By Susan Capel, Peter Breckon
This booklet offers more than a few sensible actions designed to aid actual schooling academics’ studying. The actions contain case experiences, examples of scholars’ paintings, examples of latest sturdy perform, and a number of tried-and-tested educating ideas. The e-book additionally comprises beneficial photocopiable assets and coaching fabrics. actions in every one bankruptcy supply a toolkit to aid student physical education teachers to examine their studying and performance.
This e-book extends the popular studying to educate PE within the Secondary School textbook, offering specific examples of conception in perform. it truly is full of examples of the way to examine perform to make sure scholar studying is maximised. those examples are in keeping with the simplest study and perform at the moment to be had. furthermore, the ebook offers web-based hyperlinks to resources of latest wisdom helping evidence-based practice.
Read or Download A Practical Guide to Teaching Physical Education in the Secondary School PDF
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Additional resources for A Practical Guide to Teaching Physical Education in the Secondary School
3 Factors which inﬂuence the scheme of work in a physical education department Question How do available facilities and equipment inﬂuence the design of the scheme of work? How is the NCPE interpreted within the department’s scheme of work? 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?
Number of pupil questions . . . . . . . . . Number of questions requiring thinking . . . . . Number of question sequences (guided discovery) . . . . . . . . . . . . . . . . . . . . . 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.
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? 1 continued What resources are required/available to teach the unit? How is the work to be assessed? What is to be taught later? g. language for learning, key skills)? What detail is given concerning the teaching strategies to be used and do these take account of a range of different learning styles?