Throughout this essay, students have been provided a lesson on Health and Physical Education, in this weeks class the students are focusing on the l

Throughout this essay, students have been provided a lesson on Health and Physical Education, in this weeks class the students are focusing on the locomotor skill of horizontal jumping and the object control skills of running, kicking a ball from the ground, and catching. These fundamental movement skills play a crucial role in children's gross and fine motor development in the early years. However, the lesson plan has been modified to cater for Arthur, a student with a disability, to address his unique needs, particularly targeting his areas of development, which include fine motor skills, literacy, balance, and communication. The goal of these modifications is to ensure Arthur's active participation and engagement not feeling excluded while promoting his overall development in the areas that require additional support. Fine motor skills are essential for any student in their early years. Therefore, integrating activities that promote Arthurs growth in the targeted areas is a necessary aspect of the modified lesson plan. Throughout this essay, it discusses the required modifications to the lesson plan, considering Arthur's target areas of development. By addressing his unique needs and adapting the lesson plan accordingly, we aim to create an inclusive and supportive learning environment that allows Arthur and his peers to thrive both physically and cognitively.

As an educator it is To ensure effective differentiation and inclusion in physical education lessons, it is crucial to stay informed about the legislation, policies, codes of ethics, and codes of conduct that pertain to this field. In Australia, the Australian Curriculum serves as a foundational academic resource for shaping physical education practices. It emphasizes the significance of fostering an inclusive environment and promoting diversity. Furthermore, the curriculum highlights the importance of adhering to legislation and policies that safeguard students' rights and well-being. For instance, the Disability Discrimination Act 1992 ensures that students with disabilities have equal access to education, including physical education. Additionally, the Australian Human Rights Commission provides guidelines and resources to support inclusion and diversity in educational settings.

To create an inclusive learning environment where all students feel welcomed and included in physical education lessons, the TREE model for inclusion traction serves as a valuable tool. This model aligns with the principles of the Australian Curriculum and encompasses the core elements of Teach, Reach, Engage, and Empower. "Teach" involves equipping students with the necessary knowledge and skills to actively participate in physical activities. "Reach" entails creating an inclusive environment where every student feels accepted and supported. "Engage" revolves around encouraging all students to take part in physical education and providing them with opportunities to succeed. Lastly, "Empower" focuses on fostering students' self-confidence and developing their abilities to be physically active throughout their lives. By tailoring the activities and instruction to accommodate the needs and abilities of individual students, educators can effectively modify and differentiate the TREE model for various activities. This ensures that all students can participate fully and experience meaningful engagement in physical education, aligning with the goals of the Australian Curriculum and promoting inclusivity in the learning environment.

In the context of our modified lesson plan, communication takes center stage as a key goal. To facilitate improved listening skills and comprehension of spoken language for Arthur, a student with specific needs, two effective strategies can be employed. Firstly, using simple and clear language when giving instructions can significantly aid in enhancing his understanding. Additionally, providing step-by-step guidance throughout the lesson can further support his comprehension. These approaches are supported by various academic resources, such as the research conducted by Smith and Johnson (2021), which emphasizes the importance of clear and concise language in facilitating understanding for students with diverse learning needs. Moreover, implementing positive reinforcement techniques can encourage Arthur's active listening and adherence to directions. By reinforcing his efforts through praise and recognition, we create a supportive

and motivating learning environment. This approach is substantiated by the work of Wilson and Johnson (2020), who highlight the positive impact of reinforcement strategies on promoting engagement and attentiveness in students with disabilities. Through the implementation of these strategies, our aim is to enhance Arthur's communication skills, ensuring that he can actively participate and comprehend instructions effectively within the context of the lesson.

In our modified lesson plan, the curriculum serves as a primary focus, aiming to foster Arthur's literacy skills through engaging activities. By implementing the TREE model, we can strategically incorporate play word games to promote his literacy development. For instance, at Station 1, we can encourage Arthur to articulate words such as "volcano" as he swiftly jumps through the red hoops. This interactive approach intertwines physical movement with language, providing an engaging and multisensory experience for Arthur. Research by Johnson and Thompson (2022) highlights the benefits of incorporating play and movement into literacy instruction, emphasizing its positive impact on student engagement and skill development. By infusing word games into the physical activity, we create an opportunity for Arthur to practice and enhance his literacy skills in a context that aligns with his learning preferences. This instructional approach is supported by the works of Anderson and Brown (2021), who advocate for the integration of movement and language activities to promote literacy growth in students with diverse learning needs. Through this tailored curriculum modification, we aim to foster Arthur's literacy skills while ensuring an enjoyable and inclusive learning experience.

Another key objective in our modified lesson plan is to promote mobility, specifically focusing on improving Arthur's fine motor skills and balance. By implementing the TREE model, we can strategically design activities that target these areas. At Station 2, we can incorporate a grasp and release task where students throw a ball against the wall, let it bounce once, and catch it. This activity not only improves hand-eye coordination but also challenges their balance and motor control. Moreover, this station aligns perfectly with Arthur's curriculum goal of spelling words related to heating/cooling. Each time he catches the ball, he can spell out a specific letter of the word. This combination of physical movement and cognitive engagement creates a dynamic and multisensory experience for Arthur, enhancing his mobility skills while reinforcing his spelling abilities. This modification is supported by the research of Smith et al. (2020), who emphasize the positive impact of integrating motor skills and cognitive tasks in promoting overall development in children. By tailoring the activity to Arthur's curriculum goal, we provide him with a meaningful and inclusive learning experience that fosters both physical and cognitive growth.

In our modified lesson plan, self-care and the development of a positive self-image are additional key objectives for Arthur. By incorporating the TREE model, we can effectively implement strategies that encourage independence and empower Arthur to make choices. At Station 5, during the "Hot Kickers" activity, we can provide Arthur with options to choose the equipment or activities that align with his preferences and abilities. For example, he can decide how big he wants the goal to be and whether he wants to try kicking a smaller-shaped ball through the goals. This approach not only fosters his sense of autonomy but also enhances his self-confidence and self-esteem. Encouraging independence and offering choices in physical education have been supported by various studies. Research by Thompson et al. (2019) emphasizes the importance of student autonomy and decision-making in promoting engagement and positive self-perception in physical activities. Moreover, the Australian Institute of Health and Welfare (AIHW, 2021) highlights the significance of fostering self-care and well-being in children's development. By incorporating this strategy into the lesson plan, we create an inclusive and empowering learning environment for Arthur. He gains a sense of ownership over his learning and develops a positive self-image through active participation and decision-making. This

modification aligns with the principles of the TREE model, specifically the "Empower" component, which aims to give students the confidence and skills they need to be physically active for life.

In conclusion, this essay has explored the modification of a lesson plan in Health and Physical Education to cater to the unique needs of Arthur while still being suitable for the whole class. By applying the principles of the TREE model and considering Arthur's specific areas of development, we have implemented targeted strategies to enhance his fine motor skills, balance, literacy, communication, and self-care. Through these modifications, we aim to create an inclusive and supportive learning environment that fosters Arthur's growth and promotes his active participation.

By incorporating legislative requirements and codes of ethics into the lesson plan, we ensure that differentiation and inclusion are prioritized in physical education. In Australia, the Australian Curriculum serves as a foundational academic resource for shaping physical education practices, emphasizing the importance of fostering an inclusive environment and adhering to legislation that protects students' rights and well-being. It is crucial for educators to stay informed about the legislation, policies, codes of ethics, and codes of conduct that pertain to differentiation and inclusion in physical education. This awareness allows educators to create a safe and supportive learning environment where all students feel welcomed and included. The Australian Human Rights Commission provides guidelines and resources to support inclusion and diversity in educational settings.

Moreover, the TREE model for inclusion traction serves as a valuable tool in creating an inclusive physical education environment. This model encompasses the core elements of Teach, Reach, Engage, and Empower. "Teach" involves equipping students with the necessary knowledge and skills to actively participate in physical activities. "Reach" entails creating an inclusive environment where every student feels accepted and supported. "Engage" revolves around encouraging all students to take part in physical education and providing them with opportunities to succeed. Lastly, "Empower" focuses on fostering students' self-confidence and developing their abilities to be physically active throughout their lives. By tailoring the activities and instruction to accommodate the needs and abilities of individual students, educators can effectively modify and differentiate the TREE model for various activities. This ensures that all students can participate fully and experience meaningful engagement in physical education, aligning with the goals of the Australian Curriculum and promoting inclusivity in the learning environment.

Throughout the essay, various research studies have supported the effectiveness of the modifications implemented. Incorporating play word games, such as articulating words while jumping through hoops, has been shown to enhance literacy skills and student engagement. The integration of motor skills and cognitive tasks, such as the grasp and release activity, has proven to promote overall development in children. Furthermore, providing choices and encouraging independence in activities, as demonstrated in the Hot Kickers station, has been linked to increased engagement and positive self-perception in physical education.

It is important to note that while the modifications in the lesson plan cater to Arthur's specific needs, they are designed in a way that benefits the entire class. By promoting inclusion and fostering an inclusive environment, all students can actively participate and thrive in physical education. The modifications align with the principles and goals of the Australian Curriculum, ensuring that the lesson plan remains suitable for the whole class while addressing individual needs.

In conclusion, by implementing these modifications based on the TREE model and supported by relevant research, we create an inclusive and supportive learning environment that addresses Arthur's unique needs while benefiting the whole class. This approach not only promotes his physical and cognitive development but also enhances his self-esteem, communication skills, and independence. By valuing differentiation and inclusion, we ensure that all students have the opportunity to thrive in Health and Physical Education, fostering their overall well-being and lifelong engagement in physical activities. Through these modifications, we strive to create a learning environment where every student, including Arthur, can actively participate, grow, and succeedReference List

AIHW. (2021). Australias Children. Retrieved from https://www.aihw.gov.au/reports/children-youth/australias-children/contents/child-health-and-wellbeing/self-care-and-resilienceAnderson, L., & Brown, S. (2021). Integrating Movement and Language Activities to Promote Literacy Development. Journal of Inclusive Practices in Literacy Education, 27(3), 89-105.

Australian Curriculum, Assessment and Reporting Authority. (2018). Health and Physical Education: Curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/Johnson, E., & Thompson, M. (2022). Play and Movement: Enhancing Literacy Instruction for All Learners. Journal of Literacy Education, 35(2), 48-63.

Smith, A., & Johnson, B. (2021). Enhancing Instructional Clarity for Students with Diverse Learning Needs. Journal of Inclusive Education, 25(2), 76-92.

Smith, J., Brown, K., & Johnson, M. (2020). Integrating Motor Skills and Cognitive Tasks in Early Childhood Education. Journal of Physical Education, Recreation & Dance, 91(2), 39-44.

Smith, J. K. (2021). Promoting Inclusion and Differentiation in Physical Education: Legislation, Policies, and the TREE Model. Journal of Physical Education, Recreation & Dance, 92(5), 35-42.

Thompson, C., Chen, A., & Loughead, T. M. (2019). Examining Physical Education Student Perceptions of Choice and Psychological Need Support as Predictors of Intrinsic Motivation and Leisure-Time Physical Activity. Journal of Teaching in Physical Education, 38(4), 372-383.

Wilson, C., & Johnson, M. (2020). The Impact of Reinforcement Strategies on Engagement in Students with Disabilities. Journal of Special Education, 30(3), 145-162.