1. Melinda Foschi U3081195

2. Teaching and learning programs needto represent the implementation ofschool curriculum planning. Needs to include the outcome groupsbeing developed, and the learningexperiences with suitable content andplanned assessment. 3. The teaching program documents ateachers decisions about what to teachand what students should learn. The decisions made will be assisted by ateachers knowledge of the studentslearning needs. 4. Teaching program requirements may bemet by units of work, where the unit fitswith a schools overall curriculumplanning. Planning assessment in the teachingprogram assists teachers in keepingassessment manageable. 5. PDHPE Years 7-10: Sexual Health Road Safety Education Drug Education Mental Health Body Image and Healthy Food Habits Child Protection and Personal Safety. 6. Considerations When Developing aScope and Sequence Consider whole school activities forstudents (for example, assessment andexamination schedules). Planned datesfor these events need to be identified Consider the availability of schoolcommunity resources for exampleequipment. 7. Clearly identify students learning needs Class size, students interests, teachersexpertise and costs need to beconsidered. 8. Ensure teaching and learning strategiesare devised and provide students withsufficient opportunities to learn thecontent (learn about) and use their skillsto apply the content (learn to). Syllabus needs to be consulted at alltimes to ensure teaching and learningprograms meet the requirements. 9. When evaluating programs as Have thelearning experiences provided in theprograms allowed students to learn whatthe syllabus expected? Select only 3-4 outcomes per unit aslearning will remain focused and create adeep understanding and knowledge. Consider the best sequence for exploringthe content. Allow for integration ofconcepts to ensure relevance to studentslives. There is no need for it to be in theorder of the written syllabus. 10. Blogs Chat rooms Diaries/ journals Magazines DVDs 1. Finish the Scene students watch part ofa scene, for example where a character ishaving trouble dealing with a significantchallenge. Students then write the script forthe remainder of the scene. 11. 2. Play the role students take the role ofthe character and act out theremainder of the scene. 3. Fast Forward students predict whathappens next. 12. Phase 1 understand the content Phase 2 planning and resourcing Phase 3 implementation Phase 4 monitoring Phase 5 evaluation 13. Students Strategies Groupings Timing Materials Success Sequence 14. Before you Plan: 1. Get to know your students identifyclearly who you are going to educateand their learning styles. 2. Know your objectives what do yourstudents expect to learn? What do youwant them to learn by the end of lesson? 3. Over plan the class include attentiongetters to bring the focus right to youwhen you need it. 15. Creating your Plan. 1. write your overview outline the bigideas for the class. For example roadsafety, the causes and minimising risk. 2. set out the objective clear andconsicise outlining the concrete stepsthroughout the lesson. For example,background knowledge on road safety,cause (why?) and how to minimise therisk through group activity. 16. 3. Plan your timeline beak plan intosections according to how much timeyou have within the lesson. 17. 727. Nutrition Phys Ed, level: ElementaryPosted Mon Nov 30 22:03:08 PST 1998 by Janna Elder (jkbelder@aol.com andjelder@hal.calc.k12.la.us ).Food PyramidW.T. Henning Elementary, Sulphur,LA USAMaterials Required: Book-Berenstein Bears and Too Much Junk Food,Chart paperand marker,copy of food pyramid,magazines aActivity Time: 1-2 45 minute lessonsConcepts Taught: Recognizing good food choicesTLW - distinguish between healthy foods and junk foods.- understand the need for healthy food choices.- create a food pyramid in a cooperative group. PROCEDURE: Introduce the Food Pyramid. Have a poster and/or use an internetsite that has a picture of the pyramid.Discuss how the pyramid works and the need for a balanced diet.Brainstorm and come up with several Healthy Foods and several Junk Foods. Listthe foods on a chart.Read the story The Berenstein Bears and Too Much Junk Food by Stan and JanBerenstein.Discuss the story. Ask questions about the food choices. Add foods in story to thechart. Relate the Healthy Foods to the Food Pyramid.Divide the class into cooperative groups.Give each group a poster with thepyramid on it. Have each group find pictures of food to illustrate each section.Display the posters upon completion.As a reward for working together and learning about foods have a healthy foodsnack available. 18. EVALUATION: Observation of students workingin groups.The completion of the food pyramids.Listening to discussions of food choices.Listening to discussions of what we need tohave good food choices in our diets.MATERIALS:Book:Berenstein Bears and TooMuch Junk Food by Stan and Jan Berenstein.Chart Paper and MarkerPicture of Food PyramidFood Pyramids for groups to completeMagazines and newspapersScissors and GlueHealthy Snack such as apple slices and peanutbutter 19. Tile Road Risks Year 8 Lesson No. 1 Length 2 of 50 mins Outcomes Students will describe thenature of health and analyse how healthissues may impact on you people (4.6) Skill decision making Students will learn about exploring risk,strategies to minimise harm and roadsafety. 20. Students will learn to: Lesson Sequence Teaching and LearningStrategiesExplore the concept of Warm up/ opening Direct TeachingriskWrite down both the Think, Pair, Share positive and negativetypes of risk thatadolescents take.Explain how potential Critical questions: Small Group Workfor harm can be Hand out criticalincreases as the result Initial Stimulusquestion cards toof an interaction ofQuestions for Lessons focus on issues aroundfactors YP and risk. 21. Conclusion How can we overcomethis? Homework is to complete PositiveCommunication worksheet . Resources A3 paper for group work,question cards and Worksheet 10.1 Assessment Evaluation and Reflection. 22. http://www.youtube.com/watch?v=qJ2-aF8EY8k http://www.youtube.com/watch?v=kO2E9Fm9rVc