Professional Experience Document 1: Lesson Plan Template

Professional Experience Document 1: Lesson Plan Template
INDIVIDUAL LESSON PLAN
Lesson Title Lesson Duration Stage………. Year Class/Group

Burns and shock 50 mins Stage 5 year 9 9BCFA1
Rationale Syllabus Outcomes Syllabus Content
Students will recap their knowledge PASSLS-1 Couldn’t find 
about legal implications through a PASSLS-8
kahoot and then start the topic of PASS5-10
“shock” and introduce “choking”
through textbooks a power point
presentation and a practical role play
component and the end.
Prior knowledge Risk Assessment ICT capabilities Resources

Previous knowledge in first aid lessons White board
Investigating with ICT Smart board
Creating with ICT Laptops
Managing and operating ICT Google docs
Learning Outcomes Time Content/Learning Experience Teaching Class Organisation Assessment Techniques
Guide Strategies Grouping & What will you use to assess
classroom their learning?
environment
Introduction (Engagement)
Students will recap 2 mins Students will learn about the factors influencing first aid Explanation, Individual, whole Observation, questioning
their previous lesson further by starting with a recap from the previous lesson questioning, class
on shock with some where they learnt about bleeds and burns by reviewing
questioning notes and a class brainstorming activity through an online
quiz app “kahoot", detailing specific questions regarding Brainstorming Individual, whole Observation, questioning
10 their prior knowledge on legal implications Kahoot class
Students will learn mins
about the treatment Body (Exploration/Transformation/Presentation)
of shock Students will further develop their knowledge on shock
by watching a video where they will be required to create
a procedure in steps that they could give someone else to
treat someone with shock.
Reviewing students answers This is a summative task as
Students will develop 15 the teacher will be taking their work samples, grading
their knowledge of mins system I created is also used for the summative ICT Tool Individual, whole Observation, questioning
treatment choking assessment(appendix 2) class
Using timer of 10 minutes as time management,
classroom management and for visual learners and to
scaffold the lesson with time constraints for structure
using technology
Students will use class Students will then continue to work through shock and
notes in their practical 15 into the new topic of “choking”. This will entail learning Instructional Observation, questioning
application of their mins about the components of choking and its treatment in practise
knowledge learnt in first aid with the given textbooks. With a PowerPoint on
class the smart board,
Power point Individual
Also prior to the lesson booking the laptops for students
to access the PowerPoint and to research signs and
symptoms
Pairs, whole class
Students will start by providing a base definition of
choking and also its 4 main signs and symptoms.
Reviewing answers after allowing some time
Using timer of 10 minutes as time management,
classroom management and for visual learners and to Practical activity ICT Assessment
scaffold the lesson with time constraints for structure
using technology Discussion
Following this students will then work through the

practical scenarios on the white board in pairs finishing
the lesson
Assessment on what they have learned by creating a
google doc evaluation sheet that students will fill out for
their partners (Appendix 1)
Conclusion (Presentation/Reflection)
Supervising Teacher’s Signature: NB: This must be signed before the lesson is taught
Appendix 1
Year 9 First Aid scenario evaluation sheet
Scenario 1
General comments
________________________________________________________
________________________________________________________
________________________________________________________
Score out of 10
________________________________________________________
Scenario 2
General comments
________________________________________________________
________________________________________________________
________________________________________________________
Score out of 10
________________________________________________________
Scenario 3
General comments
________________________________________________________
________________________________________________________
________________________________________________________
Score out of 10
________________________________________________________
Appendix 2
Content Order of procedure Clarity of the text

Knowledge (can the responder
read it easily)
A The student has
extensive knowledge and
an The student has achieved a
very high level of competence
The student can apply the
information of how to treat a
understanding regarding the in ordering the steps of treating patient with shock into a
components of shock shock procedure that a responder
can easily read extensively
B The student has a thorough

knowledge and
The student has achieved a
high level of competence in
understanding regarding the ordering the steps of treating patient with shock into a
can easily read thoroughly
C The student has sound

knowledge and
The student has achieved an
adequate level of competence
understanding regarding the in ordering the steps of treating patient with shock into a
can easily read adequately
D The student has basic

knowledge and
The student has achieved a
limited level of competence in
understanding regarding the ordering the steps of treating patient with shock into a
can easily read at a basic
level
E The student has

elementary knowledge and
an The student has achieved a
elementary level of
understanding regarding the competence in ordering the patient with shock into a
components of shock steps of treating shock procedure that a responder
can easily read at an
elementary level
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Professional Experience Document 1: Lesson Plan Template

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Professional Experience Document 1: Lesson Plan Template

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Professional Experience Document 1: Lesson Plan Template

INDIVIDUAL LESSON PLAN

Lesson Title Lesson Duration Stage………. Year Class/Group

Prior knowledge Risk Assessment ICT capabilities Resources

Following this students will then work through the

Content Order of procedure Clarity of the text

B The student has a thorough

C The student has sound

D The student has basic

E The student has

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