Physical Education - Department of Education

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Lower primary teacher guide One way of recording this would be to have a chart showing all of the outcomes for the relevant grade by subject. A sample of what this might look like appears below. Teachers could have one copy of the table for each student and colour the grid as each outcome is achieved. Teachers could lightly (or partly) colour the outcome box for students who are still working towards achieving the outcome. While this is mainly for teacher records, a chart such as this could be incorporated into a formal report. However, it would need further explanation for parents and guardians to make sense of it, and to thereby understand what learning has taken place. Achievement of the learning outcomes School: Year: Term: Student: Grade: A fully shaded box indicates the student has achieved that outcome for that subject. A lightly or partly shaded box indicates the student is working towards that outcome. Subject Learning outcomes Arts 3.1.1 3.1.2 3.1.3 3.2.1 3.2.2 3.2.3 3.3.1 3.3.2 3.3.3 3.4.1 3.4.2 3.4.3 3.5.1 3.5.2 3.5.3 Community Living Environmental Studies 3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.3.1 3.1.1 3.1.2 3.1.3 3.2.1 3.2.2 Health 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.2.1 3.2.2 Language 3.1.1 V 3.1.1 E 3.1.2 V 3.1.2 E 3.1.3 V 3.1.3 E 3.1.4 V 3.1.4 E 3.2.1 V 3.2.1 E 3.2.2 V 3.2.2 E 3.2.3 V 3.2.3 E 3.2.4 V 3.2.4 E 3.3.1 V 3.3.1 E 3.3.2 V 3.3.2 E 3.3.3 V 3.3.3 E 3.3.4 V 3.3.4 E Mathematics 3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.3.1 3.3.2 3.4.1 3.4.2 3.5.1 Physical Education 3.1.1 3.2.1 3.3.1 3.3.2 3.3.3 Assessment in vernacular and English Bilingual education is used in Lower Primary where students learn in both vernacular and English. They gradually ‘bridge’ from vernacular to English over the three years from Grade 3 to Grade 5. Teachers use both vernacular and English as the languages of instruction and so it follows that assessment should also be conducted in both languages. 16
Physical education Teachers will need to make informed decisions about which language should be used to assess the students. In some cases it may be appropriate to give the students a choice about the language in which they would like to be assessed. The exception to this is where you are actually teaching English to students. This of course will need to be assessed in English. The table below provides a guide to the percentage of assessment that should be conducted in each language. Suggested percentage of assessment in vernacular and/or English Grade Vernacular English 3 60% 40% 4 50% 50% 5 30% 70% Developing a specific assessment plan When planning assessment tasks, teachers must decide which type of assessment methods will be used to demonstrate the achievement of the outcomes. Learning outcomes should be used as the starting point in the process of deciding and planning assessment tasks. Learning activities and assessment tasks should be planned together when developing units of work. When developing or writing an assessment plan, the following are some steps that you may find useful: • select assessment tasks from the list of students’ learning experiences or activities identified during the planning of the unit of work • choose assessment methods suitable for the assessment task • develop assessment criteria by breaking down the knowledge, skills and attitudes that the students will need to demonstrate to complete the activity successfully. Develop a manageable way of recording your assessment information such as: • individual or class checklist, or class grid, to record observations • comments on students’ work indicating what they have done well and where they need to improve • work samples being added to a portfolio • test marks • students’ assessments of their own performance using the assessment criteria • students’ assessment of their peers using the assessment criteria. 17
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