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Tainui School

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The introduction of buddy classes to offer support with planning and teaching was a success for the whole school.

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Aim/Focus: Curriculum

  • To improve planning, teaching, and assessment using ICT and implementing leader support to enable students in our learning community to
    experience and choose to participate in relevant physical activity as a lifelong practice.

Teachers

  • Use a more child-centred approach, through questioning and personal evaluation
  • Incorporate learning intentions with physical education / physical activities (PE/PA) programmes
  • Increase PE/PA awareness
  • Improve confidence in teaching PE/PA
  • Develop a schoolwide implementation plan in PE/PA
  • Make assessment and planning more meaningful schoolwide.

Students

  • Place more value on ideas and give ownership
  • Make our planning and assessment more meaningful for the students’ ongoing development
  • Learn through experimentation
  • Make links to other activities/sport codes
  • Increase awareness of PE/PA.

Community

  • Increase parental involvement
  • Utilise parents that have expertise
  • Utilise outside agencies in a more meaningful way
  • Support to complete fitness circuit.

Process undertaken

Teachers

During the first year, there was a focus on increasing the awareness of PA. The Health and PE Adviser and Active School Facilitator (ASF) facilitated staff meetings. To improve their skills, the Lead Teachers attended courses run by the adviser and facilitator. These lessons were modelled in staff meetings. Teachers then trialled lessons with their classes.

Consultation took place within syndicates and then with the whole staff to develop our schoolwide PE/PA plan. Lead Teachers modelled PE lessons and shared good teaching practice with the community during a parents evening.

During the second year, Lead Teachers continued to attend courses run by the Health and PE Adviser. One staff meeting each term was dedicated to PE, where new resources and teacher planning and ideas were shared. The adviser continued to support by leading staff meetings in specific areas, for example, Te Ao Kori and Movement in Context. Lead Teachers set up a buddy class system within syndicates to offer support with planning and teaching. Lead Teachers were given one day to model and teach alongside their buddy.

The school continued to purchase equipment to support programmes. There was an increase in the use of ICT as a tool for assessment. A parent assembly was held to consult with parents on the PE/PA implementation plan. Demonstrations for parents showed students actively involved in Moving in Context.

A school target was set to enable students to self-assess their involvement each term in PA.

Students

A group of senior students was invited to apply to take positions as Physical Activity Leaders (PALs). This group of students was trained and set out to organise playground activities with a PA focus. Of particular success was a football tournament, buddy class system, and specific days for which a class would have access to the hall area under supervision of the PALs.

Students continued to take responsibility for the organisation of the sports shed and issuing a large range of equipment during lunchtime.

In PE, students were encouraged to record ideas, reactions, and next steps in learning logs, diaries, speech bubbles, or shared books.

Community

Coaching clinics were offered for a variety of sporting codes. The community was surveyed at the parents evening to collate a list of willing helpers and those with specific expertise in PA. There was always visible support, participation, and encouragement of PA events such as Walk to School Week, Jump Rope for Heart, Fun Run, sporting events, and swimming coaching.

The school used outside experts to make the learning more meaningful in specific coaching areas - for example, Swimsation and cricket specialists.

Outcomes

Teachers

There was an increased awareness in a variety of teaching approaches such as the Games Sense approach, Adventure Based Learning, and Moving in Context, using an assortment of resources. Equipment was utilised in a variety of fun and experimental ways. With support in planning, teachers were able to reflect on their practice and identify when their learning outcomes had been achieved.

Time was put aside to reflect and record on what was happening in PE. ICT was used as a tool for reflection and assessment.

Students

Teams of PALs have been formed. Whole-school days were organised like Wheels Day, Fun Run, Walk to School Week, and Jump Rope for Heart to involve students in PA. PALs worked with buddy classes. There was an increase in the number of students participating in sports teams organised by the school.

Students were able to understand what they were learning and what steps they might need to achieve the next learning goal in PE/PA. Students also gained a better understanding of why they might be focusing on a particular PA.

Students started using the language of PE. They became empowered within their own learning and worked at their own pace. There was a shift in attitude from sometimes an “I can’t …” to “What do I need to do to make this happen?”

Community

Due to an increase in the number of sports teams, an increasing number of parents became involved. The Parent Teacher Association completed the fitness circuit. There was continued support and encouragement of all PA activities, both on the sidelines and within the schoolwide activities.

Reflection

Successes

Because there were three Lead Teachers with different skills, success came in different areas for us. The introduction of buddy classes to offer support with planning and teaching was a success for the whole school. The formation of PALs benefited the junior and middle syndicate classes by actively involving students in leadership roles and PA activities in lunchtimes.

One of the Lead Teachers was dedicated to forming the groups over the two years. Another of the Lead Teachers, our ICT specialist, demonstrated, supported, and encouraged the use of ICT throughout the school, with some excellent examples of videos with which both self- and peer-assessments were able to be processed. The third Lead Teacher found success with learning logs to set goals and focus learning before swimming lessons. On return, an evaluation was carried out for students to measure their success. Digital photos were also used to assist with this.

Throughout the school, teachers explored a variety of ways to assess students’ progress. Overall, the teachers were enthusiastic and willing to try new and different things.

Next steps

  • Create playground markings.
  • For budgetary purposes, make an inventory of all our equipment and plan for purchasing of new items.
  • Integrate PE with other curriculum areas such as topic, English, te reo Māori, and maths.
  • Sustain and continue to offer staff meetings where we can share ideas or introduce new resources.
  • Develop more links with outside agencies in meaningful ways.

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