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 Individual Activity Evaluations

Healthy lunch **
 * Herb Garden **
 * Aims: |||| Teach students about the benefits of growing and consuming herbs. Work with students to incorporate herbs into their existing vegetable garden. Teach about the lifecycle of herbs from seeds to full grown plants. ||
 * Evaluation from peer, teacher and student questionnaires: || Self & peer: || Students showed an understanding of the uses for herbs and how to grow them through questioning and practical exercise in planting and care. Students were physically active in the garden and their work with the herbs will be ongoing. This activity complied with the HPS Framework through student centred learning, planned sequential curriculum, experiential learning, and the integration of science. ||
 * ^  || Teacher: || Very good. Adapted well to the wet weather by using disposable cups to plant in. ||
 * ^  || Students:  || Enjoyed planting and were excited about monitoring the growth cycle. ||
 * Aims: |||| Teach students about the importance of eating raw fruits and vegetables. Encourage students to prepare their own meals so they can choose healthy options. ||
 * Evaluation from peer, teacher and student questionnaires: || Self & peer: || Students were able to show new understandings regarding raw foods and the antioxidants they contain by answering questions and through general discussion. All students were excited to make their own lunch and most tried all the ingredients on offer. Students were asked if they liked the taste of the food to which all responses were positive. Many students indicated they would like to make this a regular eating habit. This activity complied with the HPS Framework through student centred learning, experiential learning, and the integration of science. ||
 * ^  || Teacher: || Excellent. The children really enjoyed the fresh food. ||
 * ^  || Students:  || It was fun to make your own food and it tasted great. ||
 * Hockey **
 * Aims: |||| To introduce students to a sport that they would not normally have the opportunity to participate in. Present the game of hockey in a fun way that is inclusive to all students. ||
 * Evaluation from peer, teacher and student questionnaires: || Self & peer: || Students learnt the basic rules and aims of hockey. Through a progression of skill activities the students demonstrated the acquisition of new abilities. Modified games ensured all students had the chance to be involved and achieve success. This activity complied with the HPS Framework through student centred learning, planned sequential curriculum, experiential learning, and the integration of physical education. ||
 * ^  || Teacher: || Excellent. Effective demonstrations provided excellent modelling that the children drew upon to practise their own skills. Very enjoyable. ||
 * ^  || Students:  || An overwhelming number would like to keep playing. ||

This new formula broke the lesson up nicely. This activity complied with the HPS Framework through student centred learning, planned sequential curriculum, experiential learning, and the integration of physical education. ||
 * Step Aerobics: **
 * Aims: |||| Take students through a step class that incorporates students learning rhythm, timing, and increasing aerobic fitness. Teach students techniques they can use to perform step classes of their own. ||
 * Evaluation from peer, teacher and student questionnaires: || Self & peer: || The step lessons were approached very enthusiastically by the children. The children loved moving to music and exercising in time together. It was clear after the first lesson that the 50 minute time frame was too long for the children to sustain their efforts. This resulted in modifying the program to include a 15 minute warm up of minor games, and finishing the lesson with a short meditation to relax and refocus.
 * ^  || Teacher: || Excellent. The children were engaged in this program, particularly when it was modified. ||
 * ^  || Students:  || An overwhelming number selected this as their favourite activity and would like to participate in it regularly. ||
 * Skipping **
 * Aims: |||| Involve students in 'movement based' activities with a focus on skipping & gymnastic moves. A focus will be to develop student’s directionality skills, spatial awareness, body awareness & body control. ||
 * Evaluation from peer, teacher and student questionnaires: || Self & peer: || The activities were fun for the children as they were varied and all children participated enthusiastically. The activities required minimal or no equipment which allows the children and staff to easily emulate these activities as an ongoing part of their curriculum. This activity complied with the HPS Framework through planned sequential curriculum, experiential learning, and the integration of physical education. ||
 * ^  || Teacher: || Excellent. Varied activities made it enjoyable throughout. ||
 * ^  || Students:  || Enjoyed being able to jump and move in different ways as part of their physical activity. ||
 * Bean Bags **
 * Aims: |||| Students will then use beanbags in a Physical Education session to improve and develop the use of perceptual and fundamental motor skills. ||
 * Evaluation from peer, teacher and student questionnaires: || Self & peer: || Children were engaged in a variety of activities that demanded composure and body control to succeed. The children loved the challenge and have been left with the bean bags and lesson cards so these activities can be an ongoing part of their curriculum. This activity complied with the HPS Framework through student centred learning, planned sequential curriculum, experiential learning, and the integration of art. ||
 * ^  || Teacher: || This was something different for the kids which they loved. ||
 * ^  || Students:  || Lots of fun. It is exciting to have a new resource to use. ||
 * Orienteering **
 * Aims: |||| Students navigate the school grounds to find pictures of healthy fruit and vegetables. Students are to label the fruit they have found to develop their knowledge of healthy foods. ||
 * Evaluation from peer, teacher and student questionnaires: || Self & peer: || Children were excited to search the school to find pictures and were motivated to do so before their fellow students. Placing the cards into groups required teamwork from the entire group which created discussion and group learning. Their knowledge of existing fruit and vegetables improved and encouraged them to try new foods throughout the day. This activity complied with the HPS Framework through student centred learning, experiential learning, and the integration of English and physical education. ||
 * ^  || Teacher: || Excellent. Well prepared activities kept the students busy and full of questions. ||
 * ^  || Students:  || Hunting for things is lots of fun especially when you find things before others. ||

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