Preservice Teacher to submit

this report to their Praxis

Inquiry lecturer
no later than the week
commencing
September,
COLLEGE 21st
OF EDUCATION
2015.
APPLIED CURRICULUM PROJECT REPORT
YEAR 4
Bachelor of Education P - 12 (ABED)
Preservice teachers are required to complete an Applied Curriculum Project Report (using this proforma) on
completion of their project. This form is to be completed by the preservice teacher(s). Reference should be
made to the ACP Plan developed earlier in the year. A brief comment by the School Partnership Coordinator
(or nominee) is also required. This document must be word processed.
This Final Report must:

Describe the project and its outcomes

Provide evidence of how the aims of the project were met or not met and why with reference to the
relevant educational theory and/or literature or policy cited in the plan
Comment on the progress according to the action plan included in the Plan and advise of any changes to
this plan and the reasons for any amendments
Evaluate the success or otherwise of the expected measurable outcomes with reference to the evaluation
methodology described in the plan.
Describe how each of the five, or more, professional skills (planning, negotiating, project management,
problem solving, team work, time management, evaluating, communicating, reporting and researching)
you nominated in your plan where used/applied during your ACP.

Submission Deadline:
Each preservice teacher is required to submit this report to their Praxis Inquiry
lecturer no later than the week commencing 21st September, 2015.
Preservice Teacher to complete

Sections 1 -

ACP Mentor Teacher to complete

Section A

Preservice Teacher submitting this report

Elizabeth Brown

ACP Title

Morning Sports Club

School/Setting

Epping Views Primary School

Address:

20 Mansfield St Epping

Phone

8401 3791

Fax

Student ID

3919450

8401 3793

Partnerships Coordinator
ACP Mentor(s)

Warren, Bret & Chris.

Additional ACP Preservice Teacher (PST) team members (where applicable)

PST Name

Christina Privitera

Student ID 3919796

PST Name

Georgina Thompson

Student ID 3777249

Bachelor of Education (P-12) Year Four ACP - Report 2015

Campus St Albans
Campus St Albans

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1. Brief Description of the Project and its Outcomes

Elizabeth, Georgina and I created the Sports Club in order for students to play a game before school
commences for the day. Students who attend and participate receive a raffle ticket at the end of the session. At
the end of the six weeks, students were in a draw to win a prize. The session started around 8.30 and ran for
15 minutes. This gave us sufficient time to hand out raffle tickets, and pack up.
We gained a lot of participants in our Sports Club. Throughout the sessions, students seemed very engaged
and eager to join in. Students that were late to the session quickly ran up and asked us if they could join.
Students were being active while enjoying themselves and they were actively involved with conversations
with us pre service teachers. Throughout the games students socialised with students from other year levels,
students were able to socialise with students they might not always be able to socialise with. This is because
there are two different recesses and lunch times. Prep, 5 and 6 have recess and lunch at one time, and 1 4
have recess and lunch at another time.
Throughout the sessions we asked students what they wanted to play the following week. Because we took up
these suggestions, we didnt participate in playing Indigenous games. Even though we didnt participate in
Indigenous games, if Sports Club continues, then perhaps Indigenous games could be implemented.

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2. Provide evidence of how project aims were met or not met and why with reference to relevant
educational theory/or literature or policy cited in the plan.
Throughout the process of executing our applied curriculum project, there were inevitable adjustments and
changes that were made to our initial aims.
Initially we planned to run two sessions a week but having experienced the work load of full control
teaching, we narrowed the sports morning down two one Tuesday morning for 4-5 weeks. This
allowed us to have a manageable balance of extracurricular activities against that of full control
teaching.

We aimed for the students to gain knowledge of various games including aboriginal Torres Strait
Islander games in order to connect them with one another as well as the indigenous culture, which
can at times be hard to establish connections with. At times we were eager to incorporate the team
names listed in the indigenous games document, however the games did not require teams to be called
out therefore the purpose would have been lost. The games primarily revolved around student interest
as well, in which students were most interested in playing ball related games.

We aimed to learn how to manage teaching in a sport setting in which we believe we were successful
as we were able to carry out inclusive and enjoyable games for the students.

We strived to facilitate sessions where all students felt welcomed across the school. We achieved this
in that students from all levels participated in the games with one another and disregarded age
differences.

Initially we intended on the incentive students received for attending the sessions, as being points for
their house colour. However upon discussion with David, the vice principal, we felt it was more
enticing to change this into a raffle. Students who attended each sessions received an entry into a
raffle draw that saw a student win a football. The idea the students caught onto was the more sessions
you attend, the better chance you have of winning.

The driving force behind this project was for students to be physically active and social in which we
believe we were successful in facilitating an environment that encouraged positive behaviours
amongst various cohorts.

Our original aims and what we achieved remained to be in full support of Epping Views Primary Schools
Kids go for your life policy. The rationale behind the policy can be explained as healthy eating, physical
activity being associated with improved learning and concentration, better moods and behaviour, healthy
growth, weight and lifelong health & wellbeing. By implementing our program before the school day, we
were able to instil the rationale of this policy through what we ran, as ultimately we were able to encourage
greater learning and concentration through morning physical activity.
Our project was similarly supported by that of the Australian curriculum. Whilst it typically supports physical
development content descriptors, it also connects to and is supported by that of the general capabilities and
cross curriculum priories found within the health and physical education spectrum.

Bachelor of Education (P-12) Year Four ACP - Report 2015

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3. Comment on progress according to your Action Plan and advise of any changes to this plan and
these reasons for any changes.
Originally we set out to run the Morning Games club two mornings a week, however after discussing this
with the Assistant Principle, he suggested we try just the one morning and see how we went and how many
students turned out to participate. He also advised us on the possibilities of advertising our morning club so as
to inform as many students as possible. From here, we placed an ad in the weekly newsletter and staff
bulletin. We also made a poster that was displayed outside the Assistant Principle Office and also had the
maintenance men advertise the club on the school sign at the front of the school. Alternatively, word of mouth
was another way we informed students about the morning club as we reminded our classes every Monday
afternoon that the club would be running the following morning.
The Assistant Principle also organised the Physical Education staff to supervise the club in the morning so as
our mentor teachers would not miss out on preparing their classroom for the upcoming day. The first morning
we ran the club, approximately 10 students from prep to year 6 showed up. It was decided that for this
morning, we would not run the club but instead inform the students that the club would be running every
Tuesday for the next 5 weeks, until the end of term and that the students should spread the word and tell their
friends to attend.
After running each morning club session, the three pre-service teachers gathered and had a debrief of how we
felt the session went, what worked, what didnt and what could be improved or any ideas for next time. We
also met up 15 minutes before each morning club to discuss and confirm the activities we would play with the
students.
Overall, we stuck closely to our Action Plan timeline and were able to communicate effectively with each
other to organise meetings and plan accordingly so as the implementation of the club ran smoothly each
week. While we initially had planned to implement the club 2 mornings a week, we found that due to time
constraints and staff availability we only ran the club 1 morning a week which was manageable and also more
suitable for us.

Bachelor of Education (P-12) Year Four ACP - Report 2015

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4. Evaluation
Evaluate the success or otherwise of the outcomes with reference to the evaluation methodology
described in the plan.
We were able to measure the success of the club by asking students to complete a survey at the last session of
the club. Students were asked:

Did enjoy participating in the Sports Club? Yes/No

Would you like the Sports Club to keep occurring? Yes/No
What could be included in the Sports Club next time?

By getting students to complete

these surveys and collecting this data, we were able to assess if students were engaged while participating in
the program. Also, by asking them what they would like to play in the future, this gave them the opportunity
to have a say in the types of games we could play if we were to run a similar program in the future.
Throughout the program, we had a steady number of student participation each week. It was obvious that the
same students turned up each week to participate as these same students were the ones who seemed to arrive
at school early each day. From observation, there were a number of students who arrive early at school each
day and there is no supervision in the playground before school where students often gather to play
unorganised sports before school. This gave us an advantage, as the students who participated were regularly
at school early and were keen to play organised sports as well as new and unfamiliar games. These students

Bachelor of Education (P-12) Year Four ACP - Report 2015

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were also engaged and eager to participate. The majority of students who participated were from the upper
year levels, mainly from years 4, 5 and 6.
One thing that we could have been done differently would be to run the club at lunch time instead of before
school. However, as the three of us were in different year level classes, we had different lunch times from
each other so this would not have worked. Also, there are already a number of lunch time clubs that are run
for students to regularly participate in.
From feedback from students and staff, it appeared the overall implementation and running of the morning
club was effective. It was particularly encouraging that regular students turned up to participate each week
and the students gave us positive feedback that they were engaged and had fun in the activities they played
each week.

Bachelor of Education (P-12) Year Four ACP - Report 2015

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5. Professional Skills Utilised

Describe how each of the five, or more, professional skills (planning, negotiating, project management,
problem solving, team work, time management, evaluating, communicating, reporting and researching)
you nominated in your plan where used/applied during your ACP.
*Italics- what is stated in ACP plan

Professional Skill #1 Negotiating - Negotiating as a team in regards to the project, negotiating

what particular sports we want to play with the students.
As a team we all had discussions on what games we wanted to play with the students. We then
discussed what equipment we might need. We negotiated our thoughts and compromised, with what
students wanted as well.

Professional Skill #2 Problem Solving- If anything doesnt go to plan, then we work as a team with
peers and mentors to solve the situation and take appropriate actions to fix the problem
As a team we have solved any problems and issues that have arrived. A supervisor was a little late for
our first session, so Christina talked to her mentor whos class overlooked the sporting area in which
he offered to supervise. While this was occurring, as a team we made an agreement to not run the
session and just introduce us to the students, as this was our first session.

Professional Skill #3 Team Work- working as a team with peers and mentors, reaching a consensus
and getting along even if we have different thoughts and opinions
Throughout the sessions, we all had different thoughts and opinions in regards to certain games we
should play with the students. As a team we reached consensus and agreed to play a certain game.
Throughout the sessions if there were any changes, we had discussions and then agreed on new ideas.

Professional Skill #4 Time Management- Making sure we start on time and finish on time, that way
no students or staff are late to class
During our sessions, we made it key to keep an eye on the time. Before we ran our sessions we had to
collect equipment if we needed to. We got to the area at 8.25 each morning and called the students in
to finish the game at 8.45. We then got Elizabeth and Christina to write up the raffle tickets. Students
were told to go to their class when their name was written down. While this was occurring, Georgina
and a few students returned the equipment if needed too.

Professional Skill #5 Communicating Communicating with the placement school, about when we
can undergo the project, how we will go about it etc
Throughout the duration of the ACP we communicated with one another in regards to games we
would play with the students. We had a meeting with David the Assistant Principal of Epping Views
Primary School in regards to running the ACP. David assisted us with ideas about advertising the ACP
throughout the school. Throughout running the sessions, we had discussions with the supervisors
about how to control the students. During the end of the sports club sessions, students would
communicate with us and give us ideas of games they wanted to play the following week.

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Bachelor of Education (P-12) Year Four ACP - Report 2015

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Bachelor of Education (P-12) Year Four ACP - Report 2015

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