Putting students first by creating a sense of belonging
The word Infinite as defined by the Collins Dictionary.
Thanks to the worldwide Professional Learning Community (PLC) that has developed during Covid-19, we have so much more shared knowledge than at any other time. Great ideas and opinions are being shared all over social media and individuals such as Jess Byrne at Dulwich College Suzhou and Lauren Weston at Harrow Beijing, amongst others, have provided an excellent outline on how schools are re-introducing PE and the new needs of the students. Work like this will help thousands across the world in preparing for the new parameters we will need to work in.
Many of the suggestions for what will happen to PE once we return to school, including our own views in PE & Sport: The Next ‘New Normal’ promote the use of fundamental movement skills to improve levels of physical literacy. In his recent article, Ted Temertzoglou underlines the importance of physical literacy:
“Research shows that without the development of physical literacy, many young people withdraw from physical activity and sport. They’re unable to make positive choices about their health, turning to more inactive and unhealthy choices during their leisure time”
With the huge benefits in mind, the current situation presents us an opportunity to really focus on why we teach PE and reflect on what we could do better to improve the health and well-being of each and every child.
How could we approach learning and teaching in PE post-quarantine, to positively influence the experience students receive?
Approaches to Learning and Teaching
There are a multitude of approaches out there. How are we expected to know which is the right one for your students?
Student-Centred Learning — Personalised Learning — Visible Learning — Concept-Based Learning — Project-Based Learning — Inquiry Based Learning — Blended Learning — Distance/Online Learning
Some of these approaches are ‘in vogue’, some lose their value and disappear, some make a…