Lesson Plan Pro forma (Health & Physical Education)

NAME: Hugh Trussell TIME: DATE:

ACTIVITY: CLASS / YEAR

EQUIPMENT:

Learning Intentions: Health & Physical Education Band: 7-8

Strand: Physical Activity and Participation Strand: Personal & Social Development
Content Descriptor Key Idea (.1) (.5) Students will apply feedback and participate in a variety of games & challenges to improve personal competence
in aspects skilful play, build self confidence and develop teamwork. Students will adopt various roles, take responsibility for safe, fair participation and
collaborate with others in an enjoyable active setting.
Capabilities: Cross Curriculum Priorities
 Literacy Critical & Creative thinking
Aboriginal
Numeracy
& Torres Strait Islander perspectives, culture
 ICT Personal & Social capability  Asia & Australia’s relationship
Ethical Behaviour Intercultural Understanding  Sustainability

Student learning Outcomes: Teacher Outcomes:

The students will ….. (Evidence of learning) I will …….
Cognitive & Physical: (linked to aspects of ‘skilful’ play) Management: (positive learning framework & interactions)
Gaining attention:

Personal Responsibility: (Linked to Fair Play)

Routines & positive expectations -guidelines:

Social: (Linked to cooperation & social skills)

Strategies to manage minor disruptions (low level responses)

Presence:
Affective: (feelings & attitudes - Resilience) Verbal communication

Non verbal communication

P’s of Pedagogy:
(Presentation of task, positioning, acknowledgement + feedback)
Presentation

Positioning

Acknowledgement + Feedback
Post lesson: Reflective Evaluation Post lesson: Reflective Evaluation
Consider student learning outcomes & transform for future Consider teacher outcomes & transform for future

Complete on a separate page. Complete on a separate page.

Consider ‘what happened’ (with supportive evidence) & Consider ‘what happened’ (with supportive evidence) &
the implications (‘so what’) & what this means for future the implications (‘so what’) & what this means for future
directions (‘what now’). = Transforming learning opportunities. directions (‘what now’) = TRANSFORMING your practice
 SPECIFIC LEARNING ACTIVITY FOCUS CLASS ORGANISATION Time
OUTCOMES (Shape, enhance & variations) (Specific teaching cues or (Diagram) (mins)
(The students will…) questions)

Introduction

Learning Group challenge – backwards passing drill

episode 1 Students will get into groups of 4. There will
be two lines set up parallel about 5m apart.
The group of 4 will line up along one line while
facing the other line. One of the students on
the end will start with the ball and run
forward to the other line. They will then pass
the ball backwards to the next person and
then they will return back to the original line.
The player who receives the ball will do the
exact same and this continues all the way
down the line. Once it gets to the end, the
students will repeat this but in the opposite
direction.
- Passer must turn their head and
shoulders before passing to the receiver
- Receiver must call for the ball
- Receivers can’t move from the line until
they receive the ball (represents a
pullback pass with a stationary target)

Variations and extensions

 Run across the field passing backwards
 down the line
 Receive while you’re moving forward
Swap positions (different person on the
outside)
Teaching notes:

Learning
episode 2

7 mins

Mini Closure 2: Teaching notes:

Learning
episode 3

12-15 mins

Mini Closure 3: Teaching notes:

Final Closure Questions:
and Farewell

5 mins