Published on September 16, 2014
: Penhros is an Independent all-girls school that is generally regarded as a very good school in academic and sporting areas. The lesson that I was fortunate to observe closely was a year 8 volleyball lesson. It was 55 minutes in duration and held in the 4 th period between 11:50am-12:45pm. The class was relatively small with 24 students and 1 student had a sick note so she was unable to participate. As this was one of the last lessons in the volleyball plan the teacher informed me that the culmination phase (game) was going to be used to assess the students. This meant that the skill development phase was based on a practice style and to some extent reciprocal style so that students could practice individually and in pairs their volleyball skills that they have learnt from previous lessons. The Volleyball courts were set up by the teacher prior to the lesson and all the equipment needed was gathered from the storage room before the lesson began. The only equipment that was need was volleyballs (Approximately 1 per student) and 2 nets that were already installed on the courts. Between each period at Penhros students have 10 minutes to get changed or moved between class and are expected to be ready to start the lesson on time. Although this time is useful the teacher took a couple of minutes(4min) before the warm-up where she used to sit the students down, settle them down( stop talking) ,take the role and prepare them for the lesson by giving them a brief overview and expectations. The lesson was broken up into three phases. The warm-up phase involved some dynamic exercises and running the students between two lines on the volleyball court. The Teacher used energetic demonstrations which transferred to the students and they looked like they were having fun. The teacher used specific feedback to encourage students that were doing the exercises well and the students that looked as if they were struggling. The 2 nd phase was skill development and the teacher got the students into pairs where they were ask to perform skills like catching, hitting (open and closed hand), setting, digging and serving(underarm and overarm). The activities were good but due to the varied skill level in the class students often had balls going everywhere and perhaps if the activities were a little more structure this phase might have had less slippage. The final Culmination phase was two games (teams of 6) that went for approximately 10 minutes each. The teacher took a silent observer position and just supervising when needed as she was assessing the students. The students were responsible for the game phase and I was surprised how motivated they were to play and be involved. The teacher had very little to managing do in this phase.