PE_Guidelines_english0
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Timetabling should allow for<br />
maximum time for activity in the<br />
physical education lesson.<br />
Progression involves children moving<br />
– from simple tasks to more difficult<br />
tasks<br />
– from natural movements to skilful,<br />
artistic ones<br />
– from dependence to<br />
independence in learning<br />
– from performing given tasks to<br />
being able to structure their own<br />
– from using given criteria to judge<br />
performance to developing their<br />
own criteria to evaluate<br />
performance.<br />
There are two elements of the<br />
progression: difficulty and quality.<br />
Progress in the level of difficulty of<br />
performance may be achieved in a<br />
variety of ways. For instance, the use of<br />
smaller targets at which to aim a ball<br />
when playing games, or combining<br />
movements to create increasingly<br />
complex sequences in gymnastics,<br />
increase the levels of difficulty.<br />
Progress in the quality of performance<br />
can be identified through a variety of<br />
activities, some requiring better poise,<br />
others requiring increased control of<br />
the body, better footwork in netball or<br />
basketball, or improved tension in<br />
gymnastics.<br />
Continuity is ensured when regular<br />
lessons which are appropriately<br />
timed are built in to the whole<br />
school plan, with activities outlined<br />
for each class and implemented by<br />
teachers in accordance with the<br />
school plan.<br />
• recommends some selection within<br />
strands. Where it is possible to<br />
include all strands of the curriculum<br />
in the school’s programme, some<br />
selection within strands may be<br />
necessary. For instance, within the<br />
Games strand it may be useful to<br />
offer advice on the selection of a<br />
number of small-sided (mini-) games<br />
while still ensuring a wide range of<br />
experiences. Within the Gymnastics<br />
strand it may be possible to achieve<br />
the objectives outlined in a relatively<br />
short unit of work by carefully<br />
selecting themes. The programme<br />
should advise teachers on such a<br />
selection.<br />
The amount of time to be<br />
devoted to physical education<br />
The allocation of time to the different<br />
strands of the physical education<br />
programme will have to be considered<br />
and agreed. Time-tabling requirements<br />
will have to be discussed, allowing for<br />
maximum time for activity in the<br />
physical education lesson.<br />
Arrangements could be agreed where<br />
classes share the responsibility for<br />
laying out and storing equipment.<br />
Curriculum planning<br />
Physical Education Teacher <strong>Guidelines</strong><br />
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