PE in Spanish- an update

The last few weeks of implementing PE in Spanish have been a steep learning curve, but fascinating with them. Of our 6 classes in school we currently have 4 who are receiving some or all of their PE in Spanish. It really is a fantastic opportunity to be able to grow this from nothing- this is a massive chance to do something differently, something which it would be virtually impossible to do with an established PE department. Our high quality (he's the coach of the GB U20 Ultimate Frisbee team) PE teacher has committed to trying to learn Spanish alongside our students and using it to deliver sessions alongside myself. 

Our main goals / methods at the moment. I'm writing this because we'd really love some feedback, please!!

• a determination not to compromise on the quality of the PE skill development. I, however, still need to do a lot of learning for myself in order to become a really high quality PE teacher in my own right. Plans are in place and observation trips planned!
• a focus on developing student to student interaction in the Target Language, using their language for a real purpose.
• Independent Study (homework within the extended school day) videos to highlight key techniques, vocab + develop Spanish listening skills, shared with students through Google Drive accounts.
• an emphasis on peer feedback in the target language. Even students who are "off games" are expected to use the learning mats for each skill to provide feedback to their peers, in Spanish.
• in line with the school's policy of reflecting on Learning Habits, students are supported to do this every lesson, with a Learning Habits grid on each skill mat and a phonics chart to support students.
• Download Shooting feedback grid + LH
• Download Shooting interaction vocab
• Download El fútbol feedback mat
• Download Skipping interaction vocab
• phonics, phonics, phonics. All students work on this every session.
• Lots of repetition from week to week and sport / skill to sport / skill to build up knowledge through familiarity.
• an openness that Sam, our PE teacher, is not a Spanish speaker, but is a Spanish learner. As part of his planning we work on the key language for each session (leading to him being able to run sections of sessions without my input). However, there is then an expectation that people can challenge him with his language outside of sessions- but he can also challenge them to remember key phonics or new words / phrases. Seeing students testing each other and him whilst eating their lunch, students who might traditionally be disconnected with language learning, has been incredibly uplifting.
• differentiation and groupings partially based on student reflections on their own ability and confidence. Students have completed the Google Doc below as part of their Independent Study during the course of the week and will be completing it again regularly to track their progress and attitudes.