The document outlines the key considerations and steps for developing an effective teaching program and scope and sequence. It discusses planning learning experiences and assessment, considering students' needs and resources, ensuring the teaching meets syllabus requirements, and evaluating if the program allowed students to learn as expected. Specific topics like PDHPE and road safety are mentioned as examples to illustrate the points.

1. Melinda Foschi U3081195

2.  Teaching and learning programs need
to represent the implementation of
school curriculum planning.
 Needs to include the outcome groups
being developed, and the learning
experiences with suitable content and
planned assessment.

3.  The teaching program documents a
teachers decisions about what to teach
and what students should learn.
 The decisions made will be assisted by a
teachers knowledge of the students
learning needs.

4.  Teaching program requirements may be
met by “units of work”, where the unit fits
with a schools overall curriculum
planning.
 Planning assessment in the teaching
program assists teachers in keeping
assessment 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 a
Scope and Sequence
 Consider whole school activities for
students (for example, assessment and
examination schedules). Planned dates
for these events need to be identified
 Consider the availability of school
community resources for example
equipment.

7.  Clearly identify students learning needs
 Class size, students interests, teachers
expertise and costs need to be
considered.

8.  Ensure teaching and learning strategies
are devised and provide students with
sufficient opportunities to learn the
content (learn about) and use their skills
to apply the content (learn to).
 Syllabus needs to be consulted at all
times to ensure teaching and learning
programs meet the requirements.

9.  When evaluating programs as “Have the
learning experiences provided in the
programs allowed students to learn what
the syllabus expected?”
 Select only 3-4 outcomes per unit as
learning will remain focused and create a
deep understanding and knowledge.
 Consider the best sequence for exploring
the content. Allow for integration of
concepts to ensure relevance to students
lives. There is no need for it to be in the
order of the written syllabus.

10.  Blogs
 Chat rooms
 Diaries/ journals
 Magazines
 DVDs
 1. Finish the Scene – students watch part of
a scene, for example where a character is
having trouble dealing with a significant
challenge. Students then write the script for
the remainder of the scene.

11.  2. Play the role – students take the role of
the character and act out the
remainder of the scene.
 3. Fast Forward – students predict what
happens 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 – identify
clearly who you are going to educate
and their learning styles.
 2. Know your objectives – what do your
students expect to learn? What do you
want them to learn by the end of lesson?
 3. Over plan the class – include attention
getters to bring the focus right to you
when you need it.

15.  Creating your Plan.
 1. write your overview – outline the big
ideas for the class. For example road
safety, the causes and minimising risk.
 2. set out the objective – clear and
consicise outlining the concrete steps
throughout the lesson. For example,
background knowledge on road safety,
cause (why?) and how to minimise the
risk through group activity.

16.  3. Plan your timeline – beak plan into
sections according to how much time
you have within the lesson.

17.  727. Nutrition
 Phys Ed, level: Elementary
Posted Mon Nov 30 22:03:08 PST 1998 by Janna Elder (jkbelder@aol.com and
jelder@hal.calc.k12.la.us ).
Food Pyramid
W.T. Henning Elementary, Sulphur,LA USA
Materials Required: Book-Berenstein Bears and Too Much Junk Food,Chart paper
and marker,copy of food pyramid,magazines a
Activity Time: 1-2 45 minute lessons
Concepts Taught: Recognizing good food choices
TLW - 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 internet
site 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. List
the foods on a chart.
Read the story The Berenstein Bears and Too Much Junk Food by Stan and Jan
Berenstein.
Discuss the story. Ask questions about the food choices. Add foods in story to the
chart. Relate the Healthy Foods to the Food Pyramid.
Divide the class into cooperative groups.Give each group a poster with the
pyramid 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 food
snack available.

18.  EVALUATION: Observation of students working
in groups.The completion of the food pyramids.
Listening to discussions of food choices.
Listening to discussions of what we need to
have good food choices in our diets.
MATERIALS:Book:Berenstein Bears and Too
Much Junk Food by Stan and Jan Berenstein.
Chart Paper and Marker
Picture of Food Pyramid
Food Pyramids for groups to complete
Magazines and newspapers
Scissors and Glue
Healthy Snack such as apple slices and peanut
butter

19.  Tile – Road Risks
 Year 8
 Lesson No. – 1
 Length – 2 of 50 mins
 Outcomes – Students will describe the
nature of health and analyse how health
issues may impact on you people (4.6)
 Skill – decision making
 Students will learn about – exploring risk,
strategies to minimise harm and road
safety.

20. Students will learn to: Lesson Sequence Teaching and Learning
Strategies
Explore the concept of Warm up/ opening Direct Teaching
risk Write down both the
Think, Pair, Share positive and negative
types of risk that
adolescents take.
Explain how potential Critical questions: Small Group Work
for harm can be Hand out “critical
increases as the result Initial Stimulus question” cards to
of an interaction of Questions for Lessons focus on issues around
factors YP and risk.

21.  Conclusion – How can we overcome
this? Homework is to complete “Positive
Communication” worksheet .
 Resources – A3 paper for group work,
question cards and Worksheet 10.1
 Assessment
 Evaluation and Reflection.

24.  http://www.youtube.com/watch?v=qJ2-
aF8EY8k
 http://www.youtube.com/watch?v=kO2
E9Fm9rVc