Overview

Duration: 45 minutes
Class size: 11 students
Unit: Healthy Lifestyles in Sport (Lesson 5 of 20)
Year Group: Year 9 (National Curriculum England)

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National Curriculum Links

Learning Objectives

By the end of this lesson, students will:

• Develop skills in collaborative working to plan and structure a project on healthy lifestyles in sport. (KS3 PE Programme of Study: Pupils should develop competence to excel in a broad range of physical activities and understand the importance of physical activity and healthy lifestyles.)
• Apply knowledge of healthy lifestyle concepts to generate ideas and outline a project.
• Communicate ideas clearly within a group setting, respecting others’ opinions.

Key Competencies

• Working collaboratively in groups to develop ideas (Personal and Social Skills)
• Critical thinking and organisation in preparing coursework (Cognitive Skills)
• Presenting ideas clearly (Communication Skills)

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Lesson Objectives

• Cognitive: Students will brainstorm, evaluate, and organise key elements needed for Assignment 1 about healthy lifestyles in sport.
• Social: Students will collaborate effectively in small groups, building respect and teamwork skills.
• Practical: Students will produce a clear project plan that outlines their individual and group tasks for Assignment 1.

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Resources

• Copies of Assignment 1 brief
• Large paper/poster boards and coloured markers
• Worksheets for group brainstorming
• Timers
• Whiteboard and pens

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Lesson Structure

1. Starter (5 minutes)

• Welcome students and recap key themes from previous lessons on healthy lifestyles in sport.
• Briefly outline the purpose of today’s lesson: working in groups to plan Assignment 1 effectively.
• Quick icebreaker: Each student shares one healthy lifestyle habit they find interesting related to sport.

2. Introduction & Briefing (5 minutes)

• Review the Assignment 1 brief together, clarifying key requirements.
• Highlight the assessment criteria related to understanding healthy lifestyles and sports participation.
• Explain that students will work in groups of 3–4 to brainstorm and create a project plan.

3. Group Brainstorming & Planning (20 minutes)

• Divide students into groups of 3-4.
• Each group uses large paper to:
  • List key ideas for their project in relation to healthy lifestyles (nutrition, exercise, wellbeing, etc.)
  • Decide on a format for their project (presentation, report, poster, video etc.)
  • Outline main points and who will be responsible for each part.
• Teacher circulates, supporting groups by asking probing questions such as:
  • What evidence will you use to support your ideas?
  • How will your project promote understanding of healthy lifestyles?
  • How will you divide tasks fairly?
• Encourage students to draw on previous lesson content and use creative thinking.

4. Group Presentations (10 minutes)

• Each group briefly (2 minutes each) presents their project outline to the class.
• Other students should listen and provide positive feedback or constructive questions.
• Teacher notes areas needing clarification or further development for next lessons.

5. Plenary & Next Steps (5 minutes)

• Summarise what was achieved during the workshop.
• Highlight the importance of collaborative skills for coursework success.
• Set homework or preparation tasks: each student to individually draft a short paragraph outlining their role and one key healthy lifestyle theme to research in more depth for next lesson.
• Remind students about deadlines and encourage use of school resources for research.

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Assessment for Learning

• Informal assessment through observation of group discussions and presentations.
• Use of questioning to check understanding of the assignment brief and healthy lifestyle concepts.
• Peer assessment via feedback in presentations promotes reflective learning.
• Teacher feedback to groups on structure and clarity of project outline for improvement.

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Differentiation and Inclusion

• Groups mixed ability to support peer learning.
• Resources and support tailored for students who need extra help with writing or idea generation.
• Opportunities for verbal instead of written contributions for those with literacy difficulties.
• Encourage all students to participate equally by assigning clear roles (e.g., note-taker, presenter).

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Links to wider curriculum and skills

• Literacy: Structuring information and presenting ideas clearly.
• PSHE: Working collaboratively, respecting others’ viewpoints.
• Computing: Potential use of digital tools to develop project presentations (if available).

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Additional: King's Trust Programme - Employee Rights Set

As requested, here are study questions related to the 'King’s Trust' programme on employee rights and dispute resolution, suitable for supplementary use or homework:

Multiple Choice Questions (30)

1. Which of these is a basic right of an employee?
   A) Unlimited holiday entitlement
   B) Right to a safe work environment
   C) Right to personal mobile devices at work
   D) Allowance for travel expenses

2. What should an employee do first if they have a dispute with their employer?
   A) Quit the job immediately
   B) Ignore the problem
   C) Raise the issue directly with their manager
   D) Contact the police

3. The Equality Act 2010 protects employees against discrimination based on:
   A) Favourite colour
   B) Age, gender, race, disability
   C) Number of years worked
   D) Marital status only

4. Who is responsible for maintaining health and safety at work?
   A) The employee only
   B) The employer only
   C) Both employer and employee
   D) Local council

(...continue similarly for 26 more MCQs, covering employee rights, grievance procedures, workplace disputes, whistleblowing, contracts, Health & Safety at Work, and Employment Tribunals.)

Write-On Questions (10)

1. Describe what is meant by an employee’s right to a safe workplace.
2. Explain how an employee can raise a grievance at work.
3. Outline the steps an employee may take if an informal dispute cannot be resolved.
4. Describe the role of a trade union in supporting employee rights.
5. Discuss how employment contracts protect the rights of workers.
6. Explain why it is important for an employee to understand their rights.
7. Describe what whistleblowing means and when it might be used.
8. Explain how employees’ rights help to create a fair workplace.
9. Describe what an Employment Tribunal does.
10. Discuss why it is important to resolve disputes at work quickly and fairly.

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This detailed, dynamic lesson plan and accompanying resource aims to engage Year 9 students actively while aligning fully with the National Curriculum standards for PE, focusing on healthy lifestyles and collaborative project work. The ‘King's Trust’ questions provide added value for cross-curriculum learning in PSHE or Citizenship topics.