By Susan Capel, Peter Breckon
This publication offers quite a number useful actions designed to aid actual schooling lecturers’ studying. The actions contain case experiences, examples of students’ paintings, examples of current strong perform, and a variety of tried-and-tested educating suggestions. The e-book additionally comprises precious photocopiable assets and coaching fabrics. actions in every one bankruptcy offer a toolkit to assist student physical education teachers to examine their studying and performance.
This ebook extends the popular studying to educate PE within the Secondary School textbook, delivering unique examples of idea in perform. it's jam-packed with examples of the way to examine perform to make sure scholar studying is maximised. those examples are in response to the simplest study and perform at present to be had. furthermore, the ebook offers web-based hyperlinks to resources of recent wisdom aiding evidence-based practice.
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Extra info for A Practical Guide to Teaching Physical Education in the Secondary School
Do personal areas of expertise within the department determine what is included within the scheme? How does the scheme of work cater for the needs of different groups of pupils and individuals within those groups? How does the department’s scheme of work respond to the Key Stage 3 Strategy and learning across the curriculum? What whole-school factors inﬂuence the scheme of work? What government documents have been utilised to support the planning process and why and how? What other resources and sources of support are utilised when devising the department’s scheme of work?
In undertaking this process you will have come to the realisation that there are many constraints on the curriculum and that a number of factors prevent us from delivering our ideal curriculum. In the next chapter we consider how our long-term plans can be transferred into mediumterm units of work and short-term individual lesson plans. 1 . See also: Murdoch, E. (2004) NCPE 2000 – Where are we so far? In S. ) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience, London: RoutledgeFalmer, pp.
Date: . . . . . . . . Name of Observer: . . . . . . . . . . . . . . . . . . Concentrate on ONE pupil throughout the lesson and complete the record for that one pupil only during each teacher episode. The teacher should not know which pupil you have chosen. Record of praise and criticism: Name of pupil . . . . . . . . . . . . g. for good work or effort or improvement or behaviour or other reason 1 2 3 4 5 6 7 8 9 10 Task appropriateness for this SAME pupil. 3d Questionnaires and interviews Read the following: Chapter 9 in Robson (1993: 227–68) and Chapters 8 and 9 in Bell (1999: 118–45).