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Melinda Foschi U3081195
Teaching and learning programs need
to represent the implementation of
school curriculum planning.
Needs to include the outcome groups
being developed, and the learning
experiences with suitable content and
planned assessment.
The teaching program documents a
teachers decisions about what to teach
and what students should learn.
The decisions made will be assisted by a
teachers knowledge of the students
learning needs.
Teaching program requirements may be
met by “units of work”, where the unit fits
with a schools overall curriculum
planning.
Planning assessment in the teaching
program assists teachers in keeping
assessment manageable.
PDHPE Years 7-10:
Sexual Health
Road Safety Education
Drug Education
Mental Health
Body Image and Healthy Food Habits
Child Protection and Personal Safety.
Considerations When Developing a
Scope and Sequence
Consider whole school activities for
students (for example, assessment and
examination schedules). Planned dates
for these events need to be identified
Consider the availability of school
community resources for example
equipment.
Clearly identify students learning needs
Class size, students interests, teachers
expertise and costs need to be
considered.
Ensure teaching and learning strategies
are devised and provide students with
sufficient opportunities to learn the
content (learn about) and use their skills
to apply the content (learn to).
Syllabus needs to be consulted at all
times to ensure teaching and learning
programs meet the requirements.
When evaluating programs as “Have the learning experiences provided in the programs allowed students to learn what the syllabus expected?”
Select only 3-4 outcomes per unit as learning will remain focused and create a deep understanding and knowledge.
Consider the best sequence for exploring the content. Allow for integration of concepts to ensure relevance to students lives. There is no need for it to be in the order of the written syllabus.
Blogs
Chat rooms
Diaries/ journals
Magazines
DVDs
1. Finish the Scene – students watch part of a scene, for example where a character is having trouble dealing with a significant challenge. Students then write the script for the remainder of the scene.
2. Play the role – students take the role of
the character and act out the
remainder of the scene.
3. Fast Forward – students predict what
happens next.
Phase 1 – understand the content
Phase 2 – planning and resourcing
Phase 3 – implementation
Phase 4 – monitoring
Phase 5 – evaluation
Students
Strategies
Groupings
Timing
Materials
Success
Sequence
Before you Plan:
1. Get to know your students – identify clearly who you are going to educate and their learning styles.
2. Know your objectives – what do your students expect to learn? What do you want them to learn by the end of lesson?
3. Over plan the class – include attention getters to bring the focus right to you when you need it.
Creating your Plan.
1. write your overview – outline the big ideas for the class. For example road safety, the causes and minimising risk.
2. set out the objective – clear and consicise outlining the concrete steps throughout the lesson. For example, background knowledge on road safety, cause (why?) and how to minimise the risk through group activity.
3. Plan your timeline – beak plan into
sections according to how much time
you have within the lesson.
727. Nutrition Phys Ed, level: Elementary
Posted Mon Nov 30 22:03:08 PST 1998 by Janna Elder ([email protected] and [email protected] ).Food PyramidW.T. Henning Elementary, Sulphur,LA USAMaterials Required: Book-Berenstein Bears and Too Much Junk Food,Chart paper and marker,copy of food pyramid,magazines aActivity Time: 1-2 45 minute lessonsConcepts Taught: Recognizing good food choices
TLW - distinguish between healthy foods and junk foods.- understand the need for healthy food choices.- create a food pyramid in a cooperative group.
PROCEDURE: Introduce the Food Pyramid. Have a poster and/or use an internet site that has a picture of the pyramid.Discuss how the pyramid works and the need for a balanced diet. Brainstorm and come up with several Healthy Foods and several Junk Foods. List the foods on a chart. Read the story The Berenstein Bears and Too Much Junk Food by Stan and Jan Berenstein.Discuss the story. Ask questions about the food choices. Add foods in story to the chart. Relate the Healthy Foods to the Food Pyramid.Divide the class into cooperative groups.Give each group a poster with the pyramid on it. Have each group find pictures of food to illustrate each section. Display the posters upon completion.As a reward for working together and learning about foods have a healthy food snack available.
EVALUATION: Observation of students working
in groups.The completion of the food pyramids.
Listening to discussions of food choices.
Listening to discussions of what we need to have good food choices in our diets.
MATERIALS:Book:Berenstein Bears and Too
Much Junk Food by Stan and Jan Berenstein.Chart Paper and Marker
Picture of Food Pyramid
Food Pyramids for groups to complete
Magazines and newspapers Scissors and Glue
Healthy Snack such as apple slices and peanut
butter
Tile – Road Risks
Year 8
Lesson No. – 1
Length – 2 of 50 mins
Outcomes – Students will describe the
nature of health and analyse how health
issues may impact on you people (4.6)
Skill – decision making
Students will learn about – exploring risk,
strategies to minimise harm and road
safety.
Students will learn to: Lesson Sequence Teaching and Learning
Strategies
Explore the concept of
risk
Warm up/ opening
Think, Pair, Share
Direct Teaching
Write down both the
positive and negative
types of risk that
adolescents take.
Explain how potential
for harm can be
increases as the result
of an interaction of
factors
Critical questions:
Initial Stimulus
Questions for Lessons
Small Group Work
Hand out “critical
question” cards to
focus on issues around
YP and risk.
Conclusion – How can we overcome
this? Homework is to complete “Positive
Communication” worksheet .
Resources – A3 paper for group work,
question cards and Worksheet 10.1
Assessment
Evaluation and Reflection.
http://www.youtube.com/watch?v=qJ2-
aF8EY8k
http://www.youtube.com/watch?v=kO2
E9Fm9rVc
