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Built from interests of children. As they like playing and balancing on the big rocks in the play area.
What is the focus? About what am I being intentional? Will I observe/record information?
Formative assessment:
Observing student ability to balance and climb (hand eye and foot coordination)
Observing student following rules
Observing student displaying patient and caring for their peers.
Linked to Australian Curriculum Years 1 & 2 Content Descriptions, Health & Physical Education, Movement & Physical Activity
Identify rules and fair play when participating in physical activities (ACPMP032 - Scootle )
Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025 - Scootle )
o demonstrating balances and describing what helps to maintain stable positions
Guiding Behaviour Consider what you need to put in place to support children:
Expectations of childrens behaviour: Children are to use 5 stars listening (Your eyes are looking at the person talking, your ears are
listening lips are together, hands are folded in your lap and legs are crossed or keeping feet quiet).
Preventative strategy Sensory regulation for high, moderate and low learning ability students.
Emily may need extra support from Supporting Teacher. Small groups outside and rotational activities for others.
Resources:
Obstacle course frames and boards
Safety mattresses
Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.
You will use a lesson plan for group times (music, language, story, beginning a session etc). You need to think though how you will engage with the
children, the language you will use, the questions you might ask etc.
Students did well with the balancing and climbing skills. Majority of the students showed a lot of patient and resilience towards some
student whom did not show patient and wait in line as their peers are working their way over the obstacle course.
I did have to remind some boys not to push in as everyone is waiting for their turn I directed them to the back of the line. The lesson
was inclusive as I was there to assist Emily and it was a fun physical activity.
Maybe next time I could make a separate lower obstacle course, so all students will feel inclusive in participating in a balancing activity
with less assistance for students that are not as confident with balancing.
Notes:
I set up my space in the class room. A station for tracing, drawing and exploring shapes and numbers.
I discussed this with Supervising teacher last week and added it to morning activities this morning.