SCHEMES OF WORK

AND LESSON PLANS

FROM A PHYSICAL EDUCATION POINT OF VIEW
EXPECTATIONS PRE-2ND YR TP
Students are expected to have 9 single or 5
double classes of physical education each week
over a 6 week period.

Requirements pre-TP:
 5 Schemes of Work and the 1st corresponding
lesson plan
Issues:
 Some students have just found out their
schools so please be cognisant of this.
SCHEME OF WORK - HEADINGS
 School subject  Learning Outcomes
 Topic  Formative Assessments
 Class  Instruction:
 Number of pupils  Instructional Format
 Learning Experiences
 Number of lessons  Teaching Strategies
 Length of lessons  Task Adaptations
 Rationale  Resources
 Big Picture Goal (BPG)  Structure of self-
 Big Picture Assessment appraisal
(BPA)  Preventative
 Concept Map (Chunks) Management
BIG PICTURE GOAL
 Is it realistic
 Is it worth students’ time and effort
 Is it achievable

BPG: For students to work cooperatively to

successfully complete a 3-day camping trip and
participate in a set of outdoor activities.

BPA: Students will cooperatively and

successfully complete a 3-day camping trip and
participate in outdoor activities.
BIG PICTURE ASSESSMENT
 Is it matching?
 Is it worthwhile?

BPG: Students will demonstrate responsibility

for their own safety and the safety of others,
through a group gymnastics performance.

BPA: During a group performance, students will

demonstrate responsibility to ensure self and
peer safety throughout the performance.
CONCEPT MAP – THE CHUNKS
 What must be learned to achieve the BPG?
For students to work cooperatively to successfully complete
a 3-day camping trip and participate in a set of outdoor
activities.

Communication & Clothing

Cooperation - Layering
- Support - Shoe selection
- Encouragement - Changing weather
- Positive interactions
No trace camping Outdoor Skills
- Plan ahead & prepare - Kayaking
- Respect wildlife - Hiking
- Carry in – carry out - Orienteering
- Leave what you find
LEARNING OUTCOMES
 Each chunk becomes a learning outcome

1. Students will work together to achieve the goals

of the 3-day camping trip (Communication &
cooperation)
2. Students will select appropriate clothing to suit
the weather on the camping trip (Clothing)
3. Students will set up and take down camp
following ‘leave no trace’ concepts (No trace
camping)
4. Students will successfully participate in hiking,
kayaking, and orienteering (Outdoor skills)
FORMATIVE ASSESSMENTS
 Expect one formative assessment per
learning outcome (examples)

Learning Outcome Formative Assessment

1. 1.
2. 2.
3. 3.
4. 4.

Examples: peer assessment, logs, records, checklists,

observation, self-assessment etc.
INSTRUCTIONAL ALIGNMENT
Must be completed for each learning outcome
e.g. Learners will successfully navigate an orienteering event.
Instructional Learning Teaching Adaptations
Model Experience Strategy
How the lesson is What the students What the teacher How the teacher
designed do does adapts for students
who are successful
e.g. Problem e.g. In small groups e.g. Develops task or struggling
solving where the learners follow a cards
teacher poses a task card, - Sets up control e.g. Task card with
challenge for which collaborate to find points clues
students may find control points and - Poses challenge - Answer probes
alternative answer probes. - Checks in matching
responses. understanding format
- Actively - Design new
supervises control point
LESSON PLANS
Student name:

Date: Class: Class Length:

Pupil’s previous knowledge/skills/experience:

 
 
How has the previous lesson informed my planning for this lesson?
 
 
 
 
Lesson Focus:
 
 

Lesson Outcomes:
 
 
 
Resources/Equipment Needs:
 
Safety Considerations:
 
LESSON PLANS
Activity Development Organisation & Management Teaching Cues Adaptations
Time & Focus Task development, progressions, learning experiences, and
game-skill practice-game specifics
Diagram showing organization of students
Managerial task statements
Behaviour prompts
Teaching cues
Strategies to meet the
Skill, tactical, needs of diverse
knowledge, social, or Instructional task statements Diagram or pictures learners
sport education

         
  - Description   - Use of diagrams - Clear teaching
    points, bullet
    pointed