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1.1Physical, social and intellectual development and characteristics of students.

During my placement at Warringa Park Special school I demonstrated


knowledge & understanding of physical, social & intellectual development &
characteristics of students & how these may affect learning. I got to know my
students and adapted my teaching methods to suit their learning.

Point Cook College P-9

1.5 Differentiate teaching to meet the specific learning needs of students


across the full range of abilities.
Throughout my placement at Warringa Park I had the opportunity to observe
my mentor using a range of teaching methods & activities.
I had the opportunity to then apply these various methods in my own
teaching in the areas of Physical education, Science and special needs
education. I demonstrated patience, understanding and commitment to
learning and implementing strategies that best cater to the learning level and
demeanour of all students. During my placement I was able to differentiate
students from AusVels level A to AusVels level 5 in P.E.

Outcome 1
Kicking , Running, Throwing
After completing this session, students should be able to do the following:
kick a soccer ball with correct technique
throw a ball

shoot a basketball
Identify team mates and work as part of a team
Time (min)
0-10

Activity
Introduction/ plan for session
- Warm up ( scarecrow tiggy)
-Run the gauntlet (throwing and dodging)
-Rapid fire basketball shooting( shoot a
basketball
Skittles ( throwing and rolling , aiming)
-tunnel ball using feet only( soccer skill)
-small side soccer(teamwork)

10-15

15-25

25-35

Warm up scarecrow tiggy ( students will


be asked who wants to be IT first ,
one person is IT and has to tag the
other students
who will stay inside a designated
area
tagged students stand like a
scarecrow with their feet apart
to be released from scarecrow an
untagged student must crawl
between the legs of the scarecrow
student and the game continues
change the person who is IT 2-3
times
Run the Gauntlet- (Active Schools BHF
2001)
students run one at a time
teachers or other group are
ball rollers
students run from one side to
the other
teachers or other group roll
the ball from the sides of the
area to try and get them out
student is out if they fail to
dodge the ball
student can get back in if
tagged by another passing
student on their team
change running and rolling
teams
progress to throwing if
deemed able

Organization/ Risk Management

Teaching Cu

Designated area , start


them off at a walking
pace if area is small or
bad surface

Designated area, start at


walking pace and rolling
the ball.
Progress to throwing
when
ready

Designated playing area

Was it
better
get
someo
untagg
so you
didnt
have to
run as
much?

What w
easier
running
fast or
slow?
Did yo
look at
where
ball wa
when y
dodged
it?

Was it easier to
aim or roll to

35-45

45-55

55-65

progress to throwing
when ready
Split into even teams.

Skittles-( http://www.pegames.org)
square playing area
2 teams halves fair teams
Even number of cones at the back of
each playing area
Soft balls set up along midline of
playing area
Each team starts next to their cones
Teams run in and grab balls
Roll or throw to hit a cone of opposing
team
Opposing team can block
No team can go out for being hit with
ball
Team wins if they knock over all cones
of opposing team.

Students use soft or modified


ball to minimize the risk of a
rebound injury or jarring fingers

Rapid fire basketball Students line up close to the hoop


Using one modified soft ball each
They shoot one after the other
And count how many baskets they can
shoot in 4 minutes
Then try to beat that score the second
time

Make sure students have


sufficient space to avoid head
clashes

Tunnel ball (feet only)(Hillary,1992)


Students to stand in a line
One arms length away from the person
in front
And using their feet to roll the ball back
ward and stop it at the back
By using the ball of their foot to stop the Sufficient space and sashes to
identify who is on whos team
ball
And using the side of their foot to take it
back to the start
Small side soccer (Ausport.vic.gov.au)
Split into two even teams
One small goal at either end
No penalty kicks or out of bounds

knock down a
cone?

Do you feel like


there is more
pressure when
youre a part of
team?
Do your team
mates help whe
they give you
encouragemen

Was it easier to
control the ball
when you stopp
it with the edge
your foot?

Was it easier to
control the ball
using the side o
your foot instea
of your toe?

Try to stay inside the field


Let students umpire themselves

References
1.(Active Schools BHF 2001)
2.-( http://www.pegames.org)
3.Hillary: Kiwidex, Balls ,hoops, odds and ends,
sportNZ1992.
4.ausport.vic.gov.au

At Point Cook College Teaching Science I was able to adapt my lesson plans
and differentiate the assessments both formative and summative to
differentiate my teaching and the learning outcomes of students with
different abilities.
Learning Area: Geology

Year:
8

Time:
doubl

Date: 4/10

Lesson

S1-Students presenting and going over their science


fair projects , preparation for science fair , finishing
off if needed.
S2- what is inside the earth? starting rocks unit.

Learning
intentions

Communicate their scientific methods through different


modes /mediums
Role of rock types in layers of the earths crust/mantle/core

Cross
Curriculu
m
Capabiliti
es
Success
criteria

Literacy , critical thinking , culture, history ,ict

S1-Students can explain their investigations.


S2- describe the differences and features of each layer
Work- sheet what is earth?
Resource
Ewb (electronic White board )
s
I pad or science workbook
Lesson plan pg-278 text book (rocks) igneous sedimentary - metamorphic
Open assessment of students science fair projects, and given time to
finish off anything they may need to finish off.
S2- introduce topic, hand out worksheet, read explain and highlight main
points on rock types with reference to the rock cycle sheet.
Body show students photos of amazing natural rock structures, then
students are to look up and create a document of work, with 4 different rock
structures / natural wonders from Australia. Either website, google doc, or
any other form of media agreed upon.
Extension activity- they can add a description of how that rock formation
may have occurred. With further research
End- open up class discussion which natural wonders did you all find /
similarities and differences?
Asessment: formative- students have worksheet completed , and 4
different Australian wonders .

1.6 Strategies to support full participation of students with disability.


Throughout my placement at Warringa Park special school I developed a
broad knowledge & understanding of teaching strategies that support

participation & learning of students with disabilities. I was able to plan


engaging activities for my students and utilise resources to support my
lessons, I individualised student feedback and scaffold skills in order for each
student to improve. As shown below through the photos of my students at
Warringa Park Special school participating in VU sport I use a variety of
activities to engage students and allow for full participation.