University of Brighton, SoE and SASM
Class:
Lesson Plan
Student teacher’s name:
Jack Lemmer
Lesson number:
Lesson duration: 1 hour (including changing time) 40 mins
4 of 6
Date: 22/04/16
Curriculum area: PE/ Athletics / Javelin
9Y1
Number of pupils: 17
Number of pupils with SEND: 0
Number of pupils with PPG: 2- EK, BT
Number of pupils with FSM: 1 - BT
Names and roles of other adults present:
Mr S Palmer (Head of PE Dept, Mentor) or Mrs L Kinman
(PE Teacher)
A
Within the context of this lesson, what specific actions are you going to take to advance your professional development in relation to the Teachers’ Standards and
Action Plan?
3.1 b) Know the rules, regulations and conventions related to the activities I am teaching so that I can plan for progressive and coherent experiences. (Eg
throwing events- observations of other teachers- Jess?)
3.3 b) Can plan and deliver tasks which encourage the use of subject specific language to enhancing pupils literacy and articulacy (Key words- y10 theory,
terminology)
7.4 a) Can be firm, fair and consistent when dealing with pupils to maintain a positive relationship with pupils.(merits, positive feedback)
7.2 c)
Can use praise as a positive strategy in order to promote behaviour for learning (detentions, kit, behaviour) – mention in lesson evaluation – evidence
B
Using your previous lesson evaluation, identify specific actions to support pupil
progress.
Use initials to identify learners who need additional support to make progress or
those who require additional challenge etc.
SEND:
4th lesson taught. This group have progressed really well with myself with low level
disruption nearly non-existent. All students have now started to introduce their
knowledge gained in my theory lesson and have now started to apply this their practical
n/a
Kaelum and Harley will be non doers for the next few weeks due to bad
injuries. I must ensure these two have an educational activity to
participating in (coach, Ipad)
n/a
EAL:
High ability- Lewis D
Low ability – Max B , Logan C, Eric K
Common misbehaving students/ student to keep apart:
Kaelum S
Ethan B
C
LO1
Learning Objectives
Differentiated Learning Outcomes
What do I intend the pupils to learn?
(Knowledge, understanding, values
attitudes and skills)
Working towards…
Achieving…
Beyond…
To be able to understand the correct
javelin Techniques
Students will successfully
explain what the correct hand
positioning is for holding the
javelin
Students will be able to explain the
importance of throwing the javelin
at 40-45o angle
Students will show excellent and correct
understanding of the importance of
javelin technique
Students are able to hold and throw
the javelin properly starting from a
stationary position.
Able to recall most of the main
teaching points of effective javelin
technique
Able to recall some of the main
teaching points of effective
javelin technique
Through Q+A they will be able to
explain:
- Grip position
- Approach
- Angle of release
- Throw technique
Able to recall all of the main teaching
points of effective javelin technique
LO2
To be able to Apply and Demonstrate
the correct javelin technique and
movements
Student Is able to demonstrate
some aspects of the javelin
technique and is sometimes
successful in throws.
Student Is able to explain the full
javelin technique all of the time and
is mostly successful in throws.
Student Is able to demonstrate the full
javelin technique all of the time and is
always successful in throws
LO3
To be able to effectively assess my
partner and give correct feedback on
javelin technique
Student will know a few
teaching points of the javelin
technique
student can evaluate others
performances stating how they can
improve
student can evaluate others
performances stating What Went Well
and Even Better If
D
Resources
Learning opportunities across the curriculum (e.g. literacy / numeracy)
Cones
Javelins x8
Soft javelins x8
Peer assessment sheets
Social – working in pairs
Literacy – reading and interpreting reciprocal sheets (Key words,
terminology)
Numeracy – recording distances, angles
Health development.
E
Time
&
Learning
Objectives
Teaching points/ strategies /
teacher role
Pupil learning activities
Organisation and risk
assessment
Assessment for learning
strategies
What teaching points will you provide in
order to support and progress the
learning of all pupils?
What learning activities will pupils be
engaged in? How will you differentiate
these activities so they are achievable for
all pupils?
What will you need to consider in
organising and managing the
learning environment effectively?
How will you use the outcomes of
assessment to inform ongoing
teaching and learning? How will you
monitor, assess and evaluate the
progress of all pupils?
Monitor children’s punctuality to the
lesson, condition of PE Kit
Teacher to greet Students with a
positive and enthusiastic attitude
Teacher to ask students to sit in front of
the whiteboard on in the changing room
and to look at the learning objectives
and key words and discuss with partner
Changing
Time
10 Mins
Register to be taken in silenceif talking or noise happens start
register again and repeat doing this
until silence is maintained.
-
Check pupils are ready for
physical activity
Late changers will arrive and
will be directed to the board to
continue the starter activity.
Pupils will be sat in silence and think
about the task on the board in silence.
Whilst I do the register.
-
NON-DOERS
Peer assessment marker
-
Check to make sure
students are in
appropriate kit
Check all piercings are
out or covered up
Ensure appropriate
footwear is being worn
Ensure all pupils are fit
for lesson
(safeguarding and assessment)
Recap Last
lesson LO’s
2 mins
-
Teacher to question students
on last lesson topic and key
points
Introduce LO to class, they will be
written on the board. Teacher to then
discuss with class what they believe the
LO to mean, and discuss what they
believe fundamental exercises are.
Lesson expectations
-
when I count down from 5 to 1 I
expect all pupils to be quiet,
safety aspects explained
Ensure pupils are behaving as
expected, to ensure they are
ready for learning.
-
I also expect all pupils to be
motivate work hard and help
each other.
Risk assessment:
Teacher also checks how far students
have progressed throughout the weeks
programme focusing on specific muscle
areas.
Warm up
-
-
Teacher will ask students to peer up
with a partner of similar ability and to
take a reciprocal sheet
Teacher to be demonstrating warm up
movement with students copying
Pupils to be kneeing around
teacher in a semi circle (Inclusion)
Student to be in pair and to have one
tennis ball
-
check area and
equipment is safe for
use.
Ensure surface/Flooring
is safe to be on e.g not
slippery, muddy, frozen
etc
Students to be spread out to avoid
collision
Students to actively be involved in lesson
content, discussion and questioning
(AFL)
Q+A:
3 mins
Teacher to be explain why these
movements help javelin technique
Q+A (Targeted Questions- pupil
premium, high achievers)
What muscle group will you be
focusing on?
Students to throw tennis ball to partner as
far as they can
How will challenge yourself today?
Warming of the arms and shoulders
Students will be warming up arms by
throwing ball to partner as far as possible
and successfully catching it
(AFL)
Mini plenary
2mins
Starting
technique
Teacher to emphasise the importance of
safety in lesson.
Students to gather around in an organised
manner to learn technique points
Pupils to be kneeing around
teacher in a semi circle (Inclusion)
Teacher to explain safety calls
calls:
Students to actively be involved in lesson
content, discussion and questioning
Ensure pupils are behaving as
expected, to ensure they are
ready for learning.
READY
Q+A:
WAIT
THROW
COLLECT
One strike out system- misbehave or do
not follow instructions- pupils will sit out
Standing throw technique:
Task 1:
Lift the javelin high, over
your shoulder
Stand side on
Non-throwing arm
pointing to direction you
want to throw
Spear next to nose
Students will practice correct
throwing position with foam
javelins from a standing position.
first to ensure technique and
safety points can be followed
before progressing onto actual
javelins
Starting
technique
Teacher will be calling starting calls
Activity:
Teacher will be standing behind students
Pupils will work in pairs and will have one
foam javelin between 2
3 mins
Teacher to enforce behaviour and safety
expectations
Teacher will be giving individual feedback
and reminding students about technique
(see above)
On the command ‘THROW’ Pupil A will
throw
Ensure students are spaced along
line with enough room for
movement
Walking Observation:
Student lay out:
On the command ‘COLLECT’ Pupil B will
collect the shot and mark the point with a
cone.
If the shot lands further the next time
they will continue to mark the longest
away shot. They will have 3 throws each
-
Visually check that all
pupils are using
equipment correctly
-
Enforce the positives of
technique points
previously explained
-
Constant positive and
constructive feedback
-
Observe pupils technique
and understanding of the
task. Spot potential
students that are excelling
or need further assistance
-
Give support to struggling
students aiding in
technique
Students will be practicing correct
throwing technique
Mini plenary
2min
Progression:
Appropriate students will progress onto
actual javlins
Teacher to explain 2 major grips:
Students to gather around in an organised
manner to learn technique points
Pupils to be kneeing around
teacher in a semi circle (Inclusion)
Q+A: Targeted questioning, Pair
discussion
Students to actively be involved in lesson
content, discussion and questioning
Ensure pupils are behaving as
expected, to ensure they are
ready for learning.
-
A: American Grip
B: V-Grip
Task 2:
Students will practice correct
throwing position and hand grip
with genuine javelins from a
standing position
Grip
technique
Teacher will be calling starting calls
Activity:
3 mins
Walking Observation:
-
Visually check that all
pupils are using
equipment correctly
-
Enforce the positives of
technique points
previously explained
-
Constant positive and
constructive feedback
-
Observe pupils technique
and understanding of the
task. Spot potential
students that are excelling
or need further assistance
-
Give support to struggling
students aiding in
technique
Teacher will be standing behind students
Teacher to enforce behaviour and safety
expectations
Teacher will be giving individual feedback
and reminding students about technique
(see above)
Teacher to explain safety calls
calls:
READY
WAIT
THROW
COLLECT
Mini plenary
Ensure students are spaced along
line with enough room for
movement
Follow through technique
Pupils will work in pairs and will have one
foam javelin between 2
On the command ‘THROW’ Pupil A will
throw
On the command ‘COLLECT’ Pupil B will
collect the shot and mark the point with a
cone.
If the shot lands further the next time
they will continue to mark the longest
away shot. They will have 3 throws each
Students will be practicing correct
throwing and grip technique
Students to gather around in an organised
manner to learn technique points
Pupils to be kneeing around
teacher in a semi circle (Inclusion)
Students to actively be involved in lesson
content, discussion and questioning
Ensure pupils are behaving as
expected, to ensure they are
ready for learning.
Q+A: Targeted questioning, Pair
discussion
-
Teacher to emphasise the importance of
the angle of release
Teacher demonstrates too low/high
release
Teacher to explain Landing Position of
javelin and how to approach javelin
Do not run walk up to javelin in ground to
side, carry back with spear facing down
Foul- back end of javelin touches ground
first
Task 3:
Standing throw focusing on release angle
Arm and
release
technique
3 mins
Activity:
Teacher will be calling starting calls
Teacher will be standing behind students
Pupils will work in pairs and will have one
foam javelin between 2
Ensure students are spaced along
line with enough room for
movement
Walking Observation:
-
Visually check that all
pupils are using
equipment correctly
Teacher to enforce behaviour and safety
expectations
On the command ‘THROW’ Pupil A will
throw
-
Teacher will be giving individual feedback
and reminding students about technique
(see above)
On the command ‘COLLECT’ Pupil B will
collect the shot and mark the point with a
cone.
Enforce the positives of
technique points
previously explained
-
Constant positive and
constructive feedback
Teacher to explain safety calls
calls:
READY
WAIT
THROW
COLLECT
Mini plenary
approach
1 min
Teacher will instruct students to
observe partner and fill in peer
assessment sheet related to technique
If the shot lands further the next time
they will continue to mark the longest
away shot. They will have 3 throws each
Students will be practicing correct
throwing, grip and release technique
Students to gather around in an organised
manner to learn technique points
Pupils to be kneeing around
teacher in a semi circle (Inclusion)
Students to actively be involved in lesson
content, discussion and questioning
Ensure pupils are behaving as
expected, to ensure they are
ready for learning.
Pupils will work in pairs and will have one
foam javelin between 2
Ensure students are spaced along
line with enough room for
movement
Approach/Run up
-
Observe pupils technique
and understanding of the
task. Spot potential
students that are excelling
or need further assistance
-
Give support to struggling
students aiding in
technique
Q+A: Targeted questioning, Pair
discussion:
-
How could be possibly
increase the distance of
our throw?
Teacher to explain correct approach
Emphasis crise-cross towards end of run
up
Rulings- foul if feet go over line
All
Movements
together
2 mins
Teacher will be calling starting calls
Teacher will be standing behind students
Teacher to enforce behaviour and safety
expectations
On the command ‘THROW’ Pupil A will
throw
Walking Observation:
-
Visually check that all
pupils are using
equipment correctly
Teacher will be giving individual feedback
and reminding students about technique
(see above)
On the command ‘COLLECT’ Pupil A will
collect the shot and mark the point with a
cone.
-
Enforce the positives of
technique points
previously explained
If the shot lands further the next time
they will continue to mark the longest
away shot. They will have 3 throws each
-
Teacher to explain safety calls
calls:
Constant positive and
constructive feedback
-
Observe pupils technique
and understanding of the
task. Spot potential
students that are excelling
or need further assistance
-
Give support to struggling
students aiding in
technique
READY
WAIT
THROW
COLLECT
Students will be practicing correct
throwing, grip, approach and release
technique
Student waiting will be Filing in
technique Reciprocal sheet
Mini plenary
3 mins
Second cone to be placed
for where students to start
run up
Students to gather around in an organised
manner to learn technique points
Teacher will ask students to predict what
distance they believe they can achieve
with their partner (student target setting)
Students to actively be involved in lesson
content, discussion and questioning
Teacher will explain assessment grades
Students will refer to reciprocal sheet
Q+A:
Gold – 25+
Silver- 20+
Bronze- 15+
Recording of
distances
6 mins
Pupils will be in their partners
Teacher will be giving individual feedback
and reminding students about technique
(see above)
Teacher will check that reciprocal sheets
are being filled out
Teacher will ask partner to record other
partners distance
Teacher will ask students to come one pair
at a time to record javelin distance
One turn per student
Two if enough time
Students will be line up behind
spectator cone
(AFL)
Students will also be able to reflect
on performance of self and peer
assessment
Kegan Structure:
Plenary
Teacher to refer to world record:
5 mins
98.48 Jan Zelenzy (CZE)
Ask students to sit in front of the
whiteboard

Students to gather around in an organised
manner to learn technique points around
whiteboard
Pupils to be dismissed
Teacher to target high and low
ability students to ensure all
abilities have learnt the LO’S
Students to actively be involved in lesson
content discussion and questioning
Students will reflect on their progression
with reciprocal sheets
Pupils reflecting upon lesson and
individual performance.
Ask the students what the LO’s
were?
Question pupil premium students
on technique points and what
improvements their partner need
seen from peer assessment
Ask students to get in their pairs with one
being A and one being B and to answer
following question to partner:
A= what are the two javelin grips
B=WHAT IS THE CORRECT
APPROACH/RUN UP IN JAVELIN
Chose random pair to share their
answers with the rest of the group
Get examples from students about
worksheets
Teacher to escort students back to
changing room
Changing
time
10 mins
Students will be asked to carry one
javelin per pair- students will walk in with
teacher
Kegan/ Targeted Questioning/
Confidence Line:
Students to walk back to changing rooms
and to get changed in a sensible and safe
manner
-
Make sure all borrowed
kit is handed back from
students.
-
Check students uniform
as they leave PE wing
and wish them a good
day
Contigency Plan (E.g Bad Weather, Change of Setting)
N/A Indoors
F
Lesson evaluation
To what extent have the learning outcomes been achieved in relation to the learning objectives?
LO1
LO2
LO3
Reflect upon your professional
development including the impact
and outcomes of the actions
identified in Box A
3.1 b) Know the rules, regulations and conventions related to the activities I am teaching so that I can plan for
progressive and coherent experiences. (Eg throwing events- observations of other teachers- Jess?)
3.3 b) Can plan and deliver tasks which encourage the use of subject specific language to enhancing pupils literacy and
articulacy (Key words- y10 theory, terminology)
7.4 a) Can be firm, fair and consistent when dealing with pupils to maintain a positive relationship with pupils.(merits,
positive feedback)
Reflect upon pupil progress
including the impact and outcomes
of the actions identified in Box B
Observers Notes: