoking can also damage the eyes and cause stomach ulcers.
Babies are more likely to be born underweight or dead if their mothers smoke. Children are more
likely to suffer respiratory diseases if their parents smoke.
Australian governments have passed laws to prevent passive smoking or breathing in smoke from
other people’s cigarettes.

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Joint construction may be performed on part of the text and/or may be set for students to complete
individually or in groups.

Source: This lesson plan was sourced from the Board of Studies website.

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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
1–2–3–4–5 Comments: There is no explicit information based on diverse backgrounds within the lesson
plan.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: There are no strategies regarding Aboriginal and Torres Strait Islander students in
the lesson plan.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: There is no evidence of differentiation for specific student needs across the full
range of abilities.

1.6 Strategies to support full participation of students with disability

1–2–3–4–5 Comments: No information is given regarding students with disabilities.

2 Know the content and how to teach it

2.2 Content selection and organization
1–2–3–4–5 Comments: Not a great deal of content selection is evident, whilst organisation is simple.

2.3 Curriculum, assessment and reporting

1–2–3–4–5 Comments: The lesson directly follows the syllabus within the curriculum, however there is
minimal indication of assessment and reporting.

2.6 Information and Communication Technology (ICT)

1–2–3–4–5 Comments: There is no inclusion of information and communication technology in this lesson
plan.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4–5 Comments: No establishment of challenging learning goals is evident in the lesson plan.

3.2 Plan, structure and sequence learning programs

1–2–3–4–5 Comments: There does not seem to be a high level of planning for this lesson, the lesson is
quite simple. It is structured and sequenced though.

3.3 Use teaching strategies

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1–2–3–4–5 Comments: There is little information on teaching strategies, it is assumed that the strategy is
the use of the textbook with note-making but this is not explicitly stated.

3.4 Select and use resources

1–2–3–4–5 Comments: The only resource in use in this lesson plan is a textbook, to a certain extent this
outcome is achieved.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4–5 Comments: Student participation is somewhat mentioned where the lesson states the note-
making can be performed in groups. The is no explicit evidence of the teacher encouraging
student participation.

4.2 Manage classroom activities

1–2–3–4–5 Comments: Although there is only one activity in the lesson the management seems to be of a
high level.

4.3 Manage challenging behaviour

1–2–3–4–5 Comments: There is no mention of behaviour or how to manage challenging behaviour.

4.4 Maintain student safety

1–2–3–4–5 Comments: There is no evidence of maintaining student safety within the lesson, however the
lesson is educating students on drug use, this could be considered a safety measure.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4–5 Comments: ICT is not included in this lesson plan.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4–5 Comments: No form of assessment takes place in this lesson.

5.2 Provide feedback to students on their learning

1–2–3–4–5 Comments: The teacher does not provide feedback at any time within this lesson plan.

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 – 5 Comments: Students are encouraged to develop a deep knowledge for the topic to a certain
level given the prescribed textbook is outdated and less engaging as ICT would be.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: Students are encouraged to gauge the understanding at a deep level but only to a
certain extent given the only research tool is a prescribed textbook.

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1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Students are given the opportunity to broaden their minds and attitudes thorough
research. Pre-conceived ideas can be altered through the research undertaken.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Students are not instructed to think beyond the facts within the text provided. They
are merely considering facts and figures.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There is no real evidence relating to metalanguage in this lesson plan.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: There is little evidence for substantive communication between teacher and students,
however there is some evidence implied between students if they participate in the group work
option.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: The teacher has not explained what the students will learn and to what level they
want their students to achieve in this lesson plan. This inclusion would make the lesson more
powerful and useful.

2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Students are encouraged to engage with each other if the not-making section of the
lesson is performed in groups. If not, there is little engagement present between teacher with
students and students with students.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: There are no expectations set by the teacher in the lesson plan. This inclusion can
make the lesson more significant in the long term.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: There is little evidence of the teacher providing social support to their students. If
the students participate in the group work option, there is some social support provided between
the students.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: Students are left to facilitate their own work, it is implied that students with self-
regulate, however if they work in groups they may become distracted and lose focus from the
task.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Some direction is evident in the notes that students take and discussions they have,
however there is little direction within the text they are required to read for note taking.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Background knowledge is explicitly stated in the lesson plan, with a review of
previous learning occurring at the beginning of the lesson.

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3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: No specific mention of cultural or social groups. Minimal scope is evident but would
be beneficial for students when learning/talking about drug use and the potential issues.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: There is a low level of integration within this topic and lesson. Unfortunately, this
topic and lesson only really relate to the PDHPE learning area.

3.4 Inclusivity
1–2–3–4–5 Comments: No evidence of inclusivity on terms of culture or disability, but the lesson states it
can be performed either on an individual level or within a group setting.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Drug-use is an extremely important and relevant topic to learn about, as we know
drugs are everywhere outside of the ‘school’ world.

3.6 Narrative
1–2–3–4–5 Comments: There is no evidence of any personal stories, case studies or narrative techniques.

Section 3: Identifying Areas for Improvement

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

APST
1) Information Communication Technology (ICT) 2) Provide feedback to students on their learning
QT model
1) Narrative 2) Engagement

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Lesson Plan

Topic area: PDHPE Stage of Learner: 4 Syllabus Pages: 12- 4.6, 4.7, 4.8

Date: 10/05/2017 Location Lesson Number: 2/4

Booked: PDHPE Room
Time: 60 minutes Total Number Printing/preparation:
of students: 25 Tables moved to make 5 group areas.
Students asked to bring their own
devices to lesson.
Teacher brings own laptop to class
Projector set up in classroom

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Mini group presentations Drug use – short-term and Describe the short-term and long-
4.6 Describes the nature of health at the end of the lesson. long-term effects of drugs term effects of the drug of your
and analyses how health issues on health and wellbeing. choice (from the list given).
may impact on young people Questioning throughout
4.7 identifies the consequences of the lesson in small group
risk behaviours and describes settings.
strategies to minimise harm
4.8 describes how to access and Class discussion at the end
assess health information, of the lesson
products and services
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Students are completing the unit ‘Individual and
General capabilities Community Health’
ICT capability- research conducted on national Students have prior knowledge of making
drugs campaign website lifestyle decisions, body system and organs,
especially respiratory and cardiovascular systems
Literacy- Creating the mid lesson presentation and addiction to nicotine and other drugs.
Students will be applying their knowledge of the
human body and addiction to create a
presentation. This will be the time they have
presented to the class in an informal manner. As
they are using ICT it is important for the teacher
and students to set up cyber safety rules for the
safety and wellbeing of students.

Time Teaching and learning actions Organisation Centred

T/S

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Intro Teacher asks questions Teacher: Introduces class to the Teacher

2 mins Teacher starts by passing a small l soft ball around
and asks each student the best part of their day so far
to get them settled into the class. The rest of the class
continue as the teacher sets up laptop and projector.
lesson. Sets up laptop and projector
whilst students pass ball around
Student: Students take a seat without
taking equipment and wait for the
teacher’s instructions. They then
participate in throwing of the soft ball
and answering the question asked for
that lesson.

Resources: Small soft ball

Laptop
Projector
Body Recap of previous lesson Teacher: Teacher presents a short Teacher
Making lifestyle decisions recap to the class whilst asking and
3 mins Body system & organs, especially respiratory answering questions
and
cardiovascular systems Student: Students listen attentively to
Addiction to nicotine and other drugs the teacher and answer questions the
teacher asks or ask any questions they
have themselves.

Resources: PowerPoint slide with

recap. Teachers laptop.
Discuss the lesson Teacher: Teacher instructs students Teacher
Teacher instructs students on the objective of today’s about the lesson.
5 mins lesson. Teacher instructs students they will be
numbered and told when to move. This is to reduce Student: Students listen attentively
confusion and time wastage. and move when the teacher tells them

Resources: PowerPoint slide with

lesson break down. Teachers laptop.
15 mins Allow 15 minutes of research time Teacher: walk around the room Student
Students will spend 15 minutes discussing and observing students research about
researching their chosen drug. The teacher will guide drugs, joins in to help groups and ask
them but encourage them to facilitate their own questions for a couple of minutes
learning by picking a drug they are interested in each.
learning about.
Student: Students use a device to
research about drug use and the short
and long term effects of drugs on
health and wellbeing. Each student has
a job within this 5-minute window.
Resources: Students bring their own
device or tablet (BYOD/BYOT). One
shared between each group.
PowerPoint presentations Teacher: Teacher sits and Student
20 mins Students present a 3-minute PowerPoint watches/listens to group
presentation in their groups of 5. presentations.
The presentations include the drug they chose, why
they chose it and its effects on the human body. Student: In groups, students present
their PowerPoint presentations to the
rest of the class.

Resources: Students own devices and

projector

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Conclusion Full class discussion including feedback
Teacher facilitates a class discussion in which all
10 mins students are encouraged to participate no matter
their cultural background or if they have a disability.
Questions included will be:
What is your take home message about todays’ class?
What did you enjoy about today’s class?
Is there anything you would do differently?
What is your stance on drugs and drug use?
Teacher: facilitate class discussion. Teacher
When students’ answer the questions,
type them into a word document to
bring to the next lesson to show the
students what they learnt previously.
Student: Class discussion and sharing
of thoughts and ideas about what they
have learnt about.
Resources: Teachers laptop

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

When revising this lesson plan, I discovered that incorporating ICT is essential for
today’s technological generation. The original lesson plan seemed tedious and boring, with
the incorporation of ICT the task is immediately set up to be engaging and helps facilitate
students own learning. It is important for students to be able to self-regulate and direct
themselves in their learning. This lesson needed to be more than just note-taking, including
the informal assessment of the presentation allowed me to decide this is how the teacher
will know if the students have taken anything out of the lesson. The purpose of every lesson
is so students will learn something no matter how much or how little.

There needed to be assessment and feedback included in this lesson, throughout

this process I learned that students need to know they are not learning for no reason and
that they need to be listened to and their work deserves to be seen. I was disappointed in
the lesson plan that I found because of how little detail it had, but then it also made it
advantageous in terms of changing it to make it better. I learnt that details within a lesson
plan can make the difference in the quality of the lesson and participation of the students.

Overall, I learnt that lessons do not always go to plan, but if you provide options for
your students then they may be more inclined to want to participate. Giving them a say in
their education shows that the teacher cares about their students’ opinions and that they
are willing to take them on board to achieve the results needed. This assignment has taught
me that lesson planning is essential and can be complex but that it will become easier with
time and more experience.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.6 describes the nature of Informal formative assessment during group presentations and class
health and analyses how discussion.

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health issues may impact on

young people
4.7 identifies the Informal formative assessment through observation, group
consequences of risk presentations and class discussion.
behaviours and describes
strategies to minimise harm
4.8 describes how to access Informal formative assessment during class discussion and through
and assess health group presentations.
information, products and
services

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?
The major potential risk factor in this lesson is cyber safety. It is important to keep students
focused within the lesson and have them remain on task. The issue with introducing ICT in this
topic is that they may be exposed to certain content that is inappropriate for their age (12-13)
and they may become distracted with social media. Careful preparation should be taken before
this lesson to ensure the teacher which websites are going to be recommended and that
during the lesson the teacher will remain observant and diligent to protect their students.

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Academic Justification

The original lesson plan attached to this paper is an example from the Personal

Development Health and Physical Education (PDHPE) syllabus for stage 4 or year 7 and 8
(BOSTES, 2014). This lesson plan was disappointing and showed many gaps when

considering the Australian Professional Standards for Teachers (AITSIL, 2014). However, this
gave me a chance to modify the lesson plan to make it more engaging for students in

today’s technologically dependent generation.

Standards 2.6 in the Australian Professional Standards for Teachers (APST) model
and 2.2 in the Quality Teaching (QT) model have been addressed through the inclusion of

information and communication technology (ICT). The original lesson did not include ICT
at all and did not seem to grasp the awareness that technology could engage students

more than an outdated textbook. Casey and Jones (2011) found in their research that the

use ICT in PDHPE is a catalyst for enhancing student appreciation of their learning. It was
essential to include a more engaging task than note-taking within the lesson, therefore the

inclusion of the PowerPoint presentation was made. Not only does this allow the students
to direct their own learning but it enables the teacher to informally assess the students on

their knowledge of the topic. Furthermore, Terzon (2017) wrote about students experiences
and decision making when a school in Cairns trialled virtual reality technology to learn

about drug and alcohol use. This article displays how ICT can improve almost all the
standards in the QT model.

Standard 5.2 in the APST is not addressed in the original lesson plan and is an

essential part of teaching and learning. Providing feedback is important to encourage and
motivate students for further learning (Ghani & Asgher, 2012). The modified lesson plan

addresses standard 5.2 as the teacher provides feedback to each group at the end of their
presentation and through the inclusion of the class discussion at the end of the lesson.

Geitz, Brinke & Kirschner (2016) also found that the use of feedback from teachers and
peers helps students develop life-long learning skills and serves as motivation.

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Standard 3.6 in the QT model needs to be addressed when learning about drug use.

Narrative can help assist a student and provides them with a more realistic version of their
learning. Narrative is an important aspect of teaching, it enables students to relate to the

topic. Butcher (2006) found that stories can change a students’ perspective. Narrative is
introduced through the research section of the lesson. Students can look at various

websites including the Department of Health’s national drug campaign website and
youtube as two examples. Youtube can be used as a supplementary resource to national

drug campaign website. This form of narrative will allow students to see first-hand through
data and video about drug use and the impact this has on individual health and health in

the community. Gooblar (2015) states that narrative as a teaching strategy are “great
attention-getters” they encourage students to take on a more active role in the classroom.

This could lead to an increase in inclusivity and engagement within the classroom.

The last standard to have been modified is 2.2 from the QT model. Engagement is
one of the most important parts of classroom practice, but can be extremely difficult (Akers,

2017). Before students will engage with a teacher, they must feel respected and attended
to. The revised lesson plan seeks to increase engagement by using the game at the

beginning of the lesson, this game is designed to get the class interacting and talking with
each other. The aim of the game is for students to become within the classroom with both

their teacher and peers, it is also a way for students to express themselves.

The group presentation and class discussion also seek to improve the engagement.

The original lesson plan gave the option of group but did not explicitly state whether this
is the preferred approach. By incorporating these activities in the lesson, student

engagement reaches higher levels with peers and the teacher. According to McGlynn &
Kozlowski (2016) group work can provide opportunities for students to challenge

themselves and support struggling students to improve. It has been found that group work
can have a hugely positive impact on student engagement in the classroom.

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i
References

Akers, R. (2017). A journey to increase student engagement. Technology & Engineering

Teacher, 76(5), 28-32. Retrieved from

http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?sid=c

e41d5f8-d004-4c43-91d8-2fdb8497f778%40sessionmgr4007&vid=7&hid=4104

Australian Institute for Teaching and School Leadership. (2014). Teacher standards.

Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Board of studies. (2014). PDHPE sample lesson plan. New South Wales Education

Standards Authority. Retrieved from http://www.boardofstudies.nsw.edu.au/7-10-

literacy-numeracy/pdf-doc/pdhpe-sample-lesson-plan.pdf

Butcher, S.E. (2006). Narrative as a teaching strategy. The Journal of Correctional

Education, 57(3), 195-208. Retrieved from

http://www.olc.edu/~khecrow/webfolder/Research/Butcher.pdf

Department of Health. (2013) National drugs campaign. Australian Government.

Retrieved from http://www.drugs.health.gov.au/

Geitz, G., Brinke, D. J., & Kirschner, P. A. (2016). Sustainable feedback: Students' and

tutors' perceptions. The Qualitative Report, 21(11), 2103-2123. Retrieved from

https://search-proquest-

com.ezproxy.uws.edu.au/docview/1847465542?accountid=36155

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Ghani, M., & Asgher, T. (2012). Effects of teacher and peer feedback on students' writing

at secondary level. Journal of Educational Research, 15(2), 84-97. Retrieved from

http://search.proquest.com.ezproxy.uws.edu.au/education/docview/1465211553/f

ulltextPDF/41642E95FCA4CAFPQ/3?accountid=36155

Gooblar, D. (2015, July 29). Narrative in the classroom. Chronicle Vitae. Retrieved from

https://chroniclevitae.com/news/1078-narrative-in-the-classroom

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dangers-of-alcohol/8516872

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Learning Portfolio Web Link

http://tamcooke.weebly.com/

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