Masters of Teaching: Socio-Cultural Perspectives in Health & Education

This report provides an in-depth analysis of the socio-cultural perspective (SCP) and its significance in health and physical education (HPE). It examines the influence of social relations, economics, politics, cultural beliefs, values, and behaviors on individuals and groups within the context of HPE. The report explores the role of SCP in teaching the Health Benefits of Physical Activities (HBPA) from personal, social, and community viewpoints. It also delves into the HPE curriculum, highlighting educational outcomes and health literacy propositions through the lens of SCP. Furthermore, the document includes lesson plans focusing on moral education, character building, socio-cultural training, and sports education, with an emphasis on game sense, cooperative learning, and assessment strategies based on Bloom’s Taxonomy and Mosston’s training style, showcasing practical applications of SCP in HPE teaching.

Student Name
School: <Insert school name>
Unit Title: <Insert unit title> Year: Term:
School Description: <Insert a one-to two-paragraph description of the school context, including key
demographics, identification of relevant literacy levels evident in national benchmark data,
information on pupils’ previous experience in the learning area sourced from school website, and
any other relevant contextual information such as available facilities>
Preceding Unit: <Insert a one- to two-sentence description of the preceding unit>
Following Unit: <Insert a one- to two-sentence description of the following unit >
Unit Overview: <Insert a one-paragraph overview of the unit’s central theme or focus, its key
learning experiences, and its underpinning pedagogical approaches>
Content Descriptions:
<Insert each selected content description as a bullet point>
General Capabilities:
<Insert each selected general capability [e.g., Numeracy] as a bullet point>
<Insert each selected element [e.g., Using measurement] as a bullet point>
<Insert additional general capabilities and elements as required>
Only link any learning experience that you think covers any / some of the General Capabilities. This
is not a major component of the unit plan.
Cross-curriculum Priorities:
<If addressed, insert each selected cross-curriculum priority [e.g., Sustainability] as a bullet point>
<Insert each selected organising idea [e.g., The biosphere is a dynamic system providing conditions
that sustain life on Earth] as a bullet point
<Insert additional cross-curriculum priorities and organising ideas as required>
Only link any learning experience that you think covers any / some of the Cross – curriculum
priorities. This is not a major component of the unit plan. Promoting collective values, as human moralities, equality and transparency
in Australia should not damage native standards, interests as well as
individualities, nor even ignore its historic familiarity.
 The growing unification in people’s perception, the involvement of thinking
and technology within the 'borderless domain' has imparted a healthier
understanding amid individuals from diverse cultural experiences.
 There is slight motivation when there stands no opportunity to win.
Emphasizing teamwork supports the requirement to play with all social
Course Name 1

Student Name
groups irrespective of talent level.
Assessment Task: There is a comprehensive foundation for examination of
the teaching of students and the efficiency of carefully chosen classes to
come across precise learning purposes. It emphasizes interactions
among the diverse styles, reasonably than their transformations. It
monitors that operative instruction in physical learning proceeds with
explanation of this assortment in coaching styles besides an aptitude to
practice the style which is maximum compatible to the instructor as per –
Bloom’s Taxonomy
Mosston’s training style
Inquiry founded training
Tactical games Approach
Unit Goals:
<Insert each unit objective as a bullet point>
Key Unit Resources:
<Insert the bibliographic details of the resource/s>
<Insert a one- to two-sentence explanation of the resource’s contribution and appropriateness to the
unit>
<Insert additional bibliographic details and explanations as required>
Course Name 2

Student Name
Lesson Number: 1 Lesson Focus: <Health and Physical Education> Duration: 45 mins Class size: < 30 students>
Lesson Goals:
Moral education
Character Building
Socio-cultural training
Sports Education
Games sense attitude
Cooperative Learning
Success Criteria:
Social and Cultural influences
Critical inquiry method
Implication of health related decisions
Assessment Strategies/Evidence
Bloom’s Taxonomy
Mosston’s training style
Inquiry founded training
Tactical games Approach
Games create an appreciated effect upon the advancement and evolution of juveniles. Through informal preparation progenies receive an opening to
Course Name 3

Student Name
understand realization and achievement. Some societal and cultural purposes that might stand familiar over sports event reflect the
spreading out of relational skills, accepting rules other than restrictions, and learning in what way to perform in a multiplicity
of competitive as well as obliging circumstances. Games stand as a workshop where youngsters can relate physical abilities
within a game-like situation. Many knockouts help to cultivate large-muscle collections amidst refining the youngster's skill to
run, clarify, jump, plus halt in method while holding space with others. By relating tactic in game, children engross the
condition of concentration and the psychological feature of involvement. There are both formative and summative
assessments.
Lesson specific Resources, Materials and Equipment Basketball, outdoor space within school premises, instructors and
learners
Time/
Lesson
Phase/
Step
Name
Student Tasks/Student actions
Combine elements of effort, space, time,
objects and people when performing
movement sequences----
 The game highlights a tactical
situation (challenge) in advance
while classifying as well as
practicing skills
 Customize a half-speed action or
Teacher Actions
The teacher’s focus lies on teaching
offensive as well as defensive strategies as
per Mosston’s training style
Inquiry founded training
 . This includes positioning,
starts and restarts
 It also impart basic abilities
Other
 “When do
students get to
play?”
 Cleverly uses
student interest in
the game itself to
promote skill
development and
tactical
Course Name 4

Student Name
transitory movement connected to
the activity by way of a “warm-up”
 Collect learners together and
examines problems to focus on a
strategic problem besides trying to
resolve it
like in
 Soccer: dribbling and passing,
headers, and the like.
 Game (game pattern
otherwise full-game)
 Queries (lesson with
argument)
 Practice (teacher focused)
 Game
knowledge.
 In essence,
students are
playing the game
as they work on
skills and tactics
(attraction and
control)
 Founded on
game-forms
 Game forms
stand as sporting
tasks which
function as
connection
between talents
and the game
itself.
 There is
sufficient Interest
Course Name 5

Student Name
and excitement
Basketball
playing
session at
outdoor
space
 Students understand where teaching
is desirable and consequently are
time and again more receptive
 May utilize reliable players like
sports’
 Knowledge as empowerment
 Learning anything to sort out during
the game conditions is objectively as
significant as skill acquisition and
Uniqueness
 “How were the students defending
somebody at the open place
(basketball); How others were doing
off with the ball?”
 Exercise accountabilities employed
to grow Socio-cultural
consciousness, characteristically
through teacher-centered
 The exercise of games initiated
by the instructor stands focussed
to the system of “Big Write as
well as VCOP”.
 This production of set up
improves self-reliance, assurance
as well as philological features in
setting.
 Capability is predictable in the
strategies of demonstration,
conversation in addition to open
ended questionings Employing
Blooms’ cognitive verbs as for
instance, define, contrast, evaluate
etc. in terms of varied expressions
while explaining the qualities of
 Requires
suppleness and
“on the spot”
adaptations if not
focusing on
predetermined
tactical problems
and instead focus
on observables
from the initial
game or game-
form.
 Can be difficult
for teachers to
get out of the
mindset:
 Requires
suppleness and
Course Name 6

Student Name
instructional flairs Game is conditioned to
strengthen the numeracy
and literacy skills as per
Australian Curriculum.
 The consequence of the examination
on “Literacy in addition to
Numeracy Configuration”
reproduce insistent approach over
the operative justification on the task
and academic assertion of all-
encompassing situations of
noticeable background prominent in
unique areas of the systematized
practice.
 The events of instruction and
learning equipment upkeep the
“intelligences of originality of
individual competence
 This supports balanced thoughts,
and preparation with a specific
learning choice as the
determination, for illustration,
“vocabulary development”.
 An outlook is enfolded in the
statement: “I perform, we
perform and, you perform".
“on the
promotional”
distinctions if not
concentrating on
predetermined
tactical
complications
and instead
emphasize on
observables from
the preliminary
game or game-
form.
 Can be
challenging for
teachers to get
out of the
mindset:
Course Name 7

Student Name
understanding and writing skill” as
the instructor teaches the varied
characteristics of play. The method
of playing is accompanied by
written and oral discourses.
 The references of distinctive
spellings and reading capability
with, force on syllables,
arrangement of phonemes or
expressions besides the “figure of
speech, phrases and terminologies”
reflect natural talents within the
I.Q. level that stir up to form a
distinguishing personality of the
children
(www.phonicsinternational.com,
2019).
 The youngsters would understand
the accurate terms which might
positively be useful in the
Course Name 8

Student Name
presentation of language to describe
anticipated words as “said” or
“saw” and so forth.
 The game condition is every so
often the unchanged game as of
stage 1
<hit “tab” in this cell to add
more rows as required>
Course Name 9

Student Name
Lesson
Number: 2
Lesson Focus: <Physical education related to
games coaching>
Duration: 45 mins Class size: 20
 Lesson Goals: Personalized Method for Instruction
 Sport, Play, besides Active Reformation for Children Assessment of Determination and movement (inquiry) Build elementary skills Sport edification/adventure learning/tactical knockouts Fitness instruction & or potential time actions Optional natural life events
Success Criteria: Productive Instruction Information –handling and problem resolving abilities
 Sequencing, aligning, enhancing and synthesizing the process of physical education
Developmental Level of youngsters find it problematic (and monotonous) to perform in a game that devises many instructions. If cognitive
approach is vital, requisite corporeal abilities should be cultured beforehand (overlearned) so attentiveness can be useful to the intellectual feature of
the game reasonably than the talent. Furthermost elementary school kids are not competent to focus on skill presentation and approach
simultaneously. Multifaceted games need team associates to play precise roles, over and above some roles (for instance, goalkeeper or else line
Course Name 10

Student Name
positions) may well not appeal towards many children. In divergence, numerous other standard games are imprudent in nature as well as demand slight
attention on tactic.
Lesson specific Resources, Materials and Equipment Badminton rackets, cork, net, notebook, indoor and
outdoor space within school premises and teachers and students
Time/
Lesson
Phase/
Step
Name
Badmin
ton
playing
period
Student Tasks/Student actions
 Exercise book with skills
based on small and profound
serve, three kinds of disperses,
forehand as well as backhand
initiative rounds, directly
above excitement, and
forehand above and beyond
backhand drop round.
 On the leading day, explain
ideologies of PSI
 Students start working at
their individual leap, each
time picking up wherever they
Teacher Actions
Strategies that can be used in
situations that make them feel
uncomfortable or unsafe:
Teacher first governs the skills in
addition to knowledge required for
involvement
Designs a sequence of learning
responsibilities for educational
understanding of those foundations,
typically using situations
Activities, abilities, common
inaccuracies, and performance
benchmarks are all dogged by the
instructor
Other
Adopt inclusive
practices when
participating in
physical activities
Apply basic rules and
scoring systems, and
demonstrate fair play
when participating in
physical activities------
 Assess game
Constituents
repeatedly and
adapt them in
the attention of
retaining a
Course Name 11

Student Name
missed
 The teacher explains skills
besides events for students,
perceives pupils
accomplishing measures, and
providing feedback.
Combine elements of effort, space, time,
objects and people when performing
movement sequences----
 In this task, students are accepted to
serve small nevertheless at the
moment to a slighter area. Learners
are working to quietly work for the
front half of the court….
 Practice in endeavors of 10. When
the students get a minimum 5 out of
ten, three times, into any of the
minor boxes, the students could
Presents responsibilities by means of a
written notepad (This is fairly diverse
from a skipper’s package in sport
education). This releases instructor to
deliver more response.
When scholars influence a
prearranged performance level
through the measures devised by the
instructor, they are evaluated and
endorsed to change to the following
assignment.
Interactive writing stands
consequently a teaching
methodology that is engaged in “Big
Write package”, where the beginners
are energetically linked in the
educational procedure.
The clarifications pose a cooperative
setting wherein the youngster might
“review queries, simplify problems
pleasurable
environment.
 Teams ought to
remain to a
certain degree as
identical so that
all members
have an occasion
to find victory.
 It remains the
educator's
concern to
convince that
teams propose
youngsters a
chance to be
fruitful.
 Rotate scholars
regularly such
that they require
Course Name 12