Assessment 1 – Lesson Plan and annotation
ASSESSMENT TASK INFORMATION: XNB390
Assessment 1 – Lesson Plan and annotation
This document provides you with information about the requirements for your assessment. Detailed instructions and resources are included for completing the task. The Criterion Reference Assessment (CRA) Marking Matrix that XNB390 markers will use to grade the assessment task is included.
Task overview
| Assessment name | Portfolio – Professional Planning (Critical Design and Reflection) |
| Task description | You are to demonstrate your understanding of the social constructs and planning processes that underpin learning episodes in Primary Health and Physical Education (HPE) by reflecting on the design of a professional lesson plan. You are then required to design your own lesson plan with annotated/supporting evidence. You will be provided with a lesson template that showcases and scaffolds the teaching and learning of primary HPE from the Movement and Physical Activity Strand and the Personal, Social and Community Health Strand in the Australian Curriculum. This lesson also showcases a ‘constraints-led approach’ to the design of fundamental movement skill acquisition. Your lesson should demonstrate disciplinary knowledge and understanding, such that the content descriptors, general capabilities, and cross curricular priorities are all used to enhance the impact of student learning. Your lesson plan should also clearly demonstrate how (1) the social justice considerations framework have been utilised to enrich the teaching, learning, assessment cycle for every child in the class and (2) how you have used a constraints-led approach in the design of your lesson’s physical activities. Your task consists of three components: (1) the lesson plan; (2) referenced annotations to the lesson plan; and (3) appendix that displays x2 (two) game templates of activities from x2 (two) different XNB390 tutorial workshops. 1. A lesson plan: You are to design a lesson plan for a 30-minute learning episode for a class of students in your choice of grade between Prep and year 6. Choose a combination of activities and/or games covered in XNB390 Week’s 2-5 tutorial workshops to design your lesson. The classroom context has been provided on the lesson plan template. The lesson content must focus on ACARA content descriptors and MUST have at least one General Capability embedded in the lesson. The following elements must also be clearly present in your lesson plan submission: explicit learning goals;an introduction/orientation to the lesson;identification of key activity/ies and the key lesson content;a lesson closure that links to the learning goals for the lesson;appropriate timing for each of the lesson components; |
| resources/equipment required for the lesson;considerations given for the different types of learners;evidence that you have included the teach/learn/assess cycle. The lesson plan must include specific details of formative approaches to assess student learning. In designing the lesson plan, relevant student safety considerations should be identified to teaching HPE and these should be included in your appendix. 2. Annotations to the lesson plan You are required to provide between 5 and 8 referenced annotations to the lesson plan. In your annotations, you are required to: draw on the theories presented in your curriculum area tutorials to justify your choice of pedagogies or teaching strategies used in the learning episode/s, including how those strategies contribute to developing student knowledge and understanding of the relevant curriculum content and skills (as per the identified ACARA content descriptors);justify why and where the teach/learn/assess cycle is in your lesson plan;reference why and how you have catered for your diverse learners;justify how a key activity in the lesson supports the learning goals set;justify how your formative assessment approaches assist in identifying student knowledge, skills and understanding;make sure that you correctly reference relevant sources (both academic and professional) using APA 7th edition referencing conventions. 3. Appendix – two game templates of games from two different workshops You are required to submit two different templates for activities/games from two different tutorial weeks. For example, you might select one from circus week and one from the upper grades as part of your assignment appendix. Formatting: You must use the template provided. Annotations MUST be included in a separate column on the right-hand side of your lesson plan. The annotations must be in full sentences and include in-text references (APA style). A reference list must be included in the submitted document. Use QUT CiteWrite to help with this requirement. | |
| Due Date Task snapshot Length | Week 7: Wednesday 4 September 2024. Submit via link in CANVAS by 23:59h. 3000 words (approximately) – consisting of your lesson plan and annotations on the template provided (1600 words) + and the original 1500-word lesson template that showcases & scaffolds a sample primary PE lessonYour lesson plan should be 800 words +/-10%Your lesson annotations should be 800 words +/-10%The total word count includes in-text citations + original 1500-word lesson template BUT excludes the ACARA content descriptors, the lesson objectives, the appendix, and reference list. |
| Weighting | 60 % |
| Individual or Group | Individual |
| Formative or Summative | Summative |
| How will I be assessed | Rubric (HD – LF) |
| Learning outcomes measured | Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilitiesDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disabilityDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching areaOrganize content into an effective learning and teaching sequence Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plansDemonstrate knowledge of a range of resources, including ICT, that engage students in their learningIdentify strategies to support inclusive student participation and engagement in classroom activities The assessment related directly to APSTs 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 2.6, 3.4, 4.1 (please see for further information on these standards). |
Submission information
| What you need to do | Develop a lesson plan for a 30-minute learning episode using the template and classroom context provided. Choose a year level between prep and year 6Choose the lesson content (use ACARA content descriptors relevant to the chosen year level to design the lesson)List the relevant ACARA content descriptors and codes in fullSet relevant learning goalsIdentify the key lesson content + skillsSelect relevant and appropriate activities and teaching strategiesOrganise content into an effective learning and teaching sequenceIdentify the relevant General Curriculum objectives in your lessonExplicitly identify the formative approaches to assess student learningShow the structure of the lesson (e.g., introduction, body, conclusion)Show approximate times allocated for lesson sectionsIdentify student safety considerations/equipment where appropriate. Annotate your lesson plan with between 5-8 annotations Using relevant learning theories from the unit, justify how your chosen teaching strategies and formative assessment approaches contribute to developing your students’ knowledge and understanding. Consider the content descriptors, pedagogical approach/s, and considerations for how to include learners of different experience levels. Make sure your annotations are included in a separate column on the right-hand side of your lesson plan as per the setting out explained earlieryour annotations are clear and relevantyou have referenced (using APA style) any sources you have used Reference list Use must use QUT APA referencing style for acknowledging sources |
| Resources available to complete task | Relevant ACARA curriculum documentsSample lesson plan documentLesson planning templateQUT cite/write – APA guideHow to submit an assignment with Turnitin |
| What you need to submit | The annotated lesson planReference list for literature referred to in the annotations (QUT APA referencing conventions are to be used) |
| Submission requirements | You must adhere to the submission requirement for this task. |
- The assessment task must be submitted as ONE document in electronic format as an Adobe PDF document or Microsoft Word document via Turnitin by following these steps:
- Access the Turnitin Submission link >>View/CompleteClick on the Submit buttonGive the submission a title, select the correct file and click UploadClick ConfirmClick Return to Assignment listTo check successful submission, you will receive a text match %, and you are able to resubmit, view or download your paper
- ALWAYS check your student email for the submission receipt
XNB390 | Teaching Primary HPE | Assessment 1 | Marking Rubric
| CRITERIA | 7 Standard 100 – 85% | 6 Standard 84 – 75% | 5 Standard 74 – 65% | 4 Standard 64 – 50% | 3 Standard 49 – 40% | 2 Standard 39 – 25% | ||||||||||||
| (C1) Knowledge and Understanding | The lesson plan is creative, detailed and includes a relevant and appropriately timed introduction, body, and conclusion. The lesson plan structure is highly coherent, and there is clear, close, and explicit alignment of the lesson content, learning goals, introduction, key activities, and conclusion to the relevant curriculum. Formative assessment strategies are detailed, relevant, and insightful and are positioned strategically at key points in the lesson. One GC is embedded seamlessly in the lesson. Student safety considerations/equipment are identified. | The lesson plan is detailed and includes a relevant and appropriately timed introduction, body, and conclusion. The lesson plan structure is highly coherent, and there is clear, close alignment of the lesson content, learning goals, introduction, key activities, and conclusion appropriate to the relevant curriculum. Formative assessment strategies are detailed, relevant, and positioned strategically throughout the lesson. One GC is embedded in the lesson. Student safety considerations/equipment are identified. | The lesson plan includes approximate timings for the introduction, body, and conclusion. The lesson plan structure is coherent, and there is clear alignment of the lesson content, learning goals, introduction, key activities, and conclusion appropriate to the relevant curriculum. Formative assessment strategies are relevant and positioned strategically in the lesson. One GC is evident within the lesson plan. Student safety considerations/equipment are identified. | The lesson plan includes an introduction, body and conclusion with approximate timings. The lesson plan structure is coherent, and there is some obvious alignment of the lesson content to the relevant curriculum. | The lesson plan has an identifiable body and conclusion with approximate timings. The lesson plan has some structure, but it is not coherent, and there are few connections to content descriptors in the relevant curriculum. | The lesson plan is not identifiable with no body and conclusion or timings. The lesson plan has some structure, but it is not coherent, and there are no connections to content descriptors in the relevant curriculum. | ||||||||||||
| Lesson Plan: structure; coherence; link to learning intentions, including formative assessment strategies | Formative assessment strategies are identified and relevant. One GC is identified. Student safety considerations/equipment are identified. | Formative assessment strategies are not identified or relevant. Student safety considerations/equipment have not been identified. | Formative assessment strategies are not identified or relevant. Student safety considerations/equipment have not been identified. | |||||||||||||||
| 30% | ||||||||||||||||||
| Criterion 1 (C1) | 7+ | 7 | 7- | 6+ | 6 | 6- | 5+ | 5 | 5- | 4+ | 4 | 4- | 3+ | 3 | 3- | 2+ | 2 | 2- |
| (C2) Application and | Sophisticated knowledge and deep understanding of the underlying concepts/skills/processes/profi ciencies relevant to the chosen curriculum is demonstrated in the plan for the lesson. Identified pedagogical approaches in the lesson are highly relevant | Advanced knowledge and understanding of the underlying concepts/skills/processes/pr oficiencies relevant to the chosen curriculum is demonstrated in the plan for the lesson. Identified pedagogical approaches in the lesson are engaging, | Developed knowledge and understanding of the underlying concepts/skills/processes/pr oficiencies relevant to the chosen curriculum is demonstrated in the plan for the lesson. Identified pedagogical approaches in the lesson align with the curriculum intent. | Satisfactory knowledge of the underlying concepts/skills/processes/ proficiencies relevant to the identified curriculum is demonstrated in the lesson plan. Teaching strategies in the lesson are identified. | Rudimentary knowledge of curriculum, pedagogy and formative assessment is demonstrated in the lesson plan. | Little to no knowledge of curriculum, pedagogy and formative assessment is demonstrated in the lesson plan. | ||||||||||||
| Analysis 30% | and align closely with the identified curriculum content. Relevant resource/s used creatively and effectively to support the identified activity and to assist student learning. Resource/link to resource included as an appendix. | relevant and align with the identified curriculum content. Relevant resource/s used effectively to support the identified activity and to assist student learning. Resource/link to resource included as an appendix. | Relevant resource/s used to support the identified activity and to assist student learning. Resource/link to resource included as an appendix. | Relevant resource/s used to support the identified activity. Resource/link to resource included as an appendix. | Relevant resource/s are not used to support the identified activity. Resource/link to resource included as an appendix. | Relevant resource/s are not used to support the identified activity. – – No resource/link to resource included as an appendix. |
| Criterion 2 (C2) | 7+ 7 7- | 6+ 6 6- | 5+ 5 5- | 4+ 4 4- | 3+ 3 3- | 2+ 2 2- |
| (C3) Synthesis and | Annotations demonstrate a thorough and well-reasoned critical analysis and evaluation of relevant theories and professional resources from the unit to justify how your lesson plan components contribute to developing student knowledge and understanding of, and engagement with, the curriculum content (as per the identified content descriptors). Professional communication is clear and concise, and the document has no grammar, punctuation, or word errors. APA referencing conventions followed strictly. Adherence to word limits and formatting requirements. | Annotations demonstrate a thorough critical analysis and evaluation of relevant theories and professional resources from the unit to justify how your lesson plan components contribute to developing student knowledge and understanding of the curriculum content (as per the identified content descriptors). Professional communication is clear and concise with few grammatical or punctuation errors. Close adherence to APA referencing conventions. Adherence to word limits and formatting requirements. | Annotations demonstrates a critical analysis of theories and professional resources from the unit to describe how your lesson plan to contribute to the development of student knowledge and understanding of the curriculum content (as per the identified content descriptors). Professional communication is clear with some minor grammatical or punctuation errors. Minor errors in APA referencing conventions. Adherence to word limits and formatting requirements. | Annotations demonstrate satisfactory knowledge of theory or professional resources from the unit to describe how your lesson plan components contribute to developing some student knowledge of the curriculum content (as per the identified content descriptors Professional communication is clear with few major grammatical or punctuation errors. Some major errors in APA referencing conventions. Adherence to word limits and formatting requirements. | Annotations demonstrate limited knowledge of theory and limited relevance to your lesson plan and/or curriculum content of the lesson. | Annotations demonstrate little to no knowledge of theory and limited relevance to your lesson plan and/or curriculum content of the lesson. |
| Evaluation | ||||||
| Annotations | ||||||
| 30% | ||||||
| Communication 10% | Significant unprofessional/careless communication with major grammatical and punctuation errors. Referencing style bears some similarities to APA. | Significant unprofessional/careless communication with major grammatical and punctuation errors. Referencing style bears no similarities to APA | ||||
| Criterion 3 (C3) | 7+ 7 7- | 6+ 6 6- | 5+ 5 5- | 4+ 4 4- | 3+ 3 3- | 2+ 2 2- |
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