Teacher & Learning Model and Approach
Vision
Every Catholic High pupil will enjoy physical activity and to develop a passion for sports by acquiring relevant knowledge and game skills so as to foster the desire to maintain an active lifestyle and to display the spirit of good sportsmanship.
Mission
Every Catholic High pupil will acquire the necessary fundamental motor skills and movement concepts so that he can participate in a variety of physical activities and games effectively, as well as, as to be guided strongly by the core and school values.
School Values
We do everything with Love.
We pursue our goals with the Constancy of Purpose.
We promote Creativity
We seek Continuous Improvement
Goals of PE
Physical education seeks to develop in each pupil the ability to
- Acquire a range of motor skills to participate in a variety of physical activities
- Understand and apply movement concepts, principles and strategies in a
range of physical activities - Demonstrate safe practices during physical and daily activities with respect to
themselves, others and the environment - Display positive personal and social behaviour across different experiences
- Acquire and maintain health-enhancing fitness through regular participation in
physical activities - Enjoy and value the benefits of living a physically active and healthy life
CHS PE curriculum is strongly guided by the core and school values that form the foundation for exploration, acquisition and application of games skills and concepts. With proper planning and the execution of appropriately structured physical activities during physical education lessons, the pupils will be placed in game situations so as to raise their awareness of the need to practise and apply the core and school values. Rather than wait for the “teachable moments” to arise so that pupils will be able to apply the values explicitly, the PE department believes to create deliberate moments through setting of conditions and modification of game rules so that the pupils can be imbued with the values through experiential learning.
The mastery of fundamental motor skills and movement concepts is of utmost importance especially to the lower primary pupils as this will form the bedrock for the upper primary pupils in the areas of games concepts through systematic and progressive extension of skills.
In line with the school vision, that is, the Catholic High student is a leader, gentleman and bilingual scholar of high integrity and robust character, who is passionate about life, learning and service to others. The PE department has devised an Outdoor Education curriculum which is closely guided by the MOE syllabus for all the levels Physical Education lessons. The outdoor education module encompasses orienteering, basic knotting skills, tent pitching, residential camp and rock climbing lessons.
Lastly, with close monitoring and detailed review processes, the departments works towards implementing programmes that will develop every Catholic High pupil holistically.
Examples of Demonstration of 21st Century Competencies in Physical Education
| Core Values | Examples of Relevant Student Behaviour in Physical Education |
|---|---|
| Respect The student demonstrates respect when he believes in his own self-worth and the intrinsic worth of all people. |
Student strives to give his/her best to improve on his/her personal performance, regardless of the outcome of the athletics competition during physical education lessons. He/she owes it to himself/herself to try his/her utmost because of his/her own self-worth. It is also respectful to the other participants to give his/her best during a competitive situation. During a football game, a student bumps into an opposing teammate and knocks him to the ground. The student immediately apologises and helps his/her classmate up. The other classmate acknowledges his/her kind gesture with verbal appreciation and they continue playing. The student accepts his/her performance as his/her best effort without comparison to other students in a physical education learning experience |
| Responsibility The student is responsible if he recognises that he has a duty to himself, his family, community, nation and the world, and fulfills his responsibilities with love and commitment. |
During basketball practice, student helps his/her less skilful classmates by providing catchable passes that are accurate and appropriate for them to catch successfully in order to facilitate skill development and learning. In outdoor education, student takes a keen interest in safeguarding the environment by not littering and maintaining a low-impact treatment on the landscape so as to preserve the integrity of the land and the environment for the community and other participants |
| Resilience The student is resilient if he has emotional strength and perseveres in the face of challenges. He manifests courage, optimism, adaptability and resourcefulness. |
Student is challenged to try a gymnastic activity at a higher level (e.g., balance on a narrow base of support) and persevere on the task even though it appears too difficult at first. Student has to be courageous, positive, adaptable to the challenge posed and be able to greet failure with fresh and renewed challenge |
| Integrity The student is a person of integrity if he upholds ethical principles and has the moral courage to stand up for what is right. |
In playing tag games, an honour code for tagging is established where student calls himself/herself out of a team when tagged, and roles are switched accordingly. Students in teams play games without a referee and students call rule infractions on their own, or solve issues about goal discrepancies without teacher involvement. |
| Care The student is caring if he acts with kindness and compassion, and contributes to the betterment of the community and the world |
Student keeps watch over a partner during a swimming lesson displays a caring attitude and conscientious effort. Student waits his/her turn to return the mat after gymnastics lessons or expresses gratitude when another student returns a stray ball during a striking activity. |
| Harmony A student values harmony if he seeks inner happiness and promotes social cohesion. He appreciates the unity and diversity of a multicultural society. |
In a dance lesson, student gets an opportunity to appreciate the diversity of other races by learning movements unique to them. The student has the opportunity to dance cooperatively with students of other races and ethnic groups. |