Fitness Feedback

For each unit that I teach I like to hear student-feedback and responses on what they enjoyed, found meaningful and would change.

In a Yr 10 Fitness Unit I created a Google Form which the students could answer. As is seen in the form here I asked the students what they found interesting, which lesson they enjoyed the most, recommendations for the future and what grade they think they deserved and why. This sort of information was very interesting to read and informs my teaching for the  feedback. It was also very useful to encourage reflection for the students and for me to read the responses, to read how they learned and gained such different and unique things from the unit. For  example; “Try your hardest because that’s all that matters” and “I have learnt about all the different types of fit and that there is more than just running fit” and “how all the muscles function and the muscles that are used for each different exercise. Also I will take away the different types of training and what they are such as circuit training etc”


Recieiving feedback from the students is a part of the NZC’s “teaching as an inquiry” as depicted in the image below. The information feeds the “focusing inquiry” as the students’ responses can inform me as a teacher with what is worth spending time on. It also helps with the “teaching inquiry” as feedback on the activities informs how to teach. All these things help me be a reflective teacher and help improve outcomes for my students.

Teaching as inquiry model.

Applying AKO

In this morning’s PD we were looking at the rebranded AKO and applying it to a Junior Unit of work. We had numerous activities to choose from and we had to complete 3. The ones that my group completed can be seen by the ticks on the photo attached.

We compared Craig’s golf swing to a professional and made points for him on how to improve. We discussed as a group that there may need to be more guidance for Juniors to analyse a performance as it is unfamiliar to them. We thought that having questions or what to look for might be helpful. For example, where is the ball placed, how is the person holding the club, what do their arms look like? What are their legs doing? Where does their swing start and end? This would help students learning to analyse performance know what to look for rather than it being completed open ended. Other than that, we thought it was a valuable and straightforward activity.

As a group, we enjoyed having the choice and range of activities to choose from. Having the links and QR codes and Google forms made it simple and very student centred. 

Department Meeting 7/9

Today’s PD  we  begun with a discussion about what we have learned in PE and Sports Team which lead into a discussion and a review of of our Year 9 & 10 PE programmes. The answers from the members of the Department can be seen below.

Following from this we looked at ‘different modes of assessment’ which can be seen to the right of the image below. We then identified modes of assessment which we wanted to know more about as indicated by the ticks. This is helpful for my teaching as it was useful to consider different forms of assessment and how evidence of learning can look different to traditional or current ways of doing things. I then tried an example for myself; I decided to draw pictures such as like the “7-days” activity called “This is my picture” where kids explain the picture that they have drawn. Similarly, I commentated what the images and drawings that I included meant using a voiceover. I found this to be meaningful and engaging because, in the process of translating the buzz words to images and thinking how to draw them it made me think more deeply about the topic. This style of assessment would suit a visual or verbal type learned.

Following from this we had a small quiz on the purpose of the Junior PE units that we currently teach. This related to the revamp of Ako Orewa around the questions of the learning process, environment and tools & skills that enhance learning. For teachers it was useful to reflect on our own knowledge of the purpose and intent of each Unit. In this activity, I found that I was easily able to explain the purpose of each unit. The challenge now and furthering from this is whether or not I have communicated this with my students and if they could answer what they are learning and why.

Once we had done this we looked at the current Units we do in PE and how we could create themes for the Term. It was mentioned that we need the input and voice of the students to inform us in this planning so, I volunteered to create a Google Form which we can use to hear the point of view of students eg what they enjoy, how they learn best, what they have found difficult and so forth. I will create this form and share it with the other teachers so that any tweeking we make is based on the needs and feedback from students.

Health Education Visit to MAGS

On the 10th of March the HOD of Health and I went to Mt Albert Grammar School to learn about their Senior Health Programme.

A useful tool that we learned about was Google Classrooms. I will follow this and present it to the other HPE staff on a Wednesday PD session. The way that MAGS uses Google Classrooms is to check ongoing student work. Google classrooms allows the teacher to see when the work was last accessed and edited. Also, feedback can be written as a comment straight onto the document. When the internal needs to be handed in it can be exported to Turnitin. The benefits of this system are that the work is on one platform and does not require chasing up work  or losing paper. This is something that we will look at trailing for Health Education at Orewa College.
More uses

Following up on this discussions with the other Health Teachers, I will develop and the Level 1 Health 1.3 Unit. This includes checking NZQA Clarification documents and collating all the resources.

Other things that I learned  was around giving student-choice in their research topics. This is particularly relevant for Senior Health. A suggested way that this is done is to teach half/half. One half is introducing three possible research topics and teaching the content and structure for about 1-2 weeks each .Then, the students are able to choose one of the three topics that interests them the most and spend the other half of the time for the nit researching and writing their reports.