In Physical education (PE) it is understood that there is the opportunity to develop the physical, cognitive, social and affective domains through a range of different teaching styles and learning theories (Bailey et al, 2009; Winnick, 2011). The lesson evaluated for this assignment aims for the students to develop their ability to socialise and progress their skills with the use of an Information and Communications Technology (ICT) resource with support from keywords provided on the board (Appendix 3 – Lesson Plan). This process is linked in with the National Curriculum for Physical Education (NCPE) as it states that Pupils should be taught to analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best while being encouraged to work together to solve problems individually and as a group (DfE, 2013). Pupils’ progress would be evaluated through engagement, resilience and performance levels of the students during the lesson. Furthermore, the lesson also aimed to develop an aspect in which was linked with the scheme of work used. This aim was ‘to use peer/self-analysis to develop performance in front of others’ (Appendix 4) and to develop aspects of the wider curriculum, which in this case were ICT, literacy and social skills. These areas were planned into the lesson by the AT carefully to increase the chance of overall pupil progress (Appendix 3). The AT wanted the students to be able to use an iPad to record their sequence, assess their performance, and then socialise using the keywords to progress their skills and gymnastic performance to a higher level. Groups were carefully formed by the AT in order to maximise performance and have minimal disturbance as being able to socialise is extremely important as small group interactions in PE can increase the level of achievement within lessons (Metzler, 2011) with an aim being for students to recognise and de>