Professional Documents
Culture Documents
Footscray Primary School (FPS) is located in the Western Suburbs of Melbourne just 5
kilometres away from the Central Business District (CBD). The local government area is
the City of Maribyrnong and has a population of 13,203. The area is relatively close to
Witten Oval, which is the home of 2016 Grand Final Winners Western Bulldogs,
Flemington Race course where Melbourne Cup is held, libraries, train stations and many
other recreational areas. Therefore, there are many opportunities for people in
Footscray to become active human beings. Nevertheless, FPS is known for welcoming a
number of international students by providing them with the education all children
deserve. FPS pride themselves with the implementation of International program
which aims to provide a supportive and caring environment for its international
students (Fox n.d.). They also allow students to be given the opportunity to participate
in other different culture traditions such as, African drumming. This allows students to
embrace the multicultural world we live in today and encourage them to be more
accepting and understanding of others. FPS offer children the opportunity to participate
in sports, attend excursions, incursions, Visual arts, ICT and camps. Overall the school
has approximately 400 students with an average of 26 students in each year level.
Philosophy of PE:
I believe that health and physical education may shape the lives of my students. Through
being in my class the students should be able to grasp the ideas of why it is important to
remain heathy and active in life. The knowledge that I will deliver to my students will
correlate to the Australian Curriculum. Australian Curriculum outlines that In Health
and Physical Education, students improve the skills, knowledge, and understanding to
strengthen their sense of self, and build and manage satisfying, respectful relationships
(Australian Curriculum 2016).The curriculum outcomes will be hoped to be met but in
an enjoyable way where students gain a great amount of knowledge but simultaneously
have a good time. The main reason why I want to become a physical educational teacher
is so I can transfer all my understandings in health and physical education to my
students.
With the practical sessions students will participate in a range of activities that will
assist them in refining their fundamental skills and enhancing their confidence. With
physical education there are many challenges that students tend to endure which
consist of safety, lack of confidence and being bullied. In certain activities students may
feel hesitant that they might hurt themselves which may lead to the students not to
participate in the activities. Many students lack the confidence in many skills because
they assume that they are not good enough. They become reluctant to have a try
because they think other students will laugh at them because they cannot complete a
skill. All these challenges may deter students in actively participating in physical
education and it is my duty to conquer these issues with the students. I want all my
students to feel safe, confident and respected in all my classes. I will ensure that these
values will always be emphasised in my lessons so the students know what is expected
from them.
The main pedagogical approach that will be implemented in my class is based around
student voice. This is about students having a say in their education and being able to
initiate their own learning (Department of Education 2007). According to the
Department of Education a way students can have a voice in their education is by
allowing them to have a say in what they are learning and how they are learning, and
also the way they are being assessed (Department of Education 2007).
Equity statement:
FPS has a range of initiative programs that aim to promote cultural awareness and help
students improve their world-view attitude. The school is one of 15 Victorian primary
schools that offer a bilingual program (Fox n.d.). Students are given the opportunity to
participate in the Vietnamese program that is taught for seven hours per week. They
have embraced the number of Vietnamese students in the school and also given other
students the opportunity to learn a new language. This program has the ability to ensure
international students feel welcomed and give them an opportunity to be comfortable
and confident with other students in an unfamiliar environment. Students have the
opportunity to understand how each other lifestyles are different. Through this
program, students can incorporate the skills they have learnt into different subjects
such as PE. Within the class, students have developed togetherness that encourages
them to support each other through challenging times. Because of the close bond
students have, students in PE classes are more likely to participate because they are not
concerned of what their classmates think of them and not afraid of making a mistake.
One way we can promote cultural awareness is by playing traditional Vietnamese sport
games, as there are a number of students of Vietnamese decent. By doing this, students
can understand traditional customs and values. The program the school has
implemented will help combat the issue of students not willing to participate in PE
classes and promote cultural awareness.
We are aware that we can not completely rely on bilingual and other programs to deal
with the issues of gender and equity. However, we believe that with the updated
resources and facilities the school has, we can aim to ensure each student will be a
successful active participant in PE classes. With the necessary equipment and utilising
the facilities, we can help students develop their Fundamental Motor skills through
small-sided games and other game-sense approaches. We would also aim to ensure
students are active throughout each lesson so that they will not have an opportunity to
misbehave. Some other strategies to help prevent misbehaviour are to make students
aware of pre-existing rules and the consequences if they were to disobey the rules
(Playing for life football 2013, p. 66). One way to avoid disengagement is to introduce
challenging activities and drills to help students develop their FMS however, the
activities and drills will not be too difficult that will result in disengagement.
According to Penney (2002) physical education still attracts those who are middle class,
heterosexual, able-bodied, and committed to sport and performance discourses
(Armour and Jones 1998 cited in Penny). We aim to change that mentality by exploring
the significance associated with clothes, friendship groups, music, and the media. By
having a greater knowledge of the key elements stated above, we have a better
opportunity to understand the issues of gender equality in PE (Wright and Macdonald
cited in Penney). Overall, we aim to create a positive environment where students are
not concerned about their bodies, sexuality, ethnicity and physical ability. We plan to do
this by utilising the programs the school has already, introducing PE uniform and having
discussions with students about reality of media advertisement.
Differentiation is not only important for PE classes but for all subjects in general. As
teachers and learners, we know that no two students are the same. They each possess
different learning styles and have a variety of interests and opinions. Therefore, by
introducing differentiation in the classroom settings we are setting students up for
success by teaching them to their strengths (Ellis, Lieberan & LeRoux 2009). We are
aware of that some students may need more than one teaching approaches to grasp a
particular skill or content. As result of this, we aim to ensure each student learning
ability is being catered for. For example, the introduction of group work may assist
students who lack the motivation or are struggling with a particular skill. The
implementation of grouping students will help them encourage one another and those
who are proficient at the skill can pass on that knowledge onto other students within the
group (Ellis, Lieberan & LeRoux 2009). Additionally, we also know the importance of
ensuring we cater for students with disabilities. For example, to cater for students with
visual impairment, as PE teachers we can incorporate balls that are installed with bells.
For students on wheelchairs, to assist students in developing their throwing and
catching skills, we can implement beach volleyballs to improve their hand-eye
coordination skills. Ultimately, it is important to try and include each student into your
class regardless of their physical state.
Assessment is important aspect for not only assessing students capabilities and
improvements; it is also useful for teachers to determine their interests and strengths. It
is critical for teachers to get to know their students at an early stage to understand
student learning abilities and interests to promote engagement levels. If a teacher does
not make the effort to get to know their students, it may be difficult for teachers to
introduce effective teaching practices (Ellis, Lieberan & LeRoux 2009) and as a result,
students may become disengaged during PE classes. Strategies that could be used when
to engaged students in PE classes could be to partner up with that child to encourage
involvement in the activities (Playing for life football 2013).Another strategy could be
making changes to the activity depending on the complexity of the tasks to provide
students more opportunities for success (Playing for life football 2013). Overall,
engagement interrelates to how well you know your students, if you have a relatively
good knowledge about your students interests and strengths, as teachers we are less
likely to experience levels of disengagement. Therefore, we aim to quickly get to know
our students attitudes and interests through observation and opinions of fellow
teachers at the school.
Cross-curriculum Priorities
Australian Curriculum (2016) identifies three key areas in the cross-curriculum
priorities that will need to be addressed. These three priorities consist of:
Aboriginal and Torres Strait Islander histories and cultures, Asia and Australias
engagement with Asia and lastly sustainability
Below is a table that will summarise how the cross- curriculum priorities will be
incorporated into the program.
General capabilities
ICT STATEMENT
Information and Communications technology (ICT) can be used in a variety of
ways in physical education. The way in which it may be implemented in class is
by getting the students to research particular topics to gain further knowledge in
the content. The Victorian Institute of Teaching (VIT) in 3.2 clearly outlines that
the students are to use selected resources by using ICT to engage the learners in
their learning process. With the knowledge gained the students can present the
information as a form of PowerPoint to display their findings. Miller and McVee
(2013) have stated that incorporating ICT in classrooms is a great idea to
encourage the students in their learning. The students may use iPads to record
each other whilst completing certain skills to show them their level of
competence. This will help them in refining the skills they need to improve on.
Also the teacher can record the students to help the educator assess the students
and see how they have progressed over time. Before anything is to be recorded,
permission from the parents is to be obtained first.
GRADE 1/2
Swimming (ACPMP028) Fitness- this term focuses Modified athletics (4) Minor games that will give
(4) on getting students to be This term focuses on students the opportunity to
physically active by preparing the students for master their fundamental
Minor games that will give incorporating fitness the district athletics motor skills (2 weeks)
students the opportunity to component activities such carnival. (ACPMP027)
master their fundamental as:
motor skills (ACPMP027) Tennis will be introduced to
(4 weeks) Skipping (4) Gymnastics (2) help students develop their
(ACPMP029) backward forehand shot.
Fundamental movement
skills (ACPMP025): Minor games (ACPMP027) Fundamental movement Fundamental movement
Catch (2 weeks) (2) skills (ACPMP025): skills (ACPMP025):
run (2 weeks) Dance (ACPMP028) (2) Ball bounce (2) Dodge (3)
vertical jump (2 Two-hand side arm Punt (3)
weeks) Fundamental movement strike. Modified AusKick
skills (ACPMP025): Tball Leap (2)
overhand throw (2) Softball(2)
Fundamental movement
skills (ACPMP043)
GRADE 5/6 Dance (3) (ACPMP065) Cross country- This term is Athletics (ACPMP061) Striking/fielding- This term
Traditional preparing students for the This term will prepare the focuses on assisting
indigenous dance upcoming district cross students for the upcoming students in mastering
Folk dance country event. (4) athletic district that will be striking and fielding skills,
held at the end of the term. such as: (4) (ACPMP061)
(Vietnamese)
Invasion games (5)
(ACPMP063) (4) t-ball
Track and field cricket
Fundamental
Lesson topic/focus Developing student fundamental motor skills, in particular focusing on throwing.
Learning objectives Reinforcing throwing cues whilst students work together to achieve a goal.
Assessing students knowledge about the correct throwing techniques.
Links to AusVELS/Victorian Perform fundamental movement skills in a variety of movement sequences and situations
Curriculum (ACPMP025)
General Capabilities Numeracy was evident throughout our lesson (Throwing Multiplied).
Students were engaging in physical activity and developing their fundamental motor skills
whilst working on their timetables.
English: students were required to orally explain the correct technique and demonstrate it to
the rest of the class.
Classroom management Creating a team atmosphere: be positive and encouraging and give feedback (Playing for life
strategies football 2013, p. 62).
Ensure students have a clear understanding of the rules and appropriate behaviour (Playing for
life football 2013).
Challenge more experienced children and make discrete allowances for those less skilled (Playing for life
football 2013, p. 62).
Key terms Overarm throw
Underarm throw
Location/setting Footscray Primary School gymnasium
Assessment Check list will be used as a form of assessment
Cross-curricular priorities To incorporate Aboriginal and Torres Strait Islander culture into our class (Warm Up
Activity), we may consider introducing traditional Indigenous or Islander music to help other
students deepen their knowledge of Australia by engaging with the worlds oldest continuous
living cultures (Aboriginal and Torres Strait Islander histories and cultures 2015).
Introduction: Duration: 5 minutes Prompt students with question such as, what is the correct technique for throwing.
Recap with
the students
with what we
did in last
week class.
Warm up Equipment Students are ordered to spread out around the Safety:
activity: Soft balls gymnasium and the teacher will give half of the class a Ensure students are aware of
Throw and Foam balls ball. the boundaries and any
catch Music On teachers signal, students to jog around the obstacles surrounding them.
Challenge gymnasium whilst music is playing.
Warm up Once the music has stopped, students are required to
(Kirchhoff freeze where they are.
2015) The teacher calls out a number and a type of throw (e.g.
8 underarm throw).
Duration: Students with a ball are required to find a student
5 minutes without one and perform the 8 underarm throws.
Once they have performed the required task, the music
will begin and students will have a different task to
complete.
Students are encouraged to find a different partner each
time (Kirchhoff 2015).
Types of throws could be:
- Non dominate hand
- Under the leg
- Backwards throw
- Behind the back
Activity: Equipment Students are divided into groups of 3. Safety:
Throwing Softballs One student will throw the ball, one student will retrieve Each group have their own
Multiplied
(Lavner Dice the ball and the other student will record the answers on designated throwing area.
2015) Whiteboards the white board. Ensure the students know the
Duration: Markers Students are required to throw a ball against the wall boundaries
20 minutes which is will be 5 metres away.
Depending on the teacher command, students are either
required to underarm or overarm the ball towards the
three targets on the wall.
The targets on the wall consist of the numbers 3, 2 and 1.
If the student throwing the ball hits the number 3 target.
He/she gets 3 points and then rolls a dice and multiplies
that number by 3.
Each student will be rotating roles at the end of the
round, ensuring maximal participation.
The winning group is the team that reaches 100 points
first (Lavner 2015).
Activity: Equipment Students are divided into groups of 3. Safety:
Angry birds Foam bricks Each group will be given the same number of foam Ensure the students are aware
(Qua 2012) Bean bags bricks, as well as soft balls and a beanbag. of the boundaries and their
Soft balls Each group is required to create their own structure. surroundings.
Duration: Cones Students will take turns creating their own structure. Ensure each group has enough
10 minutes Once the structure has been built, students are required space, avoiding any possible
to use their throwing techniques to knock down the collision with other groups.
structure.
Students are to throw the softball and beanbags from
behind the designated cone.
The cone is situated 5 meters away from the structure.
Each student has a go at knocking the structure (Qua
2012).
Activity: Equipment In order for students to leave the class, they must Safety:
Underhand Question sheet complete the exit slip. Restate to the students that the
vs. Overhand Pencils The exit slip consists of 3 questions to assess children pencils are to be only used to
Throwing knowledge of overhand and underhand throwing. Refer circle in the answers.
Assessment to Appendix A.
(Clegg 2014). Once the students have completed the questions they are
free to leave.
Packing up The exit slip provides an effective feedback for the
the teacher to use in the next lesson.
equipment. It will help the teacher to focus on students weaknesses
for the next lesson.
The exit slip consist of questions such as( Clegg 2014):
Duration: 5 - - Circle the person who is using an underhand throw.
10 Minutes - Circle the person who is using an overhand throw.
- What letter does our body make when getting ready to
throw overhead?
Lesson 2
Year Level Grade 1/2
Lesson topic/focus Developing student fundamental motor skills, in particular focusing on throwing.
Learning objectives Reinforcing throwing cues whilst students work together to achieve a goal.
Assessing students knowledge about the correct throwing techniques.
Links to AusVELS/Victorian Perform fundamental movement skills in a variety of movement sequences and situations
Curriculum (ACPMP025)
General Capabilities By adding the element of music into Physical Education (PE) classes, students are able to
for example, familiarise themselves with a particular song they are required to rehearse for
their school production.
Block Breakers (Wiggins 2005) incorporates numeracy by and practicing addition and
subtraction while students are developing their throwing skills.
Classroom management Creating a team atmosphere: be positive and encouraging and give feedback (Playing for life
strategies football 2013, p. 62).
Ensure students have a clear understanding of the rules and appropriate behaviour (Playing
for life football 2013).
Challenge more experienced children and make discrete allowances for those less skilled (Playing for life
football 2013, p. 62).
Key terms Overarm throw
Underarm throw
Location/setting Footscray Primary School gymnasium
Assessment Beanbag Tic TAC Toe activity is an opportunity for teachers to assess students
ability to throw. This activity engages each child and is a great opportunity for the
teacher to observe and conduct a checklist.
For each activity, a checklist would be a useful tool to evaluate students
progression.
Introduction: Recap Duration: 5 minutes Prompt them with question such as, what is the correct technique for throwing.
with the students what The teacher may want to show students different images of underarm and overarm throw to
we did in last week see whether the students can identify the key differences.
class.
Warm up activity: Equipment Students are divided into two even groups and are Safety:
Meteor Shower Soft balls placed at the opposite sides of the gymnasium. Ensure students are aware of
(Syracuse 2004) Mini soccer At each side of the gymnasium there are two goals the boundaries and any
goals. or floor mats for students to aim at. obstacles surrounding them.
Music could be Students are given soft balls of different sizes. The
added in the objective of the activity is for students to overarm
background to throw their ball into the net on the opposite side of
add the gym.
Duration: excitement. Students can not block the goal.
10 minutes
Activity: Birthday Cake Equipment Students are divided into peers. Each peer will Safety:
Boxes receive a box, bowling pins and softballs Ensure students are aware of
(Lacey 2001) Bowling pins Students are required to find an area in the the boundaries and that there
Softballs gymnasium and set up the birthday cake. is a safe distance between
The bowling pins act as the candles of the cake. each group.
Each student attempts to blow out the candles by
overarm or underarm throwing.
Activity: Equipment To finish off the class, partners are spaced Safety:
Block breakers Bean bags throughout the gymnasium. Ensure students are aware of
(Wiggins 2005). Stacking Each partner will stack up blocks and record the the boundaries and that there
blocks total number stacked (Wiggins 2005). is a safe distance between
Packing up the Pencils Students are required to knock them down and each group.
equipment Paper record how many blocks they knock down on each
Duration: throw.
10 minutes Students will record addition equations (the
number of blocks they knocked down on each
throw) and subtraction equations (the number of
Lesson 3
Year Level Grade 1/2
Duration 45-50 min session
Lesson topic/focus Developing student fundamental motor skills, specifically focusing on catching.
Learning objectives To develop, practice and refine the fundamental movement skill of catch.
Assessing students knowledge about the correct catching techniques.
To apply the skill of catch to a minor game scenario.
Links to AusVELS/Victorian Perform fundamental movement skills in a variety of movement sequences and situations
Curriculum (ACPMP025)
General Capabilities When students are in their groups, they will be communicating to each other. This will be
developing their oral language skills which is a form of literacy.
Whilst the students are in pairs, they will need to count the successful catches. This will
assist them in enhancing their numeracy abilities.
Classroom management To ensure students are always engaged at all time feedback should be given consistently
strategies (Spittle 2013).
Challenge the students by extending the activities to ensure they do not become disengaged
(Spittle 2013 ).
Set out rules and boundaries so that students know what is and is not accepted.
Key terms Eyes focused on the ball.
Elbows bent and hands in front of the body.
Hands move to meet ball.
The ball is caught and controlled only with hands.
Elbows bend to give with the ball.
Location/setting Footscray Primary School gymnasium
Assessment Catching assessment that will be used for this lesson is a rubric.
Rubric is a multidimensional rating scale with specific descriptors of levels of performance
for that characteristic of the skill (Spittle 2013, p.57).
This assessment will give the teacher the relevant feedback to plan for the following lessons.
Equipment Tennis balls
Cones
Basketballs
Reflective questions Are students demonstrating the correct catching technique?
Are the students using both hands to catch the ball?
Cross-curricular priorities By implementing aboriginal culture in this lesson we may modify the minor game to include
Traditional indigenous themes and customs (Aboriginal and Torres Islander histories and
cultures 2016).
Introduction: Duration: 3 minutes Have the students sit on the ground, where they are not distracted by anything.
Mark the roll Identify the main learning goals for todays session.
and outline
the lessons
objectives.
Warm up Equipment One student is allocated as the tagger and needs to try Safety:
activity: tagging the other students. The playing field will only be
Warm up The other students will need to run away from the taggers. the half of the basketball court.
If tagged the student will become taggers as well.
French tag. The part where the students have been tagged, the students Outline the boundaries to the
will need to place their hand on that spot and chase the students and if they go outside
untagged players. the boundary they will be
penalised.
Duration:
5 minutes Make sure the playing field is
away from the walls to prevent
any potential harm.
Variations
Students use an overhand, lob, bounce or chest pass.
Variations
When the students are running around the group, they can
move in different ways ( skip, hop, leap, etc).
Activity: 1 basketball or Students are to be in groups of 5 and stand across a line When Students are standing
Captain ball tennis ball per arms length apart. next to each other they need to
Duration : group One student (captain) will need to stand at the front around be arms length apart.
5 minutes 1-2 meters away from the other students. Students are not to play around
The captain throws the ball to each student, they will need to with the equipment.
return it back.
Once everyone has caught the ball, a new captain will be out
the front.
Variations
Instead of throwing the ball, the students can bounce it.
Alter the distance between the captain and the players.
Activities: 1 basketball 2 groups of 8-10, students will play on one third of the Give explicit instructions on
Minor game per game basketball court. where the boundaries are for
(End ball) End zones will set out at either ends of court. Both groups this game.
are spread out throughout the court. No contact allowed
The students Group 1 will need to work together to try and get the ball to Reinforce the rules while the
will utilise their end zone. They will need to throw and catch the ball. game is being played.
the skill they The students will need to try an intercept the ball. If
have intercepted or the ball touches the ground, it will be a turn
developed over.
and To score a point, the ball must be caught on the full in a
incorporate groups end zone.
it in a minor Rules(no contact, no running with the ball, a throw must be a
game. minimum of 1 metre)
Variations
Duration: All students in the team must have possession of the ball
5-7 minutes before a point is scored.
Vary the throwing techniques, (e.g. underarm throw, over
arm throw, bounce pass, chest pass, etc.).
Lesson 4
Year Level Grade 1/2
Duration 45-50 min session
Lesson topic/focus The students will be developing fundamental motor skills, explicitly focusing on catching.
Learning objectives To develop, practice and refine the fundamental movement skill of catch.
Assessing students ability on the correct catching techniques.
To apply the skill of catch to a minor game situation.
Links to AusVELS/Victorian Perform fundamental movement skills in a variety of movement sequences and situations
Curriculum (ACPMP025)
General Capabilities When students are in their groups, they will be communicating to each other. This will be
increasing their oral language skills. For example they will be negotiating who takes the turn
first and assisting their partner if they need support.
Also with the bean bag activity the students will need to call out which colour their partner
needs to catch. This is also seen to be a form of literacy that the students are developing.
Whilst the students are working together, they will need to count the successful catches. This
will support them in developing their numeracy skills.
Classroom management All the activities are formatted in a way where cooperative learning is being evident.
strategies The reason for this is because it may motivate the students to complete the task (Spittle 2013)
Teachers must give the students feedback on their fundamental motor skills for learning to
occur (Department Of Education 1999).
When learning is evident, classroom management will be positive.
Key terms Eyes focused on the ball.
Elbows bent and hands in front of the body.
Hands move to meet ball.
The ball is caught and controlled only with hands.
Elbows bend to give with the ball.
Location/setting Footscray Primary School gymnasium
Assessment A checklist will be the form of assessment for this lesson.
Introduction: Duration: 3 minutes Place the students in a designated area where they are not distracted by anything.
Mark the roll
and outline Illustrate the key learning goals for this session.
the objectives
for today.
Variations-
students may bounce the ball instead of roll
Students can roll the ball through markers
Variations-
Alter the height from where the bean bag must be thrown.
The partner drops 2 different coloured bean bags and nominates
which should be caught.
Variations-
The groups may use different sized balls.
Time the group to see how long the activity can continue before
the ball drops.
RISK ASSESMENT
This table below illustrates the different risk assessment procedures that should be adhered when teaching physical education.
RISKS Control measures
Equipment Ensure all equipment is safe for the students to use.
Sun safety Students are to wear their hats if they are outside. Put sunscreen
on and bring their water bottles. Students are not allowed to
share water bottles.
Jewellery Jewellery can be a serious hazard when students participate in
any form of activity. Students are not permitted to wear any form
of jewellery in physical education.
Physical Contact with other people and other objects. Ensure all Instructions and rules are explicitly identified to the
students to eliminate any potential harm. In the rules unpack
with the students the different boundaries for each activity.
Strains Sprains Fatigue and exhaustion Stretch pre and post exercise and complete warm-up and warm-
down activities. For every class ensure first aid kit is available at
all times. Constantly observe students for signs of fatigue and
exhaustion.
Obtain parental consent with the appropriate medical data
Medical conditions, Special needs and High-risk behaviours needed. If there are any students in the class that face medical
conditions, ensure the right emergency plans are undertaken.
Ensure relevant documentation is available for the students who
endure medical conditions, special needs and high-risk
behaviours. For the high-risk behaviour students make sure there
is a plan easily accessible to minimise any harm.
Appendices
Name:_____________________________ Grade:_____________
Reference
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