Physical Education - Term Three
3.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
My second short term contract in 2015 was my first experience of being a whole school specialist teacher. As a physical education teacher for two weeks, I gained valuable insight into this role and the pros and cons of working with every student in the school.
I was given excellent hand-over material from a very experienced and responsible senior teacher. This helped me quickly come up to speed with this demanding role, and included full class lists with anecdotal notes on individual students, a complex time table, maps of the school, and clear instructions regarding the games we would play and the skills we would develop.
The games that I asked the students to play were scaffolded to their particular level, with developmental aims in mind linked to curriculum expectations. Games I delivered in a sequence of two to three lessons for each class, included circular tunnel ball, river / rock / bridge / tree, the tea towel race, eggs in the basket, flag race, passball and leaderball.
I also led sofcrosse during senior sport sessions, due to my prior experience with teaching this sport in 2014. Other duties included assisting with the running of the cross country carnival and supervising a lap based running practice session once a week after school. All of these duties required me to inspire much positive engagement in students in order for the intended learning to be achieved, which I created through a mix of fun through sport, discipline, consequences for misbehaviour and support from school administration.
This role required much collaboration and flexibility due to poor weather, and at times the lack of use of an undercover area, due to a dance program. This saw me teaching under a small teaching block porch in the middle of a storm! I was also required to effectively collaborate with teachers with regards to class pick up and drop off routines.
My second short term contract in 2015 was my first experience of being a whole school specialist teacher. As a physical education teacher for two weeks, I gained valuable insight into this role and the pros and cons of working with every student in the school.
I was given excellent hand-over material from a very experienced and responsible senior teacher. This helped me quickly come up to speed with this demanding role, and included full class lists with anecdotal notes on individual students, a complex time table, maps of the school, and clear instructions regarding the games we would play and the skills we would develop.
The games that I asked the students to play were scaffolded to their particular level, with developmental aims in mind linked to curriculum expectations. Games I delivered in a sequence of two to three lessons for each class, included circular tunnel ball, river / rock / bridge / tree, the tea towel race, eggs in the basket, flag race, passball and leaderball.
I also led sofcrosse during senior sport sessions, due to my prior experience with teaching this sport in 2014. Other duties included assisting with the running of the cross country carnival and supervising a lap based running practice session once a week after school. All of these duties required me to inspire much positive engagement in students in order for the intended learning to be achieved, which I created through a mix of fun through sport, discipline, consequences for misbehaviour and support from school administration.
This role required much collaboration and flexibility due to poor weather, and at times the lack of use of an undercover area, due to a dance program. This saw me teaching under a small teaching block porch in the middle of a storm! I was also required to effectively collaborate with teachers with regards to class pick up and drop off routines.