KRISTY KUNOVSKI

17996150
Personal Development Health and
Physical Education (PDHPE) Lesson Plan
Analysis and Revision

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template
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: Deep knowledge focuses on throwing skills and the movement progression
and biomechanics. However, the second half of the lesson interrupts the knowledge as
they perform overhand throws when they were only given performance instruction on
underarm throws.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: Deep understanding is highly evident in the practical lesson. Students have
the opportunity to present their understanding through their performance of the activity.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Knowledge is open to multiple perspectives with the use of the coaches’ eye
app and discussion amongst partners. Although, most content is factual such as the
technique to perform the movement, students can construct their own knowledge by
performing the activity.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: High order thinking is demonstrated within the lesson as students organize,
apply, and engage with the task by performing it. Students also analyze, synthesis and
evaluate information through teacher questioning/ debrief and the coaches eye app.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Demonstration and brief instruction of the term ‘biomechanics’ is recapped at
the beginning of the lesson. Students use symbols and images in the coach’s eye app to
interpret language such as (angles, posture, speed, swing motion). Further metalanguage
is needed throughout the lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Substantive communication is evident with students interacting in pairs, with
their teacher and the whole class, by performing, analyzing, questioning and feedback of
the activity.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Students examine the quality of their work and peers using the coach’s eye
app. They are also prompted to examine their performance through class discussion/
teacher questioning of technique, skill and execution.

2.2 Engagement
1–2–3–4–5 Comments: All students are engaged as they all have a role to play in the activity.
Whether it be setting up the activity for your partner or observing/ recording technique,
performing the task, participating in class discussion, or leading the cool down stretches.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: Students are challenged by successfully performing the task; however the
teacher provides feedback on quality of movement which may or may not imply to try
harder and take risks.

2.4 Social support

1 – 2 – 3 – 4– 5 Comments: Social support is evident in peer evaluation (coach’s eye), teacher feedback
 throughout the lesson, and most certainly in the video where the teacher debriefs and
addresses their performance. I am unsure whether there were reluctant students to be
addressed.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: Students are provided with the opportunity to initiate the activity with their
pair by setting up the task, evaluating whether it is too hard or easy and making
judgements to modify the activity or making it into a game to challenge themselves.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Students do not negotiate choice, time, or criteria of the activity. They can
somewhat pace the activity depending on the successfulness of their performance;
however, they’re are working within a time set by the teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Sharing knowledge is gathered in the previous lesson which focuses on
movement progression/sequence. The throwing action connects to out of school context
where individuals may have learnt the action as they grew up.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: Weet Weet is an Aboriginal game integrated towards the end of the lesson
which challenges dominant culture. The game recognizes and values students from
diverse social groups. However, it is not integrated within the whole lesson.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Connections to science are made by analyzing biomechanics of the movement
throughout the whole lesson and ICT is used within the coach’s eye app.

3.4 Inclusivity
1–2–3–4–5 Comments: There are no clear indicators that all cultural/social backgrounds are targeted,
however all students are encouraged to participate throughout the whole lesson.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The throwing activity moves beyond the lesson to everyday life activities
(biomechanics) of all movements. Students can connect their knowledge of Indigenous
games and explore the meaning and significance of their culture beyond the classroom.

3.6 Narrative
1–2–3–4–5 Comments: Narrative is used for 10 minutes at the end of the lesson where students play
an Indigenous game. Story is explained and the actions are played. There is a need for
more narrative integration throughout the lesson to enrich student understanding.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1)Narrative 2) Metalanguage
3) Student Direction 4) High Expectations

RED = Intention to delete original content | BLUE= Modification | BLACK = Retaining original content
Topic area: Movement skills in action Stage of learner: 4 / year 8
Date: Location Soccer field Lesson No. 2/3
booked:
Time: 60 mins No. of 20 Preparation/ - Hoops x 4
students Resources: - Vortex x 15
- Pylon markers x
40
- Tennis balls x
10
- IPad (Class set)
- Softball bases x
10
- Beanbags x 40
- Frisbee hoop
goal x 10

Syllabus strand(s) Outcomes Assessment

Health, Wellbeing and N/A Syllabus outcomes: - Teachers observations of
Relationships Outcome 4.11 Demonstrates how movement student’s collaboration,
skills and concepts can be adapted and communication,
transferred to enhance and perform movement discussion and
engagement in pairs and
sequences
group
- Student participation
Outcome 4.10 Applies and refines interpersonal during questioning and
skills to assist themselves and others to interact discussion
respectfully and promote inclusion in a variety
of groups or contexts

Movement Skill and  Demonstrate and explain how the

Performance ACPMP084 elements of space, time, objects,
Health, Safe and Active N/A effort and people can enhance
Lifestyles movement sequences

Key inquiry questions Syllabus content Contexts for learning

How can I evaluate movement
competence, adapt movement
skills and apply these skills in
dynamic movement situations?
- Demonstrate refinement of movement fundamental movement skills:
concepts and strategies to enhance Target games
movement sequences. - Throwing
- Appraise and provide feedback about the
- Fielding
quality of movement of self and others,
focused on space and time, effort and - Striking
relationships

Cross Curriculum themes General capabilities PDHPE Skills

Aboriginal and Torres Strait S - Problem- solving
Islander histories and cultures - Communication
- Analytical skills
- Feedback

- Critical and creative thinking I - Teamwork

- ICT - Active listening
- Literacy - Responsibility
- Numeracy
- Personal and social capability M - Throwing
- Difference and diversity - Striking
- Fielding
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of
1.2 Deep understanding 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires 1.3 Problematic 1.6 Substantive
students to engage in higher-order thinking and to communicate knowledge communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and
2.2 Engagement 2.5 Students’ self-
teachers work productively in an environment clearly focused on
regulation
learning. Such pedagogy sets high and explicit expectations and
2.3 High Expectations 2.6 Student direction
develops positive relationships between teacher and students and
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge
important to students. Such pedagogy draws clear connections with 3.2 Cultural knowledge 3.5 Connectedness
students’ prior knowledge and identities, with contexts outside of the
3.3 Knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
integration

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

Teaching element Indicators of presence in the lesson

Deep knowledge Students are able to share their knowledge and information gathered from the previous
lesson on movement progression/sequence in the ‘knock down’ activity when they are
performing an underarm throw.
Social support Teacher provides explicit instruction on what needs to be done during the activity and
provides ongoing feedback to students concerning the quality of movement.
Students make connections from previous lesson and integrate understanding on the
Knowledge integration biomechanics, movement progression to practical application in refining their movement
in the ‘knock down’ activity
Time Teaching and learning activities Organisation Centred
T/S
10 Settle students and Mark the roll / students change Teacher: T
into the Physical education (PE) attire Teacher to engage with students
and mark the roll

Student:

Resources:
Class roll
5 Outline the lesson goals/ objects: Teacher: T
In today lesson we will focus on aim and accuracy of Teacher to stand facing the sun, so
throwing and scoring goals. Students will develop students can see the teacher
their throwing skill with an understanding of its Student:
movement progression and the biomechanics behind Students to stand in a semi-circle
throwing. facing the teacher
Resources:

7 Dynamic Warm up Teacher: S

Jog on the spot- 15 seconds Demonstrate and conduct dynamic
Star jumps x 10 warm up’s
High knees – 1 minutes Student:
Arm circles – 1 minutes Have students form a big circle
Arm scissors – 1 minutes Resources:

20 Activity 1: Knock Down Teacher: S

Before beginning the activity, the teacher will - Advise students to spread out
RED = demonstrate the movement progression and around the court
breakdown the biomechanics behind an underhand - Teacher to instruct students to
intention throw, goal, kicking: perform an underhand throw
to delete Before beginning the activity, the teacher will hand - Teacher to instruct students to
original out laminated Kolap cards and will ask a student to set up the markers in a straight
read the background of the game and another row
content
student to explain the game by reading off the card. - Teacher to instruct students to
The teacher will demonstrate the movement set up softball bases 5 meters
BLUE= progression and breakdown the biomechanics from the thrower’s marker
modif- behind an underhand throw. - The teacher is to
- Step forward with your opposite foot and with demonstration how
ication your knees slightly bent navigate/use the app ‘Coach’s
- Hyperextend shoulder of your throwing arm at eye’
BLACK = the start of the movement, and swing arms - the teacher is to walk around
Retainin forward with a 90-degree flexion of your elbow and continue to provide
g original to release the ball with your wrist extended. feedback concerning the
content quality of movement and
directly relate information to
Aim of this activity is to knock down all 4 pylon the underhand throwing skills
markers using an underhand throw. being used.
Aim of the activity is to accurately throw the
beanbags on the target (softball bases on the
ground). Students play against their partner Student:
- Divide students into pairs. - Students to stand 2-3 meter
- Each pair is to collect 4 pylon markers to act as away from the pylon markers
the target, and 1 tennis ball. - Students to stand 1 meter
- Each pair is to collect one softball base, 4 away from the softball base
beanbags and 1 pylon marker - Students are to alternate roles
- One student is to be the thrower and the other - During class discussion
student is to set up the pylon markers 2-3 students are to form a semi-
meters away from the thrower. circle facing the teacher
- One student is to be the thrower and the other
student is to set up the softball base 5 meters
away from the throwers marker and stand 1 Differentiation:
meter behind the base. - Demonstration movement
- The student who sets up the pylon markers is to progression of an underhand
identify which target they want to challenge throw for visual learners
their partner to hit. - Verbal instruction on
- The thrower attempts to throw the beanbag biomechanics behind an
onto the softball base. The player behind the underhand throw for auditory
base collects the beanbags once the thrower learners
has had their turn and then alternate roles. - Pair work
- The student with the tennis ball throws it - Use of ICT to analyse their
towards the selected target. If the student movement
misses the target, they are to continue to throw
the ball until the target is knocked down.
Resources:
- Students are to continue to throw the ball until
- Pylon markers x 40
they have knocked down all 4 pylon markers
- Tennis balls x 10
and alternate roles once they have finished
- Softball bases x 10
their turn
- IPad (Class set)
- The student to reach the greatest number of
successful target throws wins out of the pair. - Laminated Kolap cards
–
During the activity, the teacher is to walk www.sportaus.gov.au
around and continue to provide feedback
concerning the quality of movement and
directly relate information to the underhand
throwing skills being used.

Upon completing this activity, the teacher is to ask

students the following question:
- What changes would you make to your
throwing technique to hit the target with more
accuracy?
 - What underhand throwing technique was most
effective?
- Would you change the distance in space
between the thrower and the pylon markers to
allow for a better outcome?

The teacher is then to provide students with an

opportunity to refine their underhand throwing skills
by instructing students to breakdown the underhand
throw into 3 phases (preparation, execution and
follow through).
Students are to practice these phases without a
tennis ball and discuss each phase with their
partners. Partners are to record each other using the
app ‘Coach’s eye’ (Appendix B) to analyse their
movement in order to improve and refine
performance in terms of posture, angle, speed,
swing motion and balance.

The teacher is to go around and assist students

in using the app and provide ongoing feedback
concerning quality of movement.

10 Activity 2- Weet Weet (Appendix B) – Overarm Teacher: S

throwing activity that measures distance and - Teacher to divide students into
accuracy. 4 team of 5 students
Story: Weet Weet was referred to as ‘kangaroo rat’ - Teacher to set up equipment
and when thrown accurately its trajectory
resembled the marsupial species jumping action.
- Divide students into 4 teams of 5 students. Student:
- Set up 4 hoops on the court 4-5 meters away - Students to stand in a line 4-5
from where the students are standing. meters away from the hoop
- Each team has a supply of Vortex and aims to
Resources:
throw (overarm throw) the Vortex inside the
- Hoops x 4
hoop.
- Vortex x 15
Modifications: - Frisbee hoop goals x 10
- Students can change the distance of the hoops
to make it more challenging or to better help
them with their accuracy.
- Student can make it a competition to see which
team collects the most Vortex’s in their hoop.

Further modification
- Students can choose to use frisbee hoop goals
as the target to make it more challenging or
better help them with their accuracy.
- Students can challenge how far and accurately
they can throw by changing the throwing
distance.
- Students can make it a competition and see
which teams collects the most vortex in the
frisbee hoop.

The teacher is to go around the class and

communicate expectations by using phrases
such as
- That is a really great effort, do you think you
can throw the vortex from further back?
- That was a great throw, do you think you can
use your technique to target the frisbee hoop?
 8 Debrief + cool down Teacher: S
Stretches: - Teacher to collect equipment
Assign 3-4 students to conduct/ demonstrate whilst students are stretching
different stretches to the rest of the class.
- What did we do well today? Student:
- What techniques improved our performance? - Students are to go up one at a
- What aspects or skills did we show? time to conduct stretches
- What sportsmanship did we show?
Resources:

Resources Attached: Appendix B -

Weet Weet Coach’s Eye app:

Kolap: Front of laminated card Back of laminated card

 Justification of Modifications
The Quality Teaching Framework comprises of three dimensions that target six elements to
achieve the framework. It is a platform for teachers to critically reflect and analyse their
teaching practice and guide planning of lessons and assessments (“Quality Teaching
Framework – Elements of Learning and Achievement”, 2020). The provided PDHPE lesson
plan has been coded and the elements Narrative, Metalanguage, Student Direction, and High
Expectations are further analysed, modified, and improved.
Researchers state that individuals make sense of work by hearing and telling stories in which
they surround themselves in. Meaning and understanding is gained by interpreting narratives
which then assist students and teachers to better understand each other and the content (Stolz
& Pill, 2014). The use of story allows students to invoke experiences, share meaning and
promote discussion within the classroom. This can stimulate feelings of connectedness to the
teacher, their peers, and the subject, hence creating a quality, supportive and enjoyable
learning environment (Hickey & Fitzclarenge, 2006). A laminated card of the game Kolap
(“Yulunga Traditional Indigenous Games”, 2020) will be provided to all students. This card
will include background knowledge, rules, and a short description of the game. Students will
have the opportunity address syllabus outcomes, those being, skills and concepts of
movement sequences and refining interpersonal skills to interact respectfully and promote
inclusion of a variety of groups. Saying this, the original knock down game will be modified
to the Indigenous game, Kolap, to further enhance syllabus outcomes and teaching quality
elements. Students will be enabled to identify features of story and connect personally in a
meaningful way through story (Luckin, et al., 2004). The exchange of activities will assist in
illustrating key concepts and can be referred to throughout the whole lesson rather than ten
minutes towards the end. This addition of a story telling game will promote further
understanding for the students (“Observation Elements of the Quality Teaching Model”,
2020).
The use of metalanguage draws student’s attention to aspects of the content. “Metalanguage
of learning creates a sufficiently different atmosphere that fosters both self-teaching and the
use of common transcending language” (McKinney & Yoos, 2015, p. 621). This is a
pedagogical tool that shifts accountability of learning to the student by bringing theory into
practice. (McKinney & Yoos, 2015). The modification to improve metalanguage in the lesson
plan is the use of the laminated cards to present language that aids students to recognise
information and adapt it to new contexts (A classroom practice guide, 2003). For example,
students identify illustrations of the children playing the game, therefore the use of the card
depicts how language and symbols create knowledge and power of the activity at hand.
Students have the opportunity to interpret key points and examine the importance of
movement in relation to what they have just seen or heard. The reason for this strategy is to
improve the element throughout the whole lesson to create flow and greater meaning to the
context of the lesson (McKinney & Yoos, 2015).
“Education is not what the student can do under a teacher’s direction, but what the teacher
has enabled him to decide and to do on his own” (Scobie, 2014, p. 140). Student direction
provides students with the opportunity to have a choice to challenge themselves and assume
responsibility as well as providing students with an autonomous environment (A classroom
practice guide, 2003). Student direction lacks within the provided lesson plan, in terms of
choice of activities; therefore, it was decided to enhance this element by adding further
modifications to the Weet Weet game. Students now have the opportunity to further
challenge their throwing and accuracy with the use of a frisbee hoop as the target is differed
in shape and size. This pedagogical tool is used to direct students to determine significant
aspects of the lesson, for example, students may discover the movement sequence and
biomechanics of the task changes as they may require greater force, speed or technique to
successfully hit the target. Finally, this teaching practice allows students to explore choice,
determine significant aspects of the lesson and seek guidance or approval of the teacher,
therefore, creating a quality learning environment (Light, 2007).
Following on from student direction the teacher should encourage students to take risks in
games and set high expectations. Expectations are achieved by providing opportunities for all
students to be challenged and achieve success. When goals or expectations are met it is
critical for teachers to recognise and praise the students of their effort to enhance motivation
to strive for greater success (Light, 2007). Studies indicate that students adjust their
behaviour to meet teacher expectations, therefore, the key element to a teacher’s practice is to
clearly define and communicate the expectation (Carpenter et al., 2015). Verbal
communication should match non-verbal in ways students know that there are greater
possibilities to achieve. However, before formulating expectations it is important to assess
students learning styles and personalities. Teachers should be flexible with students and
provide them with the ability to fulfill expectations overtime. It is vital to regularly touch
base with students to re -evaluate expectations (Carpenter et al., 2015). Setting expectations
may be in the form of feedback, which should be task oriented, simple, and appropriate
(Perera et al., 2008). For example, “that was a great throw, do you think you can use your
technique to hit the target from further back or use the frisbee hoop as your new target?”.
Feedback phrases are a great communicator of setting high expectations (Perera et al., 2008).
In summary, best teaching practice is achieved when all elements of the Quality Teaching
Framework are addressed. Modifications to the lesson and teaching strategies have been
implemented to improve elements such as Narrative, Metalanguage, Student Direction, and
High Expectations. Improvements of these elements reflect the framework so that students
have the opportunity to achieve their best.
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