By Susan Capel, Peter Breckon
This booklet offers a number useful actions designed to aid actual schooling lecturers’ studying. The actions contain case reports, examples of scholars’ paintings, examples of present strong perform, and a number of tried-and-tested educating ideas. The publication additionally contains useful photocopiable assets and coaching fabrics. actions in each one bankruptcy offer a toolkit to aid student physical education teachers to examine their studying and performance.
This ebook extends the popular studying to coach PE within the Secondary School textbook, supplying designated examples of concept in perform. it's jam-packed with examples of ways to examine perform to make sure scholar studying is maximised. those examples are according to the easiest learn and perform at the moment on hand. additionally, the ebook presents web-based hyperlinks to resources of recent wisdom assisting evidence-based practice.
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This e-book offers a number of useful actions designed to help actual schooling lecturers’ studying. The actions comprise case stories, examples of students’ paintings, examples of present reliable perform, and a number tried-and-tested educating suggestions. The booklet additionally comprises important photocopiable assets and coaching fabrics.
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Extra info for A Practical Guide to Teaching Physical Education in the Secondary School
3c continued Focused observation schedule 2: MOTIVATION Name of Teacher/Student Teacher Observed: . . . . . . . . . . . . . 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 .
Factors which need to be taken into account when planning a unit of work What recognition/information is provided of prior learning? Are the ILOs for pupil learning mapped against all four NCPE strands? Do the ILOs provide clear criteria to assess pupil learning, identifying aspects of quality expected in pupils’ responses? How much time is available to teach the unit? How does the department take these factors into account in the selected unit? How are these factors represented in the QCA units?
What is the rationale for choosing the activities offered? What are the practical constraints on offering certain areas of activity? g. 7 Critical analysis of the extent to which continuity and progression exist within the physical education curriculum Using the school’s schemes of work for a Key Stage, look critically at the continuity and progression within one area of activity. Ask the following questions: • Is the activity continuous over all years within the Key Stage? • Does planning of the area of activity over the Key Stage show progression across all four strands?
A Practical Guide to Teaching Physical Education in the Secondary School by Susan Capel, Peter Breckon