We are just past the half way mark with our swimming sessions for G1,2,3, and 4.
Our intention at this stage is that your child is becoming more aware of their
– Strengths and weaknesses within the water
– Progress thus far within the 3 strokes and survival skills
– Specific areas that they need to improve in within the 3 strokes
We encourage you to have a conversation with them by asking open ended inquiry questions – Some examples of questions to engage in conversation are –
– What did the coach tell you that you were doing well in – BACKSTROKE/BREASTSTROKE/FREESTYLE? (just choose one)
– Which swimming technique/style do you use when swimming under water?
– What is your favorite stroke in swimming – why?
– What do the arms do in – BACKSTROKE/BREASTSTROKE/FREESTYLE? (just choose one)
– What do the legs do in – BACKSTROKE/BREASTSTROKE/FREESTYLE? (just choose one)
Don’t forget that next week is our open swim week. We invite all parents to come along and see what we do in swimming. All visitors must remain on the viewing deck and no photos are allowed to be taken.
Regards – Kit and Karen
March 29th is the Grade 1 to 5 sports day, we will begin preparing students for this during PE class over the next 3 weeks – some classes have already started.
The focus of this day is Healthy Competition.
Using the PSPE framework of Identity, Active Living, and Interactions we can explain the day like this –
§ Students will identify within their house group whilst competing in Active athletic events of entailing Running, jumping, and throwing, all the while Interacting and participating within the whole sports day.
One thing we would like to establish with all students is that whilst we can’t all be Usain Bolt we can all improve our speed by focusing on our technique. Attached to this blog post are some very broad tips for running faster – we will be exploring these more in class during the next few weeks.
Regards Kit Murray and Karen Zheng
Karen and I hope that you have enjoyed your holiday. This week we have focused on getting the students active again, all grade 1 students participated in a series of 6 fitness circuits during their sessions as we prepare for our movement unit for the next 5-6 weeks. During the movement unit the students will use the terminology of ROTATIONS, TRAVEL, BALANCE, and JUMP to describe and label their movements. This unit covers a mixture of gymnastic type movements such as rolls, balances, leaps, and gallops etc and then adapting/modifying them into a small routine – particular focus for grade 1 will be a high level link with their current story telling unit and looking at the concept of perspective.
Just a reminder that students are encouraged to bring a change of clothes for PE sessions for both hygiene and ease of movement reasons. Time will be given before and after the session to get changed. Any sports clothes are recommended although students often prefer to wear their house t-shirts or proper school PE uniform.
As always both Karen and I encourage families to talk about PE at home and we welcome any feedback, questions, clarifications that you may have as a result of your child’s PE sessions.
Regards Kit Murray and Karen Zheng
Here are some samples of the assessments that your child participated in this week with regards to throwing and catching. Talk to them about how they performed in their assessment or ask them to break down the over arm throw into steps.
Throwing and catching are important components of many sports and physical games. Your child has been investigating the common elements of throwing and catching different size, shape, and weight balls/objects throughout this unit. Our summative assessment will utilize self, peer, and teacher observations of the skills in the sheet attached.
Ask your child what are the things that we need to ensure successful passing and catching – they should be able to explain this in 3-6 simple steps or sentences. Let us know by placing a comment whether or not they could do this.
We will upload some video of these assessments taking place next week everyone to see how we facilitate peer, self, and teacher assessments.