Yr.3 & Yr.4 - Sample Outcomes

Physical Education - Yr.3 & Yr.4

Portfolio summary

This portfolio of pupils work shows that the pupils can explain how personal strengths can be used to support and manage changes that are happening for them and can identify personal qualities they would like to improve. The pupil can identify a number of factors that influence their identity. They can show empathy towards others and identify their own emotional responses when working with others and explain alternative and more positive responses when feeling angry. The pupil can use prescribed guidelines to suggest ways to stay healthy and describe ways to promote physical activity. They can identify a number of locations in the community where they can be physically active and can describe a number of ways they can increase their opportunities to be physically active.

The pupil can interact positively with peers in small group situations. They can identify and use processes to promote safety for themselves and others at school and can describe how the qualities of respect and kindness contribute to safety. The pupil can use democratic decision-making processes and problem-solving skills when working in small groups on a task. They can demonstrate a number of gymnastics skills to create and perform a gymnastics routine combining a range of movements and balances. They can successfully perform and refine their overarm throwing technique and can explain specific skills and techniques to improve batting performance in T-Ball. 

1) Overarm Throw 

Demonstration: Overarm throw

Summary of task

Prior to the assessment task, pupils participated in a ball skills unit involving throwing and catching activities, group activities and minor games involving these skills, and viewed video clips of effective overarm throws.

Pupils were asked to perform the skill of an overarm throw successfully in two contexts:

1. an overarm throw at a stationary target, with feedback provided by a peer; reflecting on what they could improve based on the feedback, and demonstrating the improved technique

2. in a competitive minor game which focused on throwing and catching (hoop ball).

Distances between pupils, size of targets and size of balls varied for pupils with different skill levels – thus catering for the diversity of learning needs.

This assessment task relates to the focus areas: fundamental movement skills, and active play and minor games.

2) Gymnastics

Demonstration: Gymnastics

Summary of task

As part of a four-week gymnastics unit, pupils were introduced to activities and practised beginning positions, static balances, rotations, landings and transitions. Safety elements were incorporated into all lessons, including specific and safe warm-up and circuit activities.

Pupils were asked to design and perform an individual gymnastic floor routine. The sequence was to include: a beginning position; three static balances; three rotations; two springs and landings with appropriate transitions.

Working towards a shared understanding of the success criteria, pupils provided examples of the types of movement skills they could include in their sequence. The activities were rated for difficulty so students could challenge themselves accordingly. Pupils were invited to incorporate other movements after consulting the teacher.

This assessment task relates to the focus areas: fundamental movement skills, and rhythmic and expressive activities.

3) Striking & Fielding

Demonstration, verbal and written response: Striking and fielding (T-Ball)

Summary of task

Pupils suggested what they wanted to learn about striking and fielding, which was recorded on camera for the teacher to use to develop lessons. Pupils became more familiar with the games sense approach using questioning and direct instruction to promote tactical understanding. Pupils used soft foam balls to assist with fielding and catching.

Pupils were asked to demonstrate and explain: 

• batting technique

• placement of the hit

• positioning of body when fielding or catching a ball

• how to move a ball accurately over short and long distances

• what good batters and fielders are trying to do. 

To maximise participation and opportunities to practise, four small diamonds were set up.

These assessment tasks relate to the focus area: games and sports.