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Tasman School

Staff professional development has focused on the quality of programmes and teaching.

Aim/Focus: Curriculum

  • To continue to develop a physical activity (PA) culture within our school community.
  • Fundamental movement skills – schoolwide assessment showed some areas for concern, particularly in throwing and dribbling with a stick.
  • Target throwing – identified as a problem at school sports days.

Background

Full primary (years 1–8); School roll – 78

The process began in 2005, with the following needs identified:

  • Group of inactive students not involved in sport, poor physical skill level
  • Links with academic achievement
  • Some social/behavioural issues
  • Playtime/lifestyle survey.

In 2006, we aimed to develop a PA culture within the school community using the following goals:

  • To introduce fair play, cooperation, and leadership skills so students are able to organise themselves into games at break times.
  • To introduce students to a variety of games that can be played at break times.
  • To provide appropriate equipment and court markings to encourage students to play a variety of games.

Outcomes of 2006 focus:

  • improved participation levels, particularly by younger and less confident students
  • enthusiasm about new equipment
  • enthusiasm about court markings
  • fair play encouraged
  • greater variety of games played
  • playground duty enjoyed more by staff.

Process undertaken

Phases/Steps

Fundamental movement skills

  • Fundamental skills testing based on the National Education Monitoring Project (NEMP) a focus for daily fitness programme
  • Establish a Perceptual Motor Programme (PMP) in the years 1–3 area
  • Raise funding
  • Train staff
  • Parent input
  • Purchase equipment
  • Timetabling
  • Equipment storage and handling
  • Staff professional development – assessment and evaluation.

PE Programmes (PEPA)

  • Look at school PE programmes and classroom practice
  • Staff professional development.

Responsibilities and resources

Action Timeframe

Establish fundamental skills programme in the years 0–4 area.

Carried out twice a week during exercise time.

By end of term 2
A pre-school fundamental skills programme established once a week in the hall. By end of term 2
Stocktake of equipment carried out and equipment purchased to ensure equipment is not a barrier to participation in PA. By start of term 2
Lead Teacher professional development – PA project. Throughout year
Years 7–8 PE and daily PA programmes will focus on skill area exposed as weakness in the fundamental skills assessment. Throughout year
Role models identified in PA to demonstrate to students the benefits and rewards of a healthy lifestyle. Throughout year
Focus our daily exercise programme to target skills identified as weaknesses across the school. Throughout year

Outcomes

We have acquired some funding, and plans are in place to establish the PMP as a regular activity for junior school students.

The daily fitness programme incorporates fundamental movement skill development.

Staff professional development has focused on the quality of programmes and teaching.

Appraisals – how do we cater for identified needs through grouping, and focus on skills?

Reflections

Weaknesses

  • PMP very expensive to set up
  • Significant commitment of time required
  • Regular parent input required.

Successes

  • Staff more aware of areas needing greater focus
  • Improved quality of teaching and learning programmes
  • All staff on board and working towards common outcomes.

Next steps

  • Get PMP up and running
  • Adapt PE programme to reflect the focus and direction of our PA culture
  • Continue staff professional development, with a focus on assessment for next step learning
  • Possible pre-school PMP established
  • Develop school/community links
  • Possibility of having a community sports coordinator, through links with local sports complex
  • Further develop interschool sporting links
  • Possible contract on "Student Well-being".

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