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    Daniel Observations - Visit 1

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    This document summarizes observations from PE lessons at Prospect Primary School. It notes that in a Year 5 volleyball lesson, students were actively engaged and organized into competitive groups. Considerations include referring back to learning intentions and using questions to assess understanding. For a Year 1 kicking lesson, stations were modified for all abilities. The document also discusses a meeting reviewing progressions, assessment tools, and tracking student growth over time.

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    Daniel Observations - Visit 1

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    30 views3 pages
    This document summarizes observations from PE lessons at Prospect Primary School. It notes that in a Year 5 volleyball lesson, students were actively engaged and organized into competitive groups. Considerations include referring back to learning intentions and using questions to assess understanding. For a Year 1 kicking lesson, stations were modified for all abilities. The document also discusses a meeting reviewing progressions, assessment tools, and tracking student growth over time.

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    This document summarizes observations from PE lessons at Prospect Primary School. It notes that in a Year 5 volleyball lesson, students were actively engaged and organized into competitive groups. Considerations include referring back to learning intentions and using questions to assess understanding. For a Year 1 kicking lesson, stations were modified for all abilities. The document also discusses a meeting reviewing progressions, assessment tools, and tracking student growth over time.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views3 pages

    Daniel Observations - Visit 1

    Uploaded by

    api-526741613
    This document summarizes observations from PE lessons at Prospect Primary School. It notes that in a Year 5 volleyball lesson, students were actively engaged and organized into competitive groups. Considerations include referring back to learning intentions and using questions to assess understanding. For a Year 1 kicking lesson, stations were modified for all abilities. The document also discusses a meeting reviewing progressions, assessment tools, and tracking student growth over time.

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    Prospect Primary

    Tuesday 3rd November


    Observations of PE lessons (year 5 and Year R/1) and meeting in afternoon

    Year 5 – Net/Wall Games (Volleyball)


     Organised learning area, plenty of equipment needed for the lessons.
     Learning intentions displayed on whiteboard – maintaining a rally.
     Students appeared to enjoy participating in PE lessons and were happy.
     Small-sided games worked well with students being actively involved in the game.
     I liked the way you grouped students into 3 different groups (more competitive, slightly competitive
    and non-competitive).
     You move around the learning space well and offer instructions/feedback and guidance to students as
    needed.
     I liked the way you jotted down observations on the whiteboard. Remember to address these
    throughout the lesson. This is when you could use questions, teams could discuss the question and
    then report back.

    Considerations:
     Refer back to your learning intentions at the end of the lesson. This will help guide where students
    understanding is at.
     Try to use questions to gain evidence of students thinking, understanding and knowledge – questions
    could include technical (about how to perform a specific skill), tactical (how, when and why, strategies)
    and personal and social skills (TPSR, how they work with others or set themselves a goal, being
    persistent etc).
     Use the success criteria on the whiteboard – how will students know if they are being successful? This
    will also include cues that students can refer to throughout the lesson.
     Use the whiteboard to explain important key points visually for students to gain a clear understanding

    Year 1 – Kicking (only saw a part of the lesson)


     Students organised into small groups to participate in a circuit
     Demonstration of each station for students
     Modified equipment to help all students be successful in the lesson
     Activities were able to be modified to allow for stretch, challenge and success

    Considerations:
     Have some visual cues for students to refer to
     Step by step – checklist (very basic) for students to refer to ie eyes on the ball, swing leg back, kick ball
    with foot (specify which part of the foot).
     Students enter the gym and have some exploring time with the balls (you will need to train the kids up
    to do this and focus on safety ie only kick towards a wall, work individually or with a partner). This will
    allow you a little bit of time to get set up and organised if needed.

    Afternoon Meeting
     Questions – don’t give the kids all the information. Use questions to allow students to share and
    demonstrate their understanding and knowledge.
     We looked at the progressions of net and wall games and when concepts are introduced. (Complexity
    table provided)
     Assessment – you use rubrics on Idoceo for assessment.
     Considerations for next meeting – How do you track students from year to year? How do you know
    what growth has been achieved? Could students already perform certain skills at the start of the unit
    of work? What new learning have they demonstrated?

    It was lovely to work with you Daniel. I look forward to working with you again at my next visit (Monday 16 th
    November).
    Prospect Primary
    Monday 16th November
    Observation of PE lessons and meeting with Kylie and Daniel during the afternoon

    Lesson Observations – Year 7 Sport Education (Volleyball)


     Quick recap of the roles and expectations
     Good to go through rules for the competition and great to see that you came up with the rules as a
    group.
     I like the way students have access to this information at any time using student share.
     Teacher points – notes added to the whiteboard from observations is a good idea. This creates good
    discussion points for the class.
     Positive examples from games used to emphasise key points.
     After round 1 good idea to clarify or modify any of the agreed rules ie all serves now need to be served
    from behind the yellow line.

    Considerations
     Learning intentions and success criteria for every lesson
     Can there be a display in the gym that students can refer to? ie rules of the game would be good to
    have displayed for students to check on throughout the lesson. These could also be laminated and the
    umpires could go through these rules when the other teams are warming up to ensure all umpires
    have a good understanding as this can be a very hard task.
     Could you include TPSR in your Sport Education Program? Fair play points maybe?
     Could students (may be umpires and scorers) add to this list also?
     When discussing your observations with students could you start with…why do you think I added this
    point to discuss? Did any team overcome this? How? What changes did you make too your team’s
    game? Etc
     If you include a TPSR component into your questioning and or learning intentions, you may wish to
    consider how games are concluded – shake hands, high five or elbow tap the opposing team and
    acknowledge the umpires and scorers.
     Make sure each lesson has a clear focus (expressed through learning intentions) and success criteria.

    Year 4 – Net & Wall


     Do you always need to start with a warm-up game? If so, how can link what will happen in the lesson
    with the warm-up game?
     Would this class benefit from clear learning intentions that focus on Personal and Social Skills? If so,
    start with respect, effort and persistence

    Afternoon Discussion
     Structuring a lesson – can we get students moving right from the start, then focus on learning
    intentions and success criteria for the lesson. Remember to come back to learning intentions at te
    conclusion of the lesson as this will help gu
     Fundamental Movement Skills – resources shared
     Discussion of how you can track students year to year
     We looked at the new scope and sequence for HPE produced by the Department for Education
     Discussed and shared examples of how you can incorporate Personal and Social skills (fair play) into
    the scoring system during the Sport Education program.
     Discussed how you can gather evidence of learning (before, during and towards the end of the unit of
    work). This will help establish growth that students make throughout each unit of work.
     Kylie suggested that you choose a couple of areas to focus on, include these in your Performance
    Development Plan for 2021.

    Areas to focus on could include:


     Establishing a good understanding of FMS, how to teach each skill, how you can assess each skill etc
     Assessment – formative, peer feedback, success criteria checklists, gathering evidence of student
    learning, reflections and how you can track students year to year.
     Learning Intentions and success criteria for every lesson.
     Sport Education can include fair play.
     All PE lessons and units of work should include physical skill development, cognitive (strategies, tactics,
    understanding how and why) and personal and social skills.

    It has been lovely to work with you Daniel. I have enjoyed learning with you and from you when I have visited
    Prospect Primary School.

    I hope 2020 finishes well for you and I wish you all the best for 2021.

    Kylie Newbold

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