K-10 PDHPE Lesson Plan

K-10 PDHPE LESSON PLAN
Teacher: Miss Austin Class: Year 9 Date: 22-09-2019
Lesson sequence: Length of lesson: 60 minutes Teaching space: Classroom
Unit Title:
Highlight the appropriate
Strand/s:
Health, Wellbeing and
Relationships
Movement Skill and
Performance
Healthy, Safe and Active
Lifestyles
Evaluation of previous lesson – focus on students’ learning and progress
a) To what degree did all / most / some students achieve the planned learning intentions? (WWW- What went well)
b) Which aspects of the planned learning need development in the next lesson? (EBI – Even better if)
Evaluation of previous lesson – focus on your teaching (Annotate evidence of Graduate Teaching Standards)
a) Which aspects of your teaching helped to progress students’ learning? (WWW)
b) Which aspects of your teaching require further development and therefore work on this lesson? (EBI)

Skills to be taught this lesson (Select the key skill AND the specific skill)
Self-management skills (S) Interpersonal skills (I) Movement skills (M)
reflect on personal values in relation
to a range of health issues and assess
their impact on attitudes and
behaviours
Explore varieties and diversity across
communities and plan for an inclusive
progression
demonstrate fundamental and
specialised movement skills in a
variety of increasingly complex and
challenging activities
Key Inquiry Question/s (You can use KIQs from the syllabus, or create your own to suit the lesson)
 What factors enhance inclusivity, equality and respect in relationships?
 How can people respond positively to life challenges?
 What strategies can I plan and prioritise in my community to empower individuals to lead healthy, safe and active
lifestyles for the benefit of my own and others’ wellbeing?
Content (You must use the whole dash point, but you can grey out some sections and change the examples)
- examine how diversity and gender are represented in the media and communities, and investigate the influence these
representations have on identity S
- critically analyse how individuals have an impact on the identity of others.
- investigate how cultural beliefs and practices surrounding transitions to adulthood differ between cultures, eg initiation
ceremonies
- demonstrate an assertive position on a situation, dilemma or decision by expressing thoughts, opinions and beliefs while
acknowledging the feeling of others
- examine the impact of changes and transitions on relationships (ACPPS090)
- explore causes of change in relationships and discuss the impact of each on individual wellbeing, eg social and emotional change,
sense of self I
- assess behavioural expectations in different relationships and social situations and examine how these expectations can influence
decisions, actions and wellbeing
Lesson outcomes (Knowledge and understanding / skill)
 A student can assess and apply self-management skills to effectively manage complex situations PD5-9
 A student can adapt and improvise movement skills to perform creative movement across a range of dynamic
physical activity contexts PD5-4
 A student can critique their ability to enact interpersonal skills to build and maintain respectful and inclusive

relationships in a variety of groups or contexts PD5-10
Learning across the curriculumInclude this when explicitly teaching cross-curriculum priorities, general capabilities, and/or other learning across the curriculum areas (K-
10 PDHPE syllabus, p. 9).
 Asia and Australia’s engagement with Asia
 Critical and creative thinking
 Ethical understanding
 Literacy
 Numeracy
 Personal and social capability
 Intercultural understanding
 Difference and diversity
Learning intention
Lesson focus (lesson concept and/or skill): Healthy food habits, nutritional requirements and the relationship between nutrition and
health.
Explain why this is important: this is important
This is important because
 Healthy food habits form a crucial base for overall development of sound health.
 Food habits are also culturally diverse so it allows for cross cultural understanding
Differentiated learning goals for this lesson
What ALL students NEED to demonstrate by the end of the lesson
By the end of the lesson, all students must be able to demonstrate an in depth understanding of the positive approaches as well as