The Rice Bowl

Curriculum describes the what and why of our subject area. There are many definitions of curriculum. It originates from the Latin word "currere" which means 'to run a racecourse'.  It deals with the content (what) and the rationale (why) we (need to) teach what we teach. It defines the subject disciplinarity of PE - what PE looks like, sound like, feels like, smells like - in the various domains of learning. As PE teachers, we need to understand what goes into our curriculum (and perhaps, what doesn't), why they are included, the big ideas, the vision and objectives.  

Click here for more on Curriculum

Pedagogy deals with the how of teaching. How do we best engage students with the curriculum content? What pedagogical approaches and models best suit the profile of our students, the context, the learning area and environmental factors? Do we know how our students learn best? What skill sets do we need to possess? If they are not learning, struggling or not meeting the outcomes, what's our next move? As PE teachers, we need to acquire, deepen and expand our pedagogical repertoire and select those that are fit for purpose and student profile. What are they?

Click here for more on Pedagogy 

Assessment comes from the Latin word "assidere", which means "to sit beside". What does this actually look like in our practice? How do we know students have mastered the content? How do students know that they have learnt? If they have, or haven't, how do we use that information? What, then, and what's next? What assessment strategies,  philosophies and tools are out there? What are our beliefs about assessment? How do we develop our own and out students' assessment literacy? As PE teachers, we  must understand what assessment is, and is not. 

Click here for more on Assessment