Prof Ex 4

Presentation
Stasha Andrews
 Category 2 school
 Health and PE – Years 1-7
 New Arrivals Program
 A number of EAL students
 Year 1/2 Health lessons around fruits, vegetables
and the food groups – chosen based on what
they’d previously done and what my mentor
teacher wanted
 The students prefer hands on and visual activities
 Various combinations of students within the class
can trigger somewhat negative situations
 Students on the spectrum – they have ‘positive
behaviour’ and ‘break’ cards
 Students come from diverse, varying and
complex backgrounds
 English as a second language students
ACARA General Capabilities
- Ethical Understanding: students will treat each other with
respect, fairness and compassion, valuing the diversity which
may be present within the class.
ACARA Personal and
-Achievement Socialfor
Standard Capability:
Years 1/2:students will work
By the cooperatively
end of Year 2, in students
activitiesdescribe
where students
changes willthat
develop
occuranas
ACARA Years awareness,
1/2: appreciation and respect of their
they grow older. They recognise how strengths and achievements own and
others’toabilities.
contribute Students
identities. will develop
They identify and rangeresponses
how emotional of
Strand:
impact interpersonal
Personal, skills such
on others’Social andThey
feelings. as communication
Community
examineHealthmessages and related
leadership
through the group activities. Students will
to health decisions and describe how to keep themselves and learn about
Sub-strand:
others differentBeing
healthy,fruit healthy,
and
safe and safe and
vegetables
physically active
they canThey
active. eat to make areas
identify healthier
Contentfood Descriptors
choices. and Code:
where they can be active and how the body reacts to different
Recognise
Literacy:
-physical situations
students
activities. willand opportunities
be introduced to will become
to and
promote
familiar
Students health,
demonstrate safety
with specific and wellbeing
terminology
positive ways torelated (ACPPS018)
interacttowithfruit,others.
vegetables
They select and apply strategies to keep themselves healthy skills
and the food groups. Furthermore, students will develop and
Strand:
to Personal, Social
understand and Community
explanations and Health
visual aids given to enhance
safe and are able to ask for help with tasks or problems.
They activities,
demonstrate for example,
fundamental the magazine
movement cut outs
skills in and the of
a variety
Sub-strand: Contributing
picturesequences
books. Students to healthy and active
will also express communities
movement
Content Descriptors and and
Code:situations and testthemselves and their
ideas/opinions.
alternatives
- Explore to solve movement
actions that help make challenges.
the classroom a healthy, safe
ACARA Student
Theyand Diversity:
perform
active place (ACPPS022) that incorporate
movement sequences
English asofamovement.
•the elements second language
• Students on the spectrum
To cater for the above diversities, the following will be
implemented: demonstrations, visual aids, making connections to
the students first language and to the real world, making use of
students’ positive behaviour and break cards.
Lesson 1: Fruit and Veg Tasting –‘I
can eat the colours of the rainbow’

Links to Aitsl
Standard
3.7 Engage
parents/carers in
the educative
process
Lesson 1: Fruit and Veg Tasting –‘I
can eat the colours of the rainbow’
 Introduction
o Introduce the words fruit and vegetable – What are they?
What do we know about them? What are some
examples?
o Brainstorm different fruit and veg – prior knowledge
activity
 Main body
o Identify the colours of the rainbow
o Begin the fruit and veg tasting moving through the
different colours of the rainbow
 Conclusion
o Discussion of the fruit and veg eaten
Lesson 1: Fruit and Veg Tasting –‘I
can eat the colours of the rainbow’
Most Common Fruits:
- Apple
- Banana
- Strawberry
- Orange

Most Common Veg:

- Carrots
- Cucumber
- Lettuce

Students were able

to draw the fruit or
veg they thought of.
Did this activity at the
end of the unit.
 Evaluation of my practice
 ‘Hands on top, that means stop’ worked
well with class management (links to aitsl
standard 4.2)
 Moved through the colours from top to
bottom which allowed the students to know
what was going on/coming next
 Sharing session about each fruit and veg
was good and unlocked a lot of vocab –
would’ve been good to record this vocab
somehow… word wall? 2nd lesson based
around the vocab used in this lesson? Some
students did not 100% understand or know
how to use some vocab appropriately (EG
spicy and sour) – need to work on this
 Noise level was high but was work related…
how could I minimise the noise level?
Supervising Teacher’s Feedback

Links to aitsl
standard 4.2
Lesson 1 – changes made
 To minimise the noise level

 Recorded
vocab on the
board,
discussed the
vocab, saved
the vocab
mentioned
for an activity
for lesson 2
Lesson 2 – using the vocab
(describers) from previous lesson
 The original plan for lesson 2 changed to focus on the vocab
unlocked in the first lesson (sequencing of lessons were
planned using knowledge of student learning) to clarify and
reinforce this learning and to ensure that all students had a
sound understanding of the vocab
 Introduction
o Review previous lesson, discuss the fruit and veg eaten,
discuss the vocab used/unlocked
 Main body
o Using describer words – matching activity and then
sentences
 Conclusion
o Discussion of the describing words and reasons for their
matches
Lesson 2 – using the vocab
(describers) from previous lesson
Lesson 2 – using the vocab
(describers) from previous lesson

For students who struggled with

writing I also did a hands
on/visual version of this activity
– had printed off pictures and
had a play food set where we
talked through the sheet
verbally and physically
matched the describers with
the fruits.
 Evaluation of my practice
 Review/recap of previous was my least favourite food
lesson went well and set because it is bland and
the lesson up well for the crunchy.
coming activity  The hands on/visual version
 Needed extension worked well to be inclusive
activities. EG: of every student’s ability
***I can write a sentence
using two describers.
eg: The blueberry is blue
and juicy.
****I can write a sentence
for my favourite and least
favourite fruits and
vegetables.
eg: The purple cabbage
Supervising Teacher’s Feedback
Lesson 3
 Introduction
o Review of previous lesson, discuss the vocab
used
 Main body
o Handa’s Surprise, dice game
o Muncha! Muncha! Muncha!, dice game
o 2 fruit and 5 veg
 Conclusion
o Discussion of 2 fruit and veg
o Fruit and Veg Energiser Game
 Evaluation of my practice
 Students responded well to the resources
chosen – links to aitsl standrd 3.4. Were
laughing at the funny sections, were trying to
predict what was going to happen next
 They were sitting for a little while, they didn’t
get restless (mostly due to the fact they were
engaged with the tasks) but need to be
mindful of potential instances of students
getting fidgety
 Tried to focus on when students were doing
the ‘right’ thing, especially if they had been
displaying negative behaviours earlier
 Dice game helped develop students’
knowledge of different fruits and veg
 Fruit and veg energiser game worked well to
get kids moving and using the knowledge just
learnt – formative assessment (links to aitsl
standard 5.1)
 Supervising Teacher’s Feedback

Links to aitsl
standard 5.1
Links to aitsl
standard 4.2
 Evaluation of my practice
throughout the entire unit
 Always had a clear lesson goal/intention. WALT = we are
learning to… This helped provide a clear direction for the
lesson, the students knew exactly what they were learning
and why. Links to aitsl standard 3.3.
 Used questioning to check for understanding – formative
assessment; links to aitsl standard 5.1. Learnt quite quickly that
it is vital to check for understanding before moving onto the
next part of the lesson to ensure that the learning is being
retained.
 Always tried to provide feedback that was meaningful and
appropriately timed. Links to aitsl standrd 5.2.
Supervising
Teacher
Feedback
 Evaluation of my practice
throughout the entire unit
 Used high impact and evidence based strategies
including providing feedback, clear lesson goals,
questioning, being flexible and getting students to work
together – all of which were in line with the ethos of the
school. The school follows a lot of the work of John Hattie
and aligns their teaching strategies/practice with high
impact/evidence based strategies.

 Need to ensure that I continually review and consolidate

learning, for example, going back to and working on the
vocab unlocked during the fruit and veg tasting.
End of Unit
End of Unit
New Fruits Added:
- Tangerine
- Mandarine
- Pineapple
- Blueberry
- Kiwi
- Brown Pear

New Veg Added:

- Purple Cabbage
- Mushroom
- Pumpkin
- Eggplant
- Zucchini
- Peas
 End of Unit
The fourth lesson of this unit was on the food groups and the Australian
Guide to Healthy Eating. The final assessment piece (summative) of this
unit was designed to bring the students knowledge together on
fruits/veg, using different describers and the Australian Guide to Healthy
Eating to write about their favourite food.
Eportfolio Link
Sources of Information
 Australian Curriculum, Assessment and Reporting Authority 2016, Australian
Curriculum, Australian Curriculum, ACARA, viewed 14/09/2018,
<https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-
physical-education/>
 Australian Institute for Teaching and School Leadership 2011, Australian
Professional Standards for Teachers, Education Services Australia, viewed 14
September 2018, <https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf>
 Department of Education and Early Childhood Development 2014, No English
Don’t Panic, State Government of Victoria, viewed 14 September 2018,
<https://www.education.vic.gov.au/Documents/school/teachers/teachingres
ources/diversity/eal/no_english_dont_panic.pdf>
 Department of Education and Training Melbourne 2017, High Impact
Teaching Strategies, State of Victoria, viewed 1 September 2018,
<https://www.education.vic.gov.au/documents/school/teachers/support/hig
himpactteachstrat.pdf>
 Hattie, J 2009, John Hattie & His Top 10 High Impact Teaching Strategies, The
Australian Society for Evidence Based Teaching, viewed 1 September 2018,
<http://www.evidencebasedteaching.org.au/hattie-his-high-impact-
strategies/>