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1. FROM A PHYSICAL EDUCATION POINT OF VIEW

2. Students are expected to have 9 single or 5
double classes of physical education each week
over a 6 week period.
Requirements pre-TP:
- 5 Schemes of Work and the 1st corresponding
lesson plan
Issues:
- Some students have just found out their
schools so please be cognisant of this.

3.  School subject
 Topic
 Class
 Number of pupils
 Number of lessons
 Length of lessons
 Rationale
 Big Picture Goal (BPG)
 Big Picture Assessment
(BPA)
 Concept Map (Chunks)
 Learning Outcomes
 Formative Assessments
 Instruction:
 Instructional Format
 Learning Experiences
 Teaching Strategies
 Task Adaptations
 Resources
 Structure of self-
appraisal
 Preventative
Management

4.  Is it realistic
 Is it worth students’ time and effort
 Is it achievable
BPG: For students to work cooperatively to
successfully complete a 3-day camping trip and
participate in a set of outdoor activities.
BPA: Students will cooperatively and
successfully complete a 3-day camping trip and
participate in outdoor activities.

5.  Is it matching?
 Is it worthwhile?
BPG: Students will demonstrate responsibility
for their own safety and the safety of others,
through a group gymnastics performance.
BPA: During a group performance, students will
demonstrate responsibility to ensure self and
peer safety throughout the performance.

6.  What must be learned to achieve the BPG?
For students to work cooperatively to successfully complete a
3-day camping trip and participate in a set of outdoor
activities.
Communication &
Cooperation
- Support
- Encouragement
- Positive interactions
Clothing
- Layering
- Shoe selection
- Changing weather
No trace camping
- Plan ahead & prepare
- Respect wildlife
- Carry in – carry out
- Leave what you find
Outdoor Skills
- Kayaking
- Hiking
- Orienteering

7.  Each chunk becomes a learning outcome
1. Students will work together to achieve the
goals of the 3-day camping trip
(Communication & cooperation)
2. Students will select appropriate clothing to suit
the weather on the camping trip (Clothing)
3. Students will set up and take down camp
following ‘leave no trace’ concepts (No trace
camping)
4. Students will successfully participate in hiking,
kayaking, and orienteering (Outdoor skills)

8.  Expect one formative assessment per
learning outcome (examples)
Examples: peer assessment, logs, records, checklists,
observation, self-assessment etc.
Learning Outcome Formative Assessment
1. 1.
2. 2.
3. 3.
4. 4.

9. Must be completed for each learning outcome
e.g. Learners will successfully navigate an orienteering event.
Instructional
Model
Learning
Experience
Teaching
Strategy
Adaptations
How the lesson is
designed
e.g. Problem solving
where the teacher
poses a challenge
for which students
may find alternative
responses.
What the students
do
e.g. In small groups
learners follow a
task card,
collaborate to find
control points and
answer probes.
What the teacher
does
e.g. Develops task
cards
- Sets up control
points
- Poses challenge
- Checks
understanding
- Actively
supervises
How the teacher
adapts for students
who are successful
or struggling
e.g. Task card with
clues
- Answer probes
in matching
format
- Design new
control point

10. Student name:
Date: Class: Class Length:
Pupil’s previous knowledge/skills/experience:
How has the previous lesson informed my planning for this lesson?
Lesson Focus:
Lesson Outcomes:
Resources/Equipment Needs:
Safety Considerations:

11. Time & Focus
Skill, tactical,
knowledge, social, or
sport education
Activity Development
Task development, progressions, learning experiences, and
game-skill practice-game specifics
Instructional task statements
Organisation & Management
Diagram showing organization of students
Managerial task statements
Teaching Cues
Behaviour prompts
Teaching cues
Diagram or pictures
Adaptations
Strategies to meet the
needs of diverse
learners
- Description - Use of diagrams - Clear teaching
points, bullet
pointed