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We understand that we do not accept any parental consent form from the vendors which have indemnity clause on it. However, if MOE is in the loop of collaboration with the external organisation, and parents are the one who have agreed to the activities, what is your stand?

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When conducting physical activities outside the safety guideline window between 1030 and 1500, if we have taken preventive measures such as giving students multiple water breaks and with students wearing shades or caps, is it taken that we have taken sufficient safety measures if anything happened to student and we are not blamed for negligent?

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How can we lead our teachers to be professionals in our own right?

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How can we lead our teachers to be professionals in our own right?

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This was a written article: "A lot of their time is taken up organising events, field trips and overseas trips, counselling students, attending to parents' complaints and demands, and second-guessing what the principals want.

Then, there are co-curricular activities to be involved in."

Even PE Teachers doing 1 CS can feel burn out. With the focus on assessments and holistic reporting coming up for us, (which we all know to level up our subject), the concern is whether we are doing too much for a small impact. (due to the natural tendency for schools to emphasize on academics)

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Public Appeals to MOE to improve the job of a Teacher

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Public Appeals to MOE to improve the job of a Teacher

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Public appeals to MOE to improve the job of a teacher (Liu Wei Ling, SM, 4/10, p6)

Choices (Zhuang Xiu Hui, SM, 4/10, p8)

In recent articles on the resignation of teachers due to workload, there was a suggestion MOE could consider transferring duties such as organising co-curricular activities and other school activities to a new department. Often times, PE KPs are helming 2 departments (sometimes more) and that includes some PE Teachers coaching or straddling between Sports CCAs. What is the opinion of our speakers on this issue?

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In view of the 5000 resignation over 5 years of teachers in MOE,  how can MOE better support PE teachers in various areas of support, so that PE teachers can be more freed up to focus on T&L instead of being bored down by many admin stuff. Many good PE teachers left the service because of this. Furthermore, PE teachers are just like any other subject teachers, not being taught about budgeting and event organisation during their training in NIE. So the learning curve could be steep for many of us, what with the cumbersome financial procedures that we have to adhere to. Whenever there is an issue with financial matters, new procedures are added on to safeguard/ minimise any gaps, which add on to the already tedious process

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Is there or can there be a structure to support the development and recognise the contribution of teacher-coaches in schools?

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Teaching Physical Education for Learning (for Happier, Healthier and Smarter kids).

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Teaching Physical Education for Learning (for Happier, Healthier and Smarter kids).

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There are constant discussions and thoughts on providing quality teaching and learning between fellow P.E. teachers and students. How do we allocate the emphasis in terms of Psychomotor ,Cognitive and Affective during the 16 hours of curriculum time that will develop the ability of the student to participate independently, safely and with enough competence to be a participant at a recreational level? How do we design the Physical Education Curriculum to promote active lifestyles? If we consider the 4 stages of game-play (Dr. Judith E. Rink), what would be the constraints on the students' benefit (clear rationale for offering the physical activity), facility/ space availability, equipment, safety considerations, staff competency (including professional development) & deployment and sustainability (long term)? The video attached is referenced to the P.E. curriculum 2014 for our recap.

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What is the implication of NAPFA results to schools? Nation wide it is still used as an indicator of students' fitness level hence at school level teachers still have to monitor and track students' performance. Can schools track their own students' fitness at their own level, via their own tools? If the results has to be submitted it becomes another indicator the school has to try to achieve. Which then takes away the focus from teaching and learning of the PE curriculum. And fitness, in the PE curriculum is only 1 component. However, at Sec 2 and Sec 4 level, as they have to be tested for NAPFA, the teaching time becomes pretty much reduced and focus is taken away to train students up for NAPFA instead.
Students at this age will not do much physical activities on their own, hence it is pretty much still up to the school to gear their fitness level up.
Furthermore, not being tested at Sec 1s and 3s would mean that there needs to be a lot of work done at Sec 2s and 4s.
For eg) students are not used to run longer distance such as 2.4km. Although fitness can be achieved through games modules, running a 2.4km continuously do require much training and adaptations on the students side.  Especially the younger students, i.e. Sec 2s, who hardly have the fitness to be able to manage a pass in the standard set.

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Teaching of Skills vs Providing the learning experience and values inculcation

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Teaching of Skills vs Providing the learning experience and values inculcation

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How important is it for us to advocate the learning of skills and assessment of skills compared to providing an enriching experience in PE via games and the advocation of values executed through games?
Others may view PE as character development and teaching of skills of various games are just tools or platforms for us to effect that. Hence what is our objective here? And what we aim to achieve may not be seen by others of the same importance, as it does not lead to any specific outcome in terms of academics.
Hence is it experience we are providing or the deliverance of skills that is our core business?

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Professional Development and progression for PE teachers with PhD. 

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Professional Development and progression for PE teachers with PhD. 

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1) And therefore,  how would the Ministry further develop these PE teachers with PhD and keep them relevant in the system?
2) Would the Ministry have a separate unit/dept that incorporate the essence of sports science  to support in preparing student- athletes and teacher-coaches to take part in competitions such as eg. in ASEAN Schools Games Competition?

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How do we increase the importance of CCA in JCs since CCA is not compulsory at the Junior College (JC) level?
At the secondary school level, we have the CCA point system and CCA is also deemed compulsory. This allows schools to leverage on this fact to ensure that the students attend CCA faithfully and to give their utmost efforts.
There is also the DSA system for aspiring secondary school students to enter JCs via CCA but none at the next level for JC students.
However, since CCA is not compulsory at the JC level, it is difficult to garner similar active participation and also motivation in CCA. When it comes to the crunch, CCA is set aside for the purpose of academic pursuit and excellence. How then can we improve the standing of CCA in JCs knowing that it is an important platform for leadership and Character Building?

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Outlook & Pursuit of Sports in Singapore

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Outlook & Pursuit of Sports in Singapore

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With the impactful success and meteoric rise of Joseph Schooling, the Spore Sports Scene has definitely changed for the better. People are now more aware of athletes who strive for excellence, as well as seeing possible positive outcomes, as compared to years ago, where the general belief is "Aiyah, being Sportsman won't bring you far!". SportSG has also done a good job by highlighting athletes other than Schooling, who have similarly put in tremendous amounts of efforts. With that, the sporting scene in Spore has indeed received much motivation, and in turn more limelight.
Moving forward, what can we do to sustain this burning fire? Being the cultivators of youths in sports, we play a major role in inculcating the values, spirit and belief in our young athletes. Primary and Secondary school years coincide with the highly valuable formative years of sports, as illustrated by Schooling. What can we do, as a fraternity, to maintain this national push for sports involvement, as well as achieving excellence?

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1. CCA time are now often disrupted with students being drawn for learning journeys, workshops organised under instructional programme (IP) or other non-IP subjects (eg CCE/NE/VIA/Leadership, etc). How can we protect the timing?
2. Parental intervention is also of a concern. Sometimes we have to accede to request like taking the child away early from CCA training to attend tuition (on a regular basis). Even when we have issued letter to notify parents of training schedule, they may also insist to stop training several sessions earlier to prepare for exam.

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I think generally the fraternity is moving in the right direction, especially in the area of pushing for assessment. With assessment, PE teachers and students will start to understand the importance of PE. Rather, the need for assessment reflects the importance of PE. Depends on how you want to see it.  However, the main issue and challenge that schools will face will be the implementation of it. With a ratio of 1 PE teacher to 40 students, the amount of skills we need to cover in our curriculum, and the limited time frame we have, making assessment meaningful and accurate is genuinely a struggle.  The solutions will be either of the following:
1. Increase PE time
2. Increase number of PE teachers in a class, especially when we are performing assessment.
3. Prescribe a method for the fraternity that is feasible for all to adopt (e.g videoing a lesson and teacher to assess after lesson). We may consider providing funds for schools to purchase additional video cams for this purpose
4. Reducing the amount of skills we need to teach and assess for each unit

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How can we assess our students during PE lessons effectively and provide accurate and timely feedback to their learning? Besides having to ensure that the lesson objectives are met and the intended outcomes being achieved, we also need to take note of the classroom management, cater to the different learning needs of the students and at the same time assess and provide feedback to each students' learning. Formative assessment is ideal but time consuming. Even summative assessment for one skill could take up more than 1 lesson (est. 1 hour) for a class of 40 students, not to mention there are more than 1 skill to assess for a typical module. So how can we achieve this more effectively?

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How can we assess our students during PE lessons effectively and provide accurate and timely feedback to their learning? Besides having to ensure that the lesson objectives are met and the intended outcomes being achieved, we also need to take note of the classroom management, cater to the different learning needs of the students and at the same time assess and provide feedback to each students' learning. Formative assessment is ideal but time consuming. Even summative assessment for one skill could take up more than 1 lesson (est. 1 hour) for a class of 40 students, not to mention there are more than 1 skill to assess for a typical module. So how can we achieve this more effectively?

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Question: There don't seem to be enough deep discussion of teaching pedagogy in the teaching of PE in schools.  How can we create a more sustainable platform to deepen this discussion? 

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Question: There don't seem to be enough deep discussion of teaching pedagogy in the teaching of PE in schools.  How can we create a more sustainable platform to deepen this discussion? 

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Double Click on the Orange area and type.

Please post question(s) you have for any of the sessions. You can also add attachments to your post. (e.g. recent newspaper articles, viral clips etc.)

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Day 1

Session 1: Curriculum / Pedagogy Sharing (30 min)

Leading the Professional Development of PE teachers I

By:Ms Melanie Martens (Principal / PESTA)

Session 2:  Curriculum / Pedagogy Sharing (30 min)

Leading the Professional Development of PE teachers II

By: Dr G. Balasekaran (Head / PESS NIE)

Plenary Session: Enabling our PE Fraternity to deliver high quality PE and Sports Curriculum (30 min)

Panelists:

Ms Melanie Martens (Principal / PESTA)

Dr G. Balasekaran (Head / PESS NIE)

Session 3: Pedagogy Sharing (45 min)

Item: “Non-linear Pedagogy”

By: Mr Irfan Ismail (LT/SPS)

Session 4: Pedagogy Sharing (45 min)

Item: “Making Thinking Visible in PE”

By: Mr Yong Tze Woon (ST/TKGS)

Session 5: Curriculum Sharing (45 min)

Item: “PE O-level 6080 sharing”

By: Ms Sheikha Fadzleen Bte Shaik Yakob (ST/VS)

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Session 6: Affective Learning (1 hr)

Item (Activity and Sharing)

By: Dr Bervyn Lee / Associate Dean of Students / SMU)

Fireside Chat 1: How can schools prepare students to be future ready through PE & Sports CCA? - Discussion on Desired outcomes of students for PE & CCA (1 hr)

Panellists:

Ms Melanie Martens (Principal / PESTA)

Mr Ong Kim Soon (Director / PSOEB)

Dr Bervyn Lee (Associate Dean of Students / SMU)

Fireside Chat 2: “Moving Forward 2017 – Discussion of PE and CCA issues faced by schools and suggested solutions - What can we do?” (1 hr)

Panellists:

Ms Melanie Martens (Principal / PESTA)

Mr Ong Kim Soon (Director / PSOEB)

Dr Bervyn Lee (Associate Dean of Students / SMU)