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Currently the Sports Calendar is packed at the beginning of the year (rationale could be to allow time for students to focus on academics) but are we looking at allowing for a spread over the year? (Of course the teams that go to into the Nationals will end even later)

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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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What is the stand of using MPH for exam purposes (both internal and national) during school PE curriculum time

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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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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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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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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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Public Appeals to MOE to improve the job of a TeacherPublic 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)

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Public Appeals to MOE to improve the job of a TeacherPublic 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)

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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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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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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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