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 - 5
ACP Mentor Teacher to complete
Section A
Preservice Teacher submitting this report

Christina Privitera

ACP Title

Morning Sports Club

School/Setting

Epping Views Primary School

Address:

20 Mansfield St Epping

Phone

8401 3791

Fax

8401 3793

Partnerships Coordinator
ACP Mentor(s)

Warren, Brett & Chris.

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

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Student ID 3919796

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

PST Name

Elizabeth Brown

PST Name

Georgina Thompson

Student ID 3919450
Student ID 3777249

Campus St Albans
Campus St Albans

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 to 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

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that of the general capabilities and cross curriculum priorities found within the health and
physical education spectrum.

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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 Principal, 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 Principal 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 Principal 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.

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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

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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 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.

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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 I (Christina) talked to my mentor and 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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