1. Unit EDLT116 Learners and Teaching
Assignment 2 – E-Portfolio
Yvonne Masters
Semester 2, 2010
Assignment by Julie Papps
Student Number: 220076557
Due: Friday 29 October 2010

2. LESSON PLAN 1 The information listed here
relates to Element 3.1.1 of
Task Title: Lesson(s) duration: Age of learner: the Professional Teaching
Standards (PTS) (2005:7)
How to teach a child to ride a bicycle unassisted. 2 lessons, 40 mins 6 years old. and identifies clear and
each lesson. appropriate learning goals.
Rationale: Expected Outcomes
• Enable child to ride bike with friends and family. The learner should achieve the following after lesson 1:
• Ride scooter safely and confidently.
• Provide another form of transport other than • Balance on actual bike while pushing
running and walking. themselves along without pedals attached.
• Ride bike unaccompanied on only two wheels
• Learn road safety. safely with teacher helping to start and stop.
The student should be able to achieve the following after 2
• Independence for child.
lessons:
• Ride bike unaccompanied on only two wheels
• Form of exercise.
safely.
• Be able to start riding the bike from a stationary
position safely.
• Be able to stop the bike safely.
Prior knowledge: Risk assessment:
1. Risk of injury from falling from bicycle.
• Student knows their left from their right. • This can be avoided by ensuring student is
wearing a helmet, protective clothing and
• Student is able to confidently ride a pedal bike shoes, plus is able to place both feet flat on
with training wheels. the ground.
• Injury can also be avoided by firstly
• Student has seen parents riding a two wheel teaching student balance on a scooter and
pedal bike. bike without pedals. Also student should
ride on a grassy area which is a softer
• Student has ridden on the back of parent’s two surface if student was to fall.
wheel pedal bike since six months of age. 2. Risk of student running into trees or other people.
• Ensure student is in an open area away
from trees and other people.
This information corresponds with
element 3.13 of the PTS (2005:7) • Ensure student is confident in their ability
as the content is in a logical, to steer the bicycle safely prior to riding it
sequential and structured way alone.
and addresses the learning The learning activities connect with element 3.1.2
Activity duration: Content:outcomes. Learning activities: and show coherent lessons and lesson sequences
that engage students and tackle learning outcomes.
• Introduction: 7 mins. Introduction. Introduction:
• This is important so • Explain to student what skills they will learn during
• Activity 1 – Riding the teacher knows the lesson.
Scooter – 5 mins. students prior • Show student the equipment that will be used and
knowledge. explain what they will be doing with it.
• Activity 2 – Riding bike • It is also important • Ask students if they have ever used any of the
without pedals – 5 so student knows equipment before.
mins. what they are doing • Ask student if they have any question before they
throughout the start and encourage them to ask questions during
• Activity 3 – Riding bike lesson and so they the lesson if they don’t understand something.
with pedals with teacher understand what is • Advise student about the rules of the session to
assisting – 5 mins. expected of them by ensure their safety and consequences if they don’t
the end of the follow the rules.
• Activity 4 – Riding bike lesson. It also gives This idea was found from
Brown, S (1998: para. 28).
unaccompanied – 12 them an opportunity Activity 1: Riding scooter on footpath:
mins. to ask question • Teacher demonstrates how to ride the scooter.
before starting. • Teacher explains that student will do one lap
• Conclusion & Review – 1. Student to ride scooter on around the oval riding the scooter on the footpath.
6 mins. footpath. • Teacher explains that student is to keep to the left
• This is the first step hand side of the footpath and is to signal to
to achieving passers by, by ringing the bell if going to pass
balance. The anyone.
scooter is also • Teacher explains that they will walk beside student
useful to see how to help student if needed.
well the student can • Teacher tells student to go ahead and ride scooter
balance while low to and both teacher and student undertake the task.
the ground.
2. Student to ride bike with
pedals taken off on footpath.

3. • This is important as Activity 2: Ride bike on footpath with pedals removed:
it is the final step for • Teacher to demonstrate how to ride his / her
students to gain pushbike without pedals. Teacher to show student
confidant balance to push with feet until sufficient speed is reached
while being able to then to lift feet of ground and just glide.
still put feet on the • Teacher explains that student will do one lap
This idea was found from
Brown, S (1998: para. 26).
ground. around the oval riding the bike without pedals on
3. Student to attempt riding the footpath.
bike pedalling with teacher • Teacher explains that student is to keep to the left
assisting on grass oval. hand side of the footpath and is to signal to
• This is first step to passers by, by ringing the bell if going to pass
actually pedalling anyone.
bike. It is important • Teacher explains that he / she will ride bike beside
as student knows student to give student confidence and assistance
teacher is there to when required.
assist with balance
Activity 3: Ride bike with pedals attached and teacher
and teacher can
assisting:
assess how well
student cal balance • Teacher to demonstrate how to ride his / her
on their own. pushbike with pedals attached. Teacher to show
4. Student to ride bike only student how to get sufficient speed and keep bike
assisted by teacher with stable by keeping sufficient speed.
starting and stopping. • Teacher explains that student will ride continuously
• This is important as on the grass of the oval
once student can • Teacher explains that he / she will help student
achieve this step take off from stationary and continue to hold onto
they have reached the back of the bike seat while student pedals bike
the expected around oval to ensure student is stable and
outcome for lesson confident.
one. Activity 4: Ride bike unassisted:
Conclusion and Review. • Teacher will explain that they are confident that
• This is important so student has done all other activities easily and has
students can ask proved they can balance appropriately.
any question about • Teacher explains that he / she will assist student to
the lesson they start and stop the bike.
have just done and • Teacher explains that student is to only ride on the
so teacher can grassed area.
ensure student is • Teacher explains that he / she will jog next to
comfortable with student to assist if need be.
what they have • Student is assisted taking off and student rides bike
learnt. on their own without assistance.
• The teacher can • If confident student can continue to ride bike
also give a short around grassed area for rest of the lesson to help
explanation on what gain confidence.
they will cover in the
next lesson. Conclusion and Review:
• Praise the student for their achievements for the
As explained in the day.
conclusion and review • Provide constructive feedback to the child about
section giving helpful and
well-timed feedback to
their efforts for the day.
students fits in with element • Ask student if they have any questions about
3.1.7 of the PTS (2005:8) anything from the lesson.
• Teacher to provide details about what they will be
The resources listed below demonstrate doing in the next lesson.
knowledge of appropriate resources and • Ensure students are aware they need to continue
materials that support the students learning as practicing what they have learnt during the lesson
displayed in element 3.1.4 of the PTS (2005:7).
in order to continue to gain confidence in riding on
their own.
Resources: Assessment:
• Park or oval with a footpath around outside. Grass Activity 1 – Riding Scooter:
surface should be firm. Teacher to answer questions below:
• Scooter with tyres and hand brake. • Is student confident riding scooter?
• A suitable bicycle that is small enough that the • Did student need assistance balancing on scooter?
student can put there feet flat on the ground and that
has at least one hand brake.
• Was student able to ride scooter without putting
• Pedal bike suitable for teacher. feet down on the ground for balance?
• Student to wear long pants and long sleeves and • Was student able to steer scooter around obstacles
enclosed shoes. confidently?
• A helmet, knee pads, gloves. • If student can do all of the above they are
competent on scooter.

4. Activity 2 – Riding bike without pedals:
Teacher to answer questions below:
As shown here in the
assessment section the • Does student show good balance on bike?
student had to demonstrate • Is student confident riding bike without pedals?
the skills they had learnt in an • Was student able to ride bike without putting feet
assessment type setting which
shows a connection to element down on the ground for balance?
3.1.5 of the PTS (2005:7) • Was student able to steer bike around obstacles
confidently?
• If student can do all of the above they are
competent on bike without pedals.
Activity 3 – Riding bike with pedals attached with
teacher assistance:
Teacher to answer questions below:
• Can student pedal bike to a sufficient speed.
• Does bike lean to one side more than the other?
• Does the teacher think that the student would
balance appropriately if the teacher let the bike go?
• Does the student seem confident in riding the bike?
• Does the student try to put their feet down to assist
with balance?
• Can student steer bike around corners or obstacles
with confidence?
• If student can pedal continuously, with appropriate
balance and can steer correctly the student is
ready to try riding the bike on their own.
Activity 4 – Riding bike unassisted:
Teacher to answer questions below:
• Can student pedal bike with good balance
unassisted?
• Did the student need the teacher to assist with
balance at all during the activity?
The assessment of activity 4 • Can student steer bike confidently around corners
illustrated here shows a tie to element
3.1.6 of the PTS (2005:8) as it and obstacles?
demonstrates a link between • Does student seem confident riding unassisted?
outcomes and assessment strategies. • If student can do all of the above reasonably
confidently they have met all of the expected
outcomes of lesson 1.
Justification:
• I chose the above resources as I felt the student needed to gain as much confidence with their balance as
possible. I made certain that the student wore appropriate safety equipment and clothing to avoid any injuries.
I used the scooter and bike without pedals to gain confidence and understanding of their balance.
Consequently, if the student feels they are wearing and using equipment that makes them feel safe their
confidence will grow during the lesson.
• As the student is only six years of age, I felt it was inappropriate to have the student just listen to what I had to
say without providing demonstrations to the student and allowing the student to participate physically. A six
year old can not take in 40 minutes of information being given to them without loosing concentration.
• The strategies I used involved gaining the students confidence in balance before getting them to add in the
skill of pedalling independently.

5. LESSON PLAN 2
Task Title: Lesson(s) duration: Age of learner:
How to teach a child to ride a bicycle. 2 lessons, 40 mins 6 years old.
each lesson.
Rationale: Expected Outcomes:
• Enable child to ride bike with friends and family. The learner should achieve the following after lesson 2:
• Ride bike unassisted on only two wheels
• Provide another form of transport other than safely.
running and walking. • Be able to start riding the bike from a stationary
position safely.
• Independence for child. • Be able to stop the bike safely.
• Be able to ride the bike unaccompanied from
• Form of exercise. beginning to end on footpath safely.
Prior knowledge: Risk assessment:
• Student knows their left from their right. Risk of injury from falling from bicycle.
• This can be avoided by ensuring student is
• Student is able to confidently ride a pedal bike wearing a helmet, protective clothing and
with training wheels. shoes, plus is able to place both feet flat on
the ground.
• Student has seen parents riding a two wheel • Student should ride on a grassy area which
pedal bike. is a softer surface if student was to fall.
Risk of student running into trees or other people.
• Student has ridden on the back of parent’s two • Ensure student is in an open area away
wheel pedal bike since six months of age. from trees and other people.
• Ensure student is confident in their ability
• Student is capable of pedalling the bike without to steer the bicycle safely prior to riding it
training wheels, but needs assistance starting alone.
and stopping.
Activity duration: Content: Learning activities:
• Introduction: 5 mins. Introduction. Introduction:
• Reiterate what was • Quickly recap what was taught in lesson 1.
• Activity 1 – Riding bike covered in the last • Ask student if they have practiced their learnt skills
On two wheels with lesson. since lesson 1.
teacher helping to start • Explain what is • Explain to student what they will learn during the
and stop. 3 mins. going to be covered lesson.
in this lesson. • Ask student if they have any question before they
• Activity 2 – Walking • It is important that start and encourage them to ask questions during
beside bike operating student knows what the lesson if they don’t understand something.
hand brake. 3 mins. they are doing • Advise student about the rules of the session to
throughout the ensure their safety and consequences if they don’t
• Activity 3 Riding bike lesson so they follow the rules.
and learning to stop understand what
using hand brakes. 5 their goals for the Activity 1: Riding bike on two wheels with teacher
mins. lesson are. See if helping to start and stop:
student wishes to • Teacher tells student they will be doing exactly
• Activity 4 – Learning to ask any questions what they did at the end of lesson one.
take off from a stationary before starting. • Teacher explains that he / she will assist student to
position. 5 mins. 1. Student to ride bike only start and stop the bike.
assisted by teacher when • Teacher explains that student is to only ride on the
• Activity 5 – Putting all starting and stopping. grassed area.
steps together and riding • This is important as • Teacher explains that he / she will jog next to
around oval on footpath. the lesson then student to assist if need be.
15 mins. starts off from • Student is assisted taking off and student rides bike
where lesson 1 on their own without assistance except when ready
• Conclusion & Review – finished. Helping
4 mins. to stop.
revise what was
covered in lesson 1. Activity 2: Walking beside bike operating hand brake:
• Teacher demonstrates to student how the hand
brakes work.
This idea was found from
Hembrow, D (n.d: para.11). • Teacher asks student to squeeze the hand brake to
see if student is strong enough to operate hand
brake.

6. 2. Walking beside bike • To ensure the student becomes familiar with using
operating hand brakes. hand brake teacher asks the student to do one lap
• This is vital because around the oval walking on the footpath pushing
it ensures the the bike operating the hand brake as they walk in
student is strong order for student to become comfortable with how
enough and knows the brake works.
how it will feel to
use the hand brake Activity 3: Riding bike and learning to stop using hand
while walking so it brake:
This idea was found from will be second
Hembrow, D (n.d: para.12).
• Teacher to demonstrate to student how to stop bike
nature once riding. using hand brake.
3. Riding bike and learning • Teacher to remind student not to use their feet to
to stop using hand brakes. stop. They are less likely to fall if they wait until the
• This is significant bike has stopped before putting their feet down.
because the student • Teacher explains they will help student take off and
becomes more will walk beside the student and help them if
independent and needed.
confident in their • Teacher tells student they are to ride from here to
riding. the other side of the oval and use the brakes to
• The teacher will stop at the other side. Then teacher will help
hold onto the bike student to turn around and ride back to the start
while the student point and stop once again using the brake.
becomes
comfortable with Activity 4: Learning to take off from a stationary
using the hand position:
brake while riding to • Teacher explains what student needs to do to take
avoid injury. off without help. They need to release brake, push
4. Riding bike starting from with right foot on right pedal, lift left foot and place
stationary. on pedal and continue pedalling.
• This is important to • Teacher to demonstrate to student how to take off
finish off the from stationary position.
sequence of being • Teacher remind student they will stand next to bike
able to fully ride the to help if needed.
bike unassisted. • Student attempts to take off from stationary
5. Putting all steps together position.
and riding around oval on
footpath. Activity 5: Put all steps of riding bike together and ride
• This is crucial in around oval on footpath:
order to meet the • Teacher to demonstrate how to put all the steps of
expected outcomes. riding together.
It also gives the • Teacher remind student they will stand next to bike
student total to help if needed.
independence riding • Teacher advises student they need to start riding
the bike alone. bike from here, ride to end of oval and stop. Turn
around and ride back to where they started.
Conclusion and Review.
• Once student can do this comfortably they can then
• This is important so take bike onto footpath and start riding from
students can ask stationary, continue pedalling until they are back
any question about where they started and stop, using brakes properly.
the lesson. The
• Continue this exercise to become comfortable.
teacher can also
ensure student is
Conclusion and Review:
comfortable with
• Congratulate student on gaining new skill of being
what they have
able to ride a bike all on their own. This is a great
learnt.
achievement.
• The review also
• Provide feedback to the child about their efforts for
gives the teacher
the day and what they can do to continue to
the chance to
improve.
discuss all
important points • Ask student if they have any questions about
before the student anything from the lesson.
leaves. • Ensure students are aware they need to continue
practicing what they have learnt during the lesson
in order to continue to gain confidence in riding on
their own.

7. Resources: Assessment:
• Park or oval with a footpath around outside. Activity 1 - Student to ride bike only assisted by teacher when
Grass surface should be firm. starting and stopping:
Teacher to answer questions below:
• A suitable bicycle that is small enough that the
• Can student pedal bike with good balance unassisted?
student can put there feet flat on the ground and
• Did the student need the teacher to assist with balance
that has at least one hand brake. at all during the activity?
• Bike suitable for teacher. • Can student steer bike confidently around corners and
• Student to wear long pants and long sleeves obstacles?
and enclosed shoes. • Does student seem confident riding unassisted with help
• A helmet, knee pads, gloves. starting and stopping?
• If student can pedal unassisted the student is ready to
learn to stop independently.
Activity 2 - Walking beside bike operating hand brakes:
Teacher to answer question below:
• Can student demonstrate pulling hand brake in far
enough in order to stop the bike?
• If student shows they can use brake confidently whilst
walking the bike the student is ready to try braking whilst
riding the bike.
Activity 3 - Riding bike and learning to stop using hand brakes.
Teacher to answer questions below:
• Can student stop using brake before putting feet on
ground?
• Did student need teacher to assist with stopping at any
stage?
• Does student seem confident in stopping unassisted?
• Can student demonstrate stopping the bike using the
hand brake?
• If student can demonstrate and is confident at stopping
the bike unassisted using the brake the student has met
another expected outcome and is ready to try starting to
ride the bike unassisted.
Activity 4 – Riding bike starting from stationary position:
Teacher to answer questions below:
• Can student release brake, push pedal forwards and lift
other foot off ground and place on pedal and continue
pedalling?
• Does student need teacher to assist with taking off on
bike?
• Can student demonstrate starting off on the bike several
times?
• If the student can demonstrate and is confident at
starting the bike unassisted the student has met another
expected outcome and is ready to put all the steps
together and ride the bike totally unassisted.
Activity 5 - Putting all steps together and riding around oval on
footpath:
Teacher to answer questions below:
• Can student demonstrate starting the bike from
stationary; continue pedalling until they are back where
they started and stop, using hand brake?
• Does student need teacher to assist with any of the
above steps?
• Can student complete a whole lap of the oval on the
footpath, including starting, continual pedalling and
braking to a complete stop?
• Is student confident in riding the bike completely
unassisted?
• If so student has met all of the expected outcomes and is
competent in riding a bicycle on their own.
Justification:
• I chose the above resources as I felt they provided the safest setting in order for the student to learn the given
skill of riding a bike and gain the confidence required in order to complete the task with minimal risk.
• As the student is only six years of age, I felt it was inappropriate to have the student just listen to what I had to
say without providing demonstrations to the student and allowing the student to participate physically. A six
year old can not take in 40 minutes of information being given to them without loosing concentration.
• The strategies I used involved gaining the students confidence in each skill before moving onto the next skill
and finally being able to put all the steps together to ride the bike totally independently.

8. Task 2 – Critically Reflective Paper – ‘What? So What? Now What?
In this reflection paper I will address the What? So What? Now What? concept in relation to
the planning task I have just completed. I now understand why it is essential to plan a lesson
prior to teaching it. As Killen (2009: 77) suggests a child’s learning experience directly
influences their enthusiasm and potential. Therefore, if a student has a bad learning
experience because the teacher has not planned the lesson appropriately, then this will affect
the student’s learning in the future.
I have learnt that in order to sufficiently plan a lesson you need to have a great deal of prior
knowledge about what you are going to teach in order to teach the lesson successfully. The
research and pre-planning that I carried out to ensure that I understood the skill I was going to
teach took a significant amount of time, and I feel this research and pre-planning was the most
important part for me in completing the lesson plan successfully.
In order to plan how to teach a child to ride a bicycle I found I had to make sure that I
understood all the steps involved in riding a bicycle successfully. If I left steps out in the
planning phase, the consequences could include causing injury to the child, due to safety
requirements not being met or risk the student not understanding what was being taught to
them and therefore, the student not being able to meet the expected outcomes of being able to
ride the bicycle unassisted. I believe that by thoroughly researching and pre-planning the
lesson before writing the actual lesson plan is a great practice to get into, because having prior
knowledge of the skill makes it much easier to actually write the lesson plan as a result of
knowing what I am talking about. Once I have gained prior knowledge of the task through
research, I envisage I will have good knowledge of what I will teach and be confident that I
can meet element 3.1.1 and 3.1.2 of the NSW Professional Teaching Standards (2005: 7) and
be able to identify and communicate appropriate goals and also implement sound lessons and
lesson sequences designed to engage students and address learning outcomes.
I have learnt that by having the tool of prior knowledge and utilising it prior to planning any
lesson is extremely important. In the future when I am a qualified teacher I will ensure that I

9. have thorough knowledge of the skill I am going to teach to the students which should give
me the confidence to answer almost any question that a student may ask during or after the
actual lesson. I feel that the planning exercise has showed me in order to become a better
teacher you have to be aware of how much research, knowledge, time and detail is required in
the planning of a lesson before I can teach the lesson successfully.
Finally, I sense I will grow stronger as a teacher due to the skills I have acquired through the
planning exercise and look forward to putting these skills into practice in the future when
planning to teach my own class.

10. REFERENCE LIST
Brown, S. 1998 (updated 3 May 2010), Teaching kids to Ride. Retrieved 10 October 2010
from http://www.sheldonbrown.com/teachride.html
Hembrow, D. (n.d.), How to Ride a Bike, Retrieved 10 October 2010 from
http://www.hembrow.eu/personal/howtorideabike.html
Killen, R. 2009, Effective Teaching Strategies: Lessons from Research and Practice. 5th ed.
Cengage Learning Australia, South Melbourne, Victoria
NSW Institute of Teachers. 2005, Professional Teaching Standards, Retrieved 23 July 2010
from http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html