Curriculum

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. Some links are for general curriculum information, while most are PE-specific.

Curriculum 101

Sport Education Model

Universal Design for Learning (UDL) in PE

Understanding by Design in PE

21st Century Competencies (21CC) in PE

How do we explicitly and seamlessly infuse affective learning into our PE lessons? How can we go beyond 'waiting' for teachable moments to teach students values through PE? Can teachable moments be planned? Do values mean the same to everyone? Will it take too much time away from the physical? Affective learning is often the 'forgotten' domain in the planning process. Here are some resources for us to keep up to speed and put it on par with the psychomotor and cognitive domains in PE.

Repository of Affective Learning in PE (ReALPE)*🇸🇬

ReALPE - This is a repository created to contribute ideas on how the affective domain can be infused during PE lessons. Feel free to contribute!

Unstructured Play and Physical Activity

What is the role of unstructured play in a child's daily school life? What opportunities are there for educators to leverage? What determines an optimal unstructured play experience? Are our students getting the recommended minutes for physical activity daily? What is our role as PE teachers?