Assessment Task 1: Explain why Health and Physical Education is a compulsory learning area in the school curriculum for all Australian school students from Foundation (Prep) to Year 10. Imagine your...

Assessment Task 1:

Explain why Health and Physical Education is a compulsory learning area in the school curriculum for all Australian school students from Foundation (Prep) to Year 10. Imagine your audience is the parent body of a class, OR the Principal and school administration team.  You must convince your audience that Health and Physical Education is a valued and essential part of any school curriculum. Use current, substantiating research evidence related to children and adolescents’ health and wellbeing to support your claims. Advocate for the holistic nature of health and wellbeing and all the dimensions of health as well as the needs and interests of all students. The course text and the Australian Curriculum will provide information that you should supplement with your own research. All research sources must be correctly acknowledged both ‘in text’ and in a reference list. Stay positive – DO NOT mention disease or illness (including overweight and obesity). Your rationale will demonstrate that you understand the rationale, aims, philosophy and educative purpose of the Australian Curriculum Health and Physical Education.

Requirements for the lesson plan


1.    Fill in the headings in the template

a.    Duration: The lesson is 40 minutes duration, excluding movement to and from the venue, and any ‘housekeeping’ such as roll marking and safety checks. These housekeeping matters should be completed outside the 40 minute timeframe and do not need to be acknowledged.

b.    Select a year level from Prep (Foundation) to Year 10

2.    Class: The class has 24 students
3.    Curriculum:  Curriculum must be selected from the Australian Curriculum HPE. Select ONE content description and one elaboration.
4.    Lesson focus - write a brief description of the lesson focus. The description should relate to the learning experiences and the curriculum you select. For example, your focus might be on cultural understanding in secondary while in Years P-6, your focus might be on co-operation, or relationships.
5.    List learning objectives for the lesson: List a minimum of one and a maximum of two learning objectives for the lesson. These must relate to the curriculum you selected and what you plan for the students to be able to know, show or do by the end of lesson. The learning objectives are the intended outcomes of the learning. They clearly specify what the students will actually do that can be evidenced, observed or assessed as a result of the learning.
6.    Risk Assessment and Safety checklist. Read the risk assessment guidelines provided in the link in the lesson plan template. Compile a checklist of safety considerations for your lesson. Include the generic safety considerations already provided in the lesson plan template.
Part C: Modification of one learning experience to ensure the inclusion of all students.        10 % weighting


Use the T.R.E.E strategy to describe how you would make modifications to one learning experience to achieve inclusion of all students. Ensure these are specific to the activities you will be teaching.


Part D: Justify and explain     750 word maximum                                 10 % weighting


Explain how your lesson planning will maximise the amount of academic learning time and minimise disruption. Justify the selection of learning experiences, student organisation and equipment to be used. Lessons need to be inclusive and engaging and organisation and planning will reduce the need for behaviour management interventions. (Chp 6 of the text will help).
Some considerations include:

a.     use of a variety of teaching styles.

b.     organisation for quick and seamless transitions from activity to activity,

c.     equipment transitions minimised


Part E: Research and Referencing and Academic Literacy                10% weighting


Research Sources: There must be clear evidence of the use of credible academic research sources to guide your planning and your response to the assessment task. You need to acknowledge all sources of information that are not your own using the APA referencing style to do so.
Referencing system - American Psychological Association (APA Style):  APA style is the only referencing style that will be accepted. Below is the link to the USQ Library site that will help you become familiar with the APA style.(accessed 26th February 2010)