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Stoke School


As a result of staff discussion about the data gathered, a new focus was discovered that we had not expected.


Aim/Focus: Curriculum

  • To improve the fundamental movement skills of all students in the school.


Contributing (years 1–6); School roll ‑ 145

Fitness testing in 2005 indicated that many students’ movement skills were in need of improvement. We decided that gaps in fundamental skills might be a barrier stopping some students from participating in physical activity (PA).

The school agreed to undertake testing of all students across years 0‑6, to assess their competency in 10 fundamental movement skills. Testing ascertained the needs and subsequent focus for 2007. Discussions at staff level decided the process that would be best suited to cater for the needs and evaluative process to undertake.

All students within the school were tested using a variety of fundamental movement skills, based on the National Education Monitoring Project (NEMP).

We felt that the data gathered might be comparable between schools, and that we could gain some useful data about our own students in the process.

Process undertaken


  • Teachers were educated about fundamental movement skills.
  • A day was spent testing students.
  • As a result of analysis of the data collected, we decided on the following target: "Students show an improvement in fundamental movement skills, particularly through the ladder and target throw activities.”
  • We needed to brainstorm what the fundamental movement skills used in these tasks were: Ladder – balance, coordination, agility, rhythm; target throw – throwing for accuracy.
  • Playground equipment was made more accessible.
  • Playground markings were changed.
  • A game creation unit was taught.


The Lead Teacher worked with the Principal.


  • Painting ladder markings on playground surfaces
  • Purchasing new equipment.


Class, year, and school data was gathered during the testing and a summary was written. A staff discussion was held around the results and a new focus was identified:

  • The ladder assessment tool indicated that many students could not competently complete the activity.
  • Target skills were poor, particularly using small balls.

It was decided that staff could teach these skills, some within a Teaching Games for Understanding (TGFU) unit, heading towards using these skills in a game or playground situation. Some results compared with NEMP data were good, so how did this impact on where we would go as a school?


What do we need to do?

  • Curriculum – students to be taught a TGFU unit, as this can focus on any of the 10 fundamental skills, through the B strand
  • Teachers will further promote PA by supporting students as they are playing in the playground
  • Teachers’ observations in the playground
  • PA / inactivity survey of students
  • Follow-up of attitudinal survey carried out in 2006
  • Individual staff comments noted and acted on
  • Continue participating in physical education professional development focus of sharing learning intentions and co-constructing success criteria with the students.


  • Reflection to date on the process
  • The testing process
  • Adviser modelling lessons
  • Learning the art of questioning
  • Linking back to own practice
  • Parent involvement
  • Walking Bus, Cycle Train, Walk-to-School initiatives
  • Collection of student "voice" throughout the process.