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Bremner, S., 2008. Some thoughts on teaching a mixed ability class. [online] (18), p.2. Available at: <https://scilt.org.uk/Portals/24/Library/slr/issues/18/18_bremner.pdf> [Accessed 22 April 2020].

Department For Education, 2011. Teachers' Standards. [online] Available at: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf> [Accessed 22 April 2020].

Department for Education, (2013), National curriculum in England: PE programmes of study. The statutory programmes of study and attainment targets for physical education (PE) at key stages 1 to 4, Retrieved 9 December 2019, from https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study , Last accessed 22/04/2020

Englandhandball.com. 2011. Home - England Handball Association. [online] Available at: <https://www.englandhandball.com> [Accessed 22 April 2020].

Graham, G., 2008. Teaching Children Physical Education: Becoming A Master Teacher. Human Kinetics, pp.100-101.

Thepeproject.com. 2019. Teaching Styles In Physical Education | The PE Project. [online] Available at: <http://www.thepeproject.com/teaching-styles/> , Accessed 22 April 2020

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Week 2 is where i saw the students at all different abilities which made the session a little more challenging for me as the teacher as i had to make sure all students progression without leaving students behind.  "Teaching a mixed ability class will work if all pupils are allowed to experience success and to learn as individuals"
(Bremner, 2008).
The first activity worked extremely well as it provided practise for the students who struggled with passing but for the students that are already confident with passing there was competition for them helping them practise passing under a little more pressure.

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For our first session with the students my aim was to just focus on ball handling and passing (England Handball Association, 2011). This allowed us to see the level of ability of the students. From observation i discovered that the class wasn't at a high ability for throwing and catching, which then i decided at this point to avoid playing the last activity has i felt this was too advanced for these students. We decided to take more time on the other activities to allow the students to progress and build confidence with the handballs. This was a major strength for me as being able to adapt sessions so children are able to succeed at high rates makes a successful PE teacher (Graham, 2008).

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This lesson had to taught outside therefore a lot of time was taken out of our lesson therefore i had to adapt the session slight meaning i removed the warm up i had planned and i got the students to run around following my commands like switching direction trying to make it quick, fun and efficient.
I used the command teaching style throughout this session, using the command style allowed me to have authority where the students listened to me well which meant they understood activities and avoided students misbehaving which was extremely important for the environment we was in because students was more excited and less focused and  The PE Project, 2019 suggested that command teaching is best used when safety is important or when time is limited.

A weakness that i idenifed is that i didn't follow the session plan for the zoned handball game which then had a negative effect on the lesson. I didn't place the class into three teams instead i got them into two. This meant it was unfair on the students has i resulted to just subing the students on to the main game which meant some players played more than others.

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This was the final lesson with students, therefore activities i planned for the students were fun, this was a great strength because with the students being a young age i needed to ensure i kept them engaged and learning throughout. The second activity was extremely successful and the students really enjoyed it and showed progression from the first game to the last as both teams were scoring close numbers by the last few games. By making “tasks fun children enjoy them without necessarily realizing that participating in those tasks leading to improvement”(Graham, 2008).

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The overall class behaviour on this week was not great. They was not listening or following instructions. When the students was disengaged, i used question and answer as it's a great way to challenge them to ensure they are receiving the information i am telling them without having to tell them up stright about their behaviour.

A strength to this session its that i planned to do this warm up on this certain week because it was about improving fluidity and constant movement and it linked nicely with the session as children was moving quickly to avoid the tiggers and using the space around them to do this.

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During the mini games of handball, the students was crowding around the ball, i never planned a drill to help the children with space even though it was a learning adjective on my plan. looking back on the session i could have walked though  with the children explaining how to create space during the game to. This would have then helped the children develop tactics helping them become better in a game situatuon.

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My sessions linked back well with the NCPE, every session we worked on different skills for handball therefore we covered "catching in isolation and in combination" (Department of Education, 2013).

When they played the mini games of handball i modified the game to ensure it's fair for the students and is appraise for their ability. We modified games by scoring in hoops instead of nets, to score a point all team members must touch the ball once. In the NCPE it states "play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending" (Department of Education, 2013).