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Physical Education

Department Overview

Our Vision

  1. The department vision :

In pursuit of a lifelong physically active and healthy lifestyle.

  1. In pursuit of a lifelong physically active and healthy lifestyle, the students should
    1. Strive to have a Healthier body and mind
    2. Be a Happier person
    3. Maintain a healthy lifestyle to Live longer

Our Mission

  1. Our department strives to:
    1. Ensure students’ mastery of the fundamental skills and knowledge;
    2. Develop and maintain students’ physical health and fitness through regular participation in a variety of physical activities;
    3. Provide the opportunities for students to express themselves creatively through movement and physical activities;
    4. Cultivate in students the value of Sportsmanship and Teamwork;
    5. Identify and develop students who are talented in sports;
    6. Ensure safe practices during physical activities.
    7. Develop and foster an excellent faculty of PE teachers who contribute to the continuous improvement of students’ outcomes and a conducive culture for PE.

Our Goals

  1. To succeed in our mission and fulfil our vision, the following goals have been established to guide our department’s efforts. These goals are aligned to our school thrusts.

School Thrust

Long-Term Goals

Short-term Goals
Strategic Thrust 1: Nurturing independent learners and critical thinkers
1.
To ensure students achieve mastery of the fundamental skills and knowledge.
1.1


1.2
Students to meet the learning objectives of their levels

Students to apply skills learnt in real-life situations

2.
Students to achieve physical health and fitness.
2.1

2.2

2.3


2.4
Students to participate in PE lessons

Students to achieve acceptable BMI

Students understand the importance of good health and fitness.

Students to enjoy PE lessons

3.
Students are able to express themselves creatively through movement and physical activities;
3.1


3.2
Students participate actively in Dance and Gym lessons

Students participate actively in Sports and Games Module in PAL

4.
To cultivate in students the value of Sportsmanship and Teamwork
4.1


4.2
Students exhibit polite and fair behaviour when participating in a game or event.

Students demonstrate teamwork and graciousness when participating in sports and physical activities.
Strategic Thrust 3: Building competent and passionate staff
5.
Physical Educators will put in place good practices that lead to quality delivery of PE
5.1



5.2


5.3


5.4
Teachers are able to identify and use appropriate ICT tools to enhance students’ performance and interest in Physical Education

Higher capacity of PE teachers leading to quality PE lessons and growth of PE teachers.

Enhance PE teachers’ competency in the explicit planning and delivery of PE

PE department members share good practices /ideas during TTT.

Curriculum and pedagogy / Approach

Our Strategy

Effective Physical Education teaching and learning is accomplished through an integration of various approaches which aim to help students develop a foundation for an active life. These approaches include:

PE_1.png Learning in the affective areas and competencies for the 21st century are both the outcomes and enablers for the learning of physical education. Through a balanced and well-designed curriculum, delivered through effective pedagogies and purposeful assessment, students will acquire the knowledge, skills and values to pursue active and healthy lives.

PE_2.png The MOE framework for 21st Century Competencies and student outcomes articulates the need to inculcate core values, build social and emotional competencies, and develop emerging 21st Century Competencies through students’ learning experiences. The shaping of beliefs, attitudes and actions are firmly underpinned by the six core values of Respect, Resilience, Responsibility, Integrity, Care and Harmony, all of which are authentically presented in the physical education lesson for the teacher to facilitate students’ development.

PE_3.png Outdoor Education provides opportunities for theoretical concepts such as risk management to be enacted in authentic outdoor settings. It focuses on three strands, namely:

a) enhancing physical health and wellbeing;
b) building competency in assessing and managing risk; and
c) developing a sense of place.

PE_4.png Gymnastics provides opportunities for students to explore and refine various fundamental body movements organised into five gymnastics movement categories. Given the varied movement experience and ability of students, the focus is on providing individual challenge and encouraging individual success in each of the movement category below.

  • Travelling, jumping and climbing actions
  • Balancing actions
  • Rotating actions
  • Mounting, dismounting and vaulting actions
  • Sequencing

Games-related concepts are introduced to students through modified games at the upper primary and reinforced at the secondary levels. Both fundamental and specialised skills and movement concepts are required in playing these games. In this syllabus, games are classified into the following categories:

  • net-barrier;
  • striking-fielding;
  • territorial-invasion.

Within each game category, there are games-related concepts that are transferrable across games within the same category. Game-specific skills are also identified for selected games for the learning area of Physical Activities

PE_5.png Physical Health and Fitness aims to augment the development of the students’ mature performance by providing them with the skills and knowledge in the content areas of health and fitness management, healthy eating and weight management, and personal safety in physical activities. Students will see the relevance of what they learn and make connections with the physical activities that they participate in.

Key programmes

Our Key Programmes

In the design of our programmes, we focus on the building of a strong foundation at lower primary and reinforcing concepts at upper primary. We also strive to create opportunities for students to build strong fundamental skills to ultimately play modified games through PE lessons.

Delivery of PE lessons

  • Differentiated Instructions
Equipment are modified based on the abilities of the students eg starting from their entry level – hands coordination to using equipment;
Tasks are modified to suit the ability of the students.

  • Self-paced feedback and assessment
Range of objectives told to students so that they can practise at their own comfort level. Through this approach, students tend to have a higher rate of success and take ownership of their learning

  • Games Day / Interclass
Objective of the Games Day/ Interclass is to create a fun and memorable experience for the students to remember their childhood by (think Singapore Spirit), and also to allow the students to put into practice what they have learnt during their PE lessons.

  • Active Kids Programme
Through this platform, students are engaged in diverse range of physical activities they would not experience in a normal PE class setting. This programme together with the HPB collaboration, aims to reduce the mass of the overweight and raise their self-esteem.

  • Morning Exercise and Loan of Equipment Exercise (MELEX)
  • Recess Exercise and Loan of Equipment Exercise (RELEX)
It is important for students to practise as much as they can to become more skilled. Through this platform, students can show their values education of responsibility in returning the equipment in the same condition as it has been taken.

  • P5 Camp
We believe that it is important for students to learn values and build character. An adventure camp provides the necessary platform and beyond; students can learn outdoor education, bond with each other and learn independence.

Guidelines for Physical Education Teachers

Professional Competency
“Every teacher needs to improve not because they are not good enough, but because they can be even better.” – Dylan Williams

  • Workshops
PE teachers will go for workshop to constantly update and upgrade themselves and keep themselves abreast of developments in this field.

In-house PE workshops will be conducted by the PE teachers during their TTT.

  • Delivery of Lessons
The teacher's role is to provide appropriate and extensive learning experiences by careful selection of resource materials to facilitate learning. Teachers need to adopt a variety of approaches to implement the curriculum in ways that best cater to the abilities, needs and interests of the students.

PE teachers will be briefed at the beginning of the year on expectations and delivery of PE lessons. All PE teachers are to adhere to SOW and the delivery of PE lessons.

  • Assessment
Teachers will use both formal and informal assessment. Informal assessment is used very frequently to provide necessary correction and refinement to movements. Formal assessment will be carried out using a set of rubrics to inform parents’ about their child’s progress through the Semester Holistic Report Checklist for P1 and P2