By Ian Pickup; et al
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Extra info for Learning to teach primary PE
Sample text
Ensuring the access of all learners to the physical education curriculum requires careful consideration when planning, together with an understanding of what barriers to participation they can encounter on a day-to-day basis. The following list highlights some examples of the difficulties which face children with EAL. Difficulty understanding the purpose of the activity, the tasks set and the expectations that follow which . . . could result in confusion, maybe even frustration and anger, and perhaps that child not meeting either requirements or their full potential.
Ensuring ‘participation’ is a dominant factor in all activities; . assisting children in their own behaviour management for them to understand the importance of taking part in learning and preparing for work; . helping children to control and cope with their emotions; . giving teachers, where necessary, the discretion to teach children material from earlier age phases, provided careful thought is given to age-appropriate learning contexts. Ensuring the access of all learners to the physical education curriculum requires careful consideration when planning, together with an understanding of what barriers to participation they can encounter on a day-to-day basis.
Do I employ a variety of teaching strategies? How am I planning to use the children’s responses to advance their learning? Am I planning for the active involvement of learners throughout the sessions? Is there variety in the tasks and activities I plan? Do the tasks and activities engage and challenge the children? Are the tasks and activities differentiated to meet individual children’s learning needs? Do I structure sessions to provide opportunities for children to work independently/in pairs/small groups?