TCHR3012 Physical Education Studies III: Games and Sports
TCHR3012 Physical Education Studies III: Games and Sports
ASSESSMENT BRIEF 2: Lesson plan with rationale
Summary
Title Assessment 2: Lesson Plan with rationale
Due Date Friday 6th October 11.59 pm AEST (end of Week 6)
Length 2000 words or equivalent
Weighting 50%
Submission WORD document submitted to Turnitin
Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:
ULO1: Evaluate educational games and sports experiences in accordance with PDHPE syllabus requirementsUL02: Apply the principles of movement studies through effective pedagogies in the school context.
UL03: Demonstrate understanding of effective assessment techniques used to evaluate performance in games-based approaches.
UL04: Identify and demonstrate knowledge, understanding and skills relating to teaching games and sports with appropriate curriculum links to the PDHPE Syllabus.
Task Description
For this assessment, using the template provided, you are required to design a games and sports lesson focused on developing transferable strategies and skills that can be used in multiple sports from within one category of games.
Choose one category of games from the list below:
Invasion
Striking/fielding
Net/wall
Target
You are required to consider the following points while planning the lesson:
Appropriate objectives for the specified age group that acknowledge student diversity. (UL01, U04)
Appropriate curriculum links to your curriculum document (NSW - Years 710 PDHPE outcomes and content OR ACARA HPE) (UL01, UL04)
Consider the planning aspects including the 5Ws Your school context, your students, subject matter, pedagogy and short- and long-term goals. (UL02, UL03)
Select the modification model you will apply to promote inclusivity. (UL02, UL04)
In addition, you are required to plan for strategic questioning to promote higher order thinking and inquiry learning of the four tactical areas. (UL01, UL03)
Students will present one Word Document consisting of a lesson and an accompanying rationale document, using the Assessment 2 Lesson Template provided.
Rationale
The aim of this assessment is for students to apply curriculum to a classroom context, by creating a lesson plan, and justifying choices using theoretical concepts presented during the unit.
The task addresses the unit learning objectives as students will demonstrate their understanding of each by incorporating it in planning a lesson, and justifying choices according to pedagogy and curriculum, in their rationale.
Students will draw learning from all prior modules, through application of key theory and ideas, and use of modelling examples, as well as collaboration in tutorials and in discussion forums.
The task will prepare students for teaching on practical experience, but also during their career. Even the most experienced teacher must adapt prior knowledge and ideas to suit their specific students and context, as is evident in the emerging goals over the course of a teachers career in the Australian Professional Standards for Teachers.
Task Instructions
Lesson plan:
Length will vary.
Selections
In this assessment, you will need to make selections regarding the 5Ws of planning for your lesson plan, and justify selections/combinations in your rationale:
The school context: Choose a school (NSW or QLD) and provide any essential information about the school that has informed your choices. You can be creative and draw from personal experience of a school or town if it helps you.
The students: Choose year level (7-10) and specify details of diversity groups (Gender, ethnicity, Aboriginal and Torres Strait Islander, disability).
The content: Games category (Invasion, Striking/fielding, Net/wall, Target), strategies used across 2+ sports (defensive, scoring, etc), and your game.
The pedagogy and lesson structure (Games Sense, TGfU or Play-Practice), associated characteristics (questioning, teaching style) and Model of Modification (TREE or CHANGEIT)
The short-term goals (ACARA/QLD or NESA/NSW curriculum codes/content descriptors), and long-term goals (7 general capabilities, 3 cross-curricular priorities, learning area key propositions) and how these will be assessed.
Review and research
In this unit, you have covered a range of content that will support you in your selections, as well as a great body of supportive literature and online resources from academic, government and sporting organisations. Review what you have learned, and what you can use from our unit. In addition, apply your understanding of research to identify, analyse and evaluate use of independent research sources.
When you are making selections, ensure you have research to support your choices that can be used in your rationale to justify selections/combinations.
Plan the lessonUsing the template provided, plan a lesson reflecting the 5Ws. For each selection, ensure you are being specific. Use the Selections section above as a checklist.
You can hyperlink curriculum links and resources in the lesson plan, but do not need to reference or cite in-text. If you like, you can devise a way of signposting selections that you discuss in the rationale (Eg. *R1) but this is not essential.
You may choose to include images, diagrams, videos, etc as appendices, to support your explanations.
The Rationale
Length: 700 words
In an extended written response, justify the selections made and your planned games and sports lesson. This is your opportunity to share your reasoning with explanations that demonstrate your understanding of how to apply our unit learning content to a practical learning context.
Although there is no set structure to this response, it should be represented in logical paragraphs that link theory (research/references) to choices made (lesson plan). You may choose to structure your paragraphs using the 5Ws.
Your rationale should contain a minimum of six references.
Resources
Please use the Assessment 2 Lesson Template.
For advice on how to change from landscape (lesson plan) to portrait (rationale) mode, you can visit Video: Use landscape and portrait in the same document (microsoft.com).
Referencing Style
The rationale should contain a minimum of six appropriate references (From government, curriculum, research, textbooks, sporting organisation/body websites). These should be cited in-text and accompanied by a reference list, using APA7. You can review this style using https://libguides.scu.edu.au/apa
Task Submission
The Lesson plan with rationale should be submitted using the Turnitin activity titled Assessment 2: Lesson Plan with Rationale in the Assessments Tasks & Submission section on the Blackboard TCHR3012 site.
Submission should be a single document. Please visit Video: Use landscape and portrait in the same document (microsoft.com) to ensure that your lesson plan is in Landscape mode and your Rationale is in portrait mode.
Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task's name, e.g: JonesA_LessonPlan.doc.
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
GenAI May Not be UsedGenerative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the units skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Special Consideration
SCU policy states that:
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
SCU policy states that:
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due datea further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.
Grades & Feedback
Assignments that have been submitted by the due date will receive an SCU grade, an originality report and written feedback. Grades and feedback will be posted to Grades & Feedback section on the Blackboard unit site. Please allow 7-working days from when you submit for marks to be posted.
Assessment Rubric
Marking Criteria and % allocation High Distinction
(100%)
High Distinction
(85-99%) Distinction
(75-84%) Credit
(65-74%) Pass
(50-64%) Marginal Fail
(35-49%) Fail
(1-34%) Not Addressed (0%)
Lesson plan and the rationale address purpose, context, audience and genre
ULO1,ULO4
20% The lesson plan and rationale reveal extraordinary and highly relevant understanding of engaging and inclusive learning design. The tasks demonstrate excellent application and justification of games-based pedagogy in the learning context. The lesson plan and rationale reveal strong and relevant understanding of engaging and inclusive learning design. The tasks demonstrate very detailed application and justification of games-based pedagogy in the learning context. The lesson plan and rationale reveal relevant understanding of engaging and inclusive learning design. The tasks demonstrate detailed application and justification of games-based pedagogy in the learning context. The lesson plan and rationale reveal some relevant understanding of engaging and inclusive learning design. The tasks demonstrate application and justification of games-based pedagogy in the learning context. The lesson plan and/or rationale reveal unsatisfactory understanding of engaging and inclusive learning design. The tasks may also be unsatisfactory as they demonstrate an unsatisfactory application and/or justification of games-based pedagogy in the learning context. The lesson plan and/or rationale reveal very limited understanding of engaging and inclusive learning design. The tasks may also demonstrate a limited application and/or justification of games-based pedagogy in the learning context. Selection and rationale of 5Ws - school context, students, subject matter, pedagogy and short- and long-term goals - supported by relevant curriculum, research, and scenario characteristics
ULO2, ULO3
25% The selection and combination of 5Ws - school context, students, subject matter, pedagogy and short- and long-term goals - demonstrate highly developed understanding of the learning context. The rationale reveals exceptionally strong conceptual theoretical knowledge supported by insightful engagement with unit content and specific and critical independent research. The selection and combination of 5Ws - school context, students, subject matter, pedagogy and short- and long-term goals - demonstrate thorough understanding of the learning context. The rationale reveals strong conceptual theoretical knowledge supported by thoughtful engagement with unit content and specific and critical independent research. The selection and combination of 5Ws - school context, students, subject matter, pedagogy and short- and long-term goals - demonstrate understanding of the needs of the learning context. The rationale reveals good conceptual theoretical knowledge supported by engagement with unit content and specific and critical independent research. The selection and combination of 5Ws - school context, students, subject matter, pedagogy and short- and long-term goals - demonstrate some understanding of the learning context. The rationale reveals some conceptual or theoretical knowledge supported by some engagement with unit content and/or independent research. The selection and/or combination of 5Ws - school context, students, subject matter, pedagogy and short- and long-term goals - demonstrate unsatisfactory understanding the learning context. The rationale reveals unsatisfactory knowledge, engagement in unit content and/or independent research. The selection and/or combination of 5Ws - school context, students, subject matter, pedagogy and short- and long-term goals - demonstrate very limited understanding the learning context. The rationale reveals very limited knowledge, engagement in unit content and/or independent research. Planning and
modifications demonstrate logic, specificity, creativity, criticality and evaluation
ULO1,ULO2
ULO3,ULO4
25% Planning displays a highly differentiated and convincing analysis and synthesis of lesson content. Modifications demonstrate insightful and innovative connections that are exceptionally logical, specific, original, critical and differentiated. Specifically, the student reveals an outstanding ability to critically analyse and evaluate roles of the teacher and student in inquiry or discovery learning in games and sports. Planning displays a differentiated and convincing analysis and synthesis of lesson content. Modifications demonstrate connections that are very logical, specific, original, critical and differentiated. Specifically, the student reveals a strong ability to critically analyse and evaluate roles of the teacher and student in inquiry or discovery learning in games and sports. Planning displays a differentiated analysis and synthesis of lesson content. Modifications demonstrate connections that are logical, specific, original, critical and differentiated. Specifically, the student reveals a good ability to critically analyse and/or evaluate roles of the teacher and student in inquiry or discovery learning in games and sports. Planning displays some analysis of lesson content. Modification/s demonstrate connections that are mostly logical, specific, original, critical and/or differentiated. Specifically, the student reveals a sound ability to explain roles of the teacher and student in inquiry or discovery learning in games and sports. Planning displays unsatisfactory analysis of lesson content. Modifications demonstrate limited logic. Specifically, the student struggles to explain roles of the teacher and student in inquiry or discovery learning in games and sports. Planning displays inconsistent analysis of lesson content. Modifications lack logic or missing. Specifically, the student lacks the ability to explain roles of the teacher and student in inquiry or discovery learning in games and sports. Planning and communication techniques
15% Demonstrated exceptionally clear communication in both lesson plan and rationale. Sophisticated and highly cohesive sequencing.
Demonstrated very clear communication in both lesson plan and rationale. Critical and cohesive sequencing.
Demonstrated clear communication in both lesson plan and rationale. Logical and appropriate sequencing.
Demonstrated mostly clear communication in lesson plan and/or rationale. Mostly appropriate sequencing. Communication was unclear across lesson plan and/or rationale. Sequencing unsatisfactory.
Lesson template not used.
Communication was unclear across lesson plan and/or rationale. Sequencing confusing or incomplete.
Lesson template not used.
Referencing
15% Exemplary standard of referencing using APA 7 style. No errors.
Extensive range of scholarly references provided (9-10). High standard of referencing using APA 7 style. One or two errors.
Wide range of scholarly references provided (8-9). Good standard of referencing using APA 7 style.
Good range of scholarly references provided (7-8). Satisfactory standard of referencing using APA 7 style.
Sound range of scholarly references provided (minimum 6). Unsatisfactory referencing with frequent errors in APA 7 style.
Unsatisfactory range of scholarly references provided. Very limited understanding of referencing conventions of APA 7 style.
Very limited range of scholarly references provided. Description of SCU Grades
High Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.
Pass:
The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The students performance fails to satisfy the learning requirements specified.
