#PE secondary initial teacher education

[nationmckinleyscorset]

I actually dated someone American and we exchanged info on school systems lol

Accidental info dump below the cut (sorry loves)

Over here college is 16-18 (or whatever age you apply, anyone can go to college. For example my friend is 20 and there's some 19 year old in our class who took a level 2 course before getting progressed onto level 3 so they're doing an extra year) after that you can do university or higher education in general. Our uni is your "college".

My ex actually told me they don't have apprenticeships over there either, that's an alternative to college where you get paid to do on the job training.

Hope this helps!

Oh yeah also we have year groups rather than grades

Infant school:

Reception = 4-5 (yrs old)

Year 1 = 5-6

Year 2 = 6-7

Junior school:

Year 3 = 7-8

Year 4 = 8-9

Year 5 = 9-10

Year 6 = 10-11

High/secondary school:

Year 7 = 11-12

Year 8 = 12-13

Year 9 = 13-14

Year 10 = 14-15

Year 11 = 15-16

Then you can choose college or sixth form - sixth form is 2 years where you stay at secondary school but with perks like not having to wear uniform and taking only the subject you want to do rather than being forced to do 3+core subjects

Core subjects are maths, English and science, these are non optional

You choose 3 others in I think year 10 (I think this has changed now and you have to pick 4) so you get classes for that as well as the core subjects. You have to study those for GCSE which is our equivalent of your SATs.

You also have to do PE (physical education aka gym class), that's non optional but you don't get assessed or have an exam on it

We take SATs in year 6 and a mock version in year 2

Some schools are called primary schools which means it's infants and junior mushed together.

Jeeeeeeez that's a lot of writing. Sorry I know you asked a simple question but I'm oddly interested in this shit.

At college you take 1 subject, that's seperate to school and it's a different building, different set up etc. We don't have dorms and we don't stay on campus it's like school but with no uniform, no detention, no petty punishments and more relaxed teachers. There also tends to be less bullying since it's optional. You also go in for less days most of the time unless it's a prestigious college like the one I initially applied for with runs 9-5 5 days a week.

Even though college is optional you have to do college or an apprenticeship, you can't just immediately find a job or drop out because it's illegal.

@1-800-ishi

[onceuponatimeinthe70s]

10 Things I Learned at Secondary School.

During my six years at Bearsden Academy (1970 -1976) I learned the following: · that gym shoes can be any colour (red, green, blue, pink, whatever ) so long as they’re black:this declaration was the initial declaration of our 1st Year PE teacher. Nicknamed ‘Boot,’ he gave the impression of an ex-army drill sergeant and was a real stickler for ‘standards.’ Physical Education classes were…

[lesbiansandgayssupporttheminers]

Nadhim Zahawi says that a teacher strike would be unforgivable as kids have missed so much school.

But what he's failing to acknowledge is a lot of children aren't getting a good quality education whilst they are in school.

Imagine a school which has a vacancy for a teacher on maternity leave, but can't recruit to fill it. Those children are then taught by non specialist supply for the whole year, usually not even a consistent person. If it's a practical subject, they probably miss out on practical elements, or have to swap/combine with other classes - so then multiple children are affected.

Then what about if they're being taught by an ECT who decides the level of work isn't worth it for the quite low wages and quits (as many ECTs do)? Again, likely supply and non specialist teachers for the rest of the year.

And this has a knock on impact on the rest of the department, and can contribute to stress and burnout in those teachers. Other people start to think about leaving.

Schools increasingly can't fill permanent vacancies in some subjects. There's a 14% vacancy in jobs being advertised in this time last year. And because of the fall in people entering teaching many of those won't be filled. And it can become a vicious cycle for a school - when too many people leave a department, or good HoD is lost, the department collapses.

It has been hard to recruit maths and science teachers for a long time. MFL and some other subjects too. Outside of history and PE, no secondary subject is recruiting enough trainees to meet DfE predictions of what will be needed. If we want secondary age children to continue to be taught by degree educated subject specialist professionals, something has to change.

Is pay the only problem? No, of course not. And any strike would be over workload and working conditions too. But pay is a simple thing to strike over.

If a the Tory government want to live in a capitalist economy, then they have to acknowledge supply and demand. The wages they offer teachers are not enough to recruit enough new teachers, and after years of pay freezes, not enough to keep teachers in the profession either.

The initial pay offer would be a 3% rise for the majority of teachers who've spent the last year having a real terms cut in wages. The offer for ECTs was supposed to be inflation beating, but now RPI inflation (the one that reflects what people actually buy) is higher than that offer at 11%.

It's also worth bearing in mind that teachers do get a lot of deductions from their salaries (as many people do, of course) - student loans, usually 4 years worth, pension as well as tax etc. And yes, our pensions are good, but I'm considering opting out of mine because I could really use that money each month.

Anyway, I think the UK education system has a lot of issues but I don't think destroying it via series of slow cuts is good for anyone. And to me, that's what is unforgivable.

[its-cheung-ian]

My learning experience

Hi everyone. Hope you are all doing well. Today I am going to share my experience with you concerning my learning experience at the MIE.

First, at the very beginning, when I was enrolled for the Physical Education course at the institute, I had no idea of what was waiting for me there. In fact, for me the PE course would be so easy as I thought I will only learn about sports, and how to show or demonstrate it to students. But very quickly, I’ve seen and realized how hard it could be to be a PE teacher at secondary level.

During my first 2 weeks at the MIE, my mindset and way of thinking changed completely. I was taught taught about how to teach and initiate sports activities to students. Also, I’ve learned how to prepare and design a lesson plan so that everything is done in order. Equally, in my ‘Bringing Tech. Innovative class’ I’ve learn about so many software that could be helpful to me as a teacher in the future.

Moreover, thanks to my Communication Skill lecturer, I’ve noticed unbelievable change in my way of expressing myself to people. Before starting the course, I was that kind of shy person that was afraid to share my opinion by fear of being ridiculed by the others. But now, since I’ve practiced and improved my communications skills I can proudly say that I am no longer afraid to address to anyone and point out loudly my thoughts and opinions. 

Unfortunately, since the re-start of the confinement, we’ve all been locked-down at home and all classes was conducted online via Microsoft Teams and Google Classroom. Now, concerning online classes, some might tell you that it is so much better than courses at the campus as they are at home and comfortably seated in front of their laptop without anyone seeing them. But personally, it is the worst experience I’ve faced during the start of the course. Just to mention that Online classes require more time than on-campus classes. Also, we are very easily distracted by our surrounding, and finally need to manage perfectly our time to be able to attend classes.

Fortunately, this nightmare will quickly end-up by the end of April and hopefully we will be able to join our friends and lecturers on campus and resume our normal routine. See you soon friends!

[tananansad]

Religious Stream in Anthus' Universe

anthus lives in an au where an indigenous religious stream has been codified in the education system of a modern-day country somewhere in north borneo and is a recognized stream of study alongside its secular conterparts (if you're malaysian think aliran agama but sekolah adat). a school may specialize in religious studies, or it may be a secular school equipped with religious teachers prepared to teach within the stream.

alongside the core subjects of one regional language, english, science, mathematics, history and PE, indigenous religious streams begin in lower secondary where students are first initiated and introduced to the basics of indigenous theology (gods and spirits) via the memorization of 1000 lines of chants and 66 basic rituals. students are also introduced to their spiritual counterparts, who will guide them in making choices as candidate bobolian/babalian/lumaahon (names vary by region). the latter is usually held outside of school grounds, near a sacred area local to the school. the language used in this stream will depend on the core regional language offered by the school.

after three years, students who wish to pursue further studies must complete a three-year study in upper secondary in which one learns about traditional medicine by physically entering the woods, 1000 more lines of chants and 65 basic rituals. to graduate with a diploma, one must perform their first in-depth ritual which requires direct communication with various spirits.

the basic requirement to be a fully-fledged priest(ess) is to have a bachelor's degree in indigenous theology. in this final stage an additional requirement of 1000 lines and performing 49 more complex rituals are studied for three more years before finally graduating as a qualified priest(ess). this is when one is granted a title and a new ritual name.

[mimmerr]

Making PE equitable: an interview with Dr Shrehan Lynch.

Image from: https://bamepe.wordpress.com/

At the recent Women’s Ed conference in London, I was lucky enough to hear Dr Shrehan Lynch speak about female empowerment and growth through the lens of the PE curriculum.  She is also a cofounder of  the BAMEPE network: an organisation for BAME educators that strives for equitable physical education.

A good lecture, in my opinion, leaves you with more questions than answers. And I had so many from this one I needed to conduct an interview!

For our readers who don’t know you yet, please introduce yourself and tell us about the work you do.

I am a senior lecturer in initial teacher education at the University of East London. I train secondary teachers with a specialism in physical education on the PGCE, School Direct, and Apprenticeship routes. Over the last decade, part of my work has been attempting to challenge traditions and critique physical education to ensure it is as equitable for all students.

Tell me about what a ‘gendered curriculum’ is.

A gendered curriculum is one that is intended with specific genders in mind. For example, girls PE doing dance or netball and boys doing rugby and basketball. This type of curriculum planning is gendered.

What would be your advice for classroom teachers for better, fairer PE teaching?

1. Listen to your students and find out what they want to do.

2. Provide opportunities for leadership in class where students can take risks, have ownership and take responsibility.

3. Challenge gender stereotypes so all students have an equal opportunity to do activities.

4. Included a critical thread into every element of teaching, as yourself, why are you doing this and what could I be promoting?

5. Read critically orientated literature that challenges your practice, the BAMEPE website provides some resources to get you started on this.

And the same question, but for leaders?

Provide opportunities for CPD for staff to liaise with university professionals. Universities are where current research is happening so educators have the most up to date research and can provide you with advice on your programmes. Leaders should also read literature so you can challenge your staff and be a 'critical friend'.

In celebration of the recent International Women's Day, which other women in the field inspire you? Who should we be following?

I am inspired by the works of bell hooks. Audre Lorde, Maisie Hill, Sara Ahmed, Jennifer Walton-Fisette and a number of other authors, scholars and advocates for women's rights. But, most importantly, my mother inspires me, she has always challenged my thinking with a 'you can' perspective. I am very thankful for that.

Listening to Dr Lynch and reading this post have been reflective for me. At school, I did one half term of rugby, and another of football. The remaining lessons, throughout my whole secondary education, were netball, dance, or trampolining. It should come as no surprise that my boredom eventually led to disdain of the subject. 

But I am also full of hope that as a teacher and leader, I can now ensure that no one else needs to learn a gendered curriculum. But there is still much work to do.  We must support the BAMEPE movement (and other familiar organisations) to ensure all educators and learners, of all abilities and backgrounds are empowered through effective physical education.

You can follow Dr Shrehan on Twitter here and the BAMEPE network here. Her blog here. Her research here.  

You can also email Dr Shrehan questions and ask for copies of papers at slynch@uel.ac.uk

[adrianodiprato]

+ “Faith is not a light which scatters all our darkness, but a lamp which guides our steps in the night and suffices for the journey.” ~ Pope Francis | 2013 Lumen Fedei, Rome

Change Matters

All leaders need to set the expectation that change is inevitable. So anyone, especially in schools, should never adopt the mindset that their work environment is free from growth and evolution. Yes, stability and comfort are important constructs, but the reality is, as humans, we need to be forever open to our possibility to learn, unlearn and relearn.

Although leaders can’t control how all their employees feel or the stories they tell themselves when progress and change inevitably hits. It is the responsibly of all people, especially the leaders, to clearly communicate and articulate the “why” and define the impact of the proposed change. Then provide a strategic change process that is agile and adaptable and at its heart has real progress, while cultivating psychological safety for all stakeholders.

As a leader, your best approach is to create a fluid environment that embraces change. At Marcellin I was fortunate that most were open to change and welcomed the opportunity to lead and/or participate in the continual growth of each member in the community. Some of the challenges back when I commenced in 2008 included:

- A largely punitive Student Management and Expectations guidelines that demanded compliance not engagement

- Low levels of community engagement and opportunities for Christian service

- No expectation on what it meant to be a member of the Marcellin community

- Small number of student leadership positions offered

- Student Leadership roles primarily ceremonial

- No rationale or structure for Extended Pastoral (now Student Wellbeing Program)

- Poor student & teacher relationships

Over the twelve years at the College the community was witness to significant change - to the physical environment, the empowerment of staff and a clear focus on the increase of student agency and advocacy, particularly around Catholic Social Teaching. The changes yielded:

- the best academic outcomes in the College’s history

- record enrolment growth (11% growth from 2013 to 2018) and waiting lists at every year level

- record number of students applying through VTAC receiving 1st round University offers (95% on average)

- record student retention rate of 97% from Years 9 to 12 (previously 78% in 2008)

- huge increase in student participation in a broad range of co-curricular offerings

- greater awareness and active involvement of students in social issues

- No. 1 followed secondary school on Twitter in Australia with approx. 500,000 views per month

- strong reputation in the broader educational community

The substantial change in the overall culture and the fostering of an inclusive faith learning environment is something that all the students, staff, families and community, over the past twelve years, should be extremely proud of. Huge credit to the students, staff and parents who have all contributed to the realisation of these initiatives. Collective efficacy and collaboration at the centre. Here is a look at what that change agenda looked like over the twelve years:

2008

- Established a new Strategic Plan that included the dimension of Relationships

- In partnership with students and the Pastoral Care Team established a new Student Leadership Body, SRC Constitution and developed a Positive Relationships Policy

- In partnership with students introduced a new Year 12 Celebration Day program

2009

- Introduced a re-imagined Student Wellbeing Program, inc. House Assemblies, faith formation, right relationships, digital citizenship and social & emotional learning

- In partnership with students, staff and parents introduced a new Champagnat Day format, including Marcellin’s Got Talent

- Introduced Restorative Practices as a new approach to student wellbeing and conflict resolution

2010

- Introduced many new student leadership opportunities – Ministry, Academic and Sport

- Introduced a digital Teacher Professional Portfolio and renewed ARM process, incorporating Student Feedback Surveys and Peer Observation for each teacher

- Established the annual Year 10 Learning & Pathways Expo

- Participated in the annual Marist Pilgrimage to France, Rome and Central America 

2011

- Official opening of the Brother McMahon Performing Arts Centre (MPAC)

- Introduced a Transition Coordinator to better support Grade 6 students and families with their transition to the College

- Established Year 7 Student Ambassadors

- Established an annual Arts & Leadership Assembly

2012

- Established a new Communications and Marketing Strategy, including a social media presence

- Established a new process for staff induction to the College, , which incorporated Being Marist and In the Way of Mary formation sessions

- Introduced a Ninth House – Carnie House

- Introduced new AGSV & VSRU Playing kits, ensuring the dignity of all students was recognised and a sun smart H&PE Uniform

- Introduced an annual ANZAC Day ceremony in Saint Marcellin’s Hall

- MCCA establish an annual Mother’s Day and Father’s Day Breakfast

2013

- Established Junior School Captains and a Junior School SRC Executive

- Established an annual Globalisation Assembly, celebrating cultural diversity and languages

- SRC Executive introduced a Staff Marist Award

- Established a Middle Leaders staff formation program in partnership with Educaa and a Senior Leaders program with ILMP

- Refurbishment of the Brother Placidus Lecture theatre, including increased capacity to 250 seats

- During my long service leave participated in an immersion to the Holy Land, Israel during Easter, followed by eight-weeks as a volunteer in on an African refugee program in South Africa called Three2Six.  

2014

- Commencement of a new School Improvement Plan (2014-2017), including launch of the Masterplan development with Cox Architecture

- Development of a Vision for Learning that incorporates the teaching of 21st Century skills and curriculum review at Years 9 and 10

- Commenced involvement in the Victorian Young Leaders to China six-week immersion program

- Shifted the House Charity focus to an emphasis on House Social Justice

- Launch of a new website and eNewsletter version of The Eagle, as well as the further consolidation of social media tools such Twitter and our YouTube Channel for communication

- increased VET study opportunities

- Completed the Camino Pilgrimage “The Way of St. James” from Sarria to Santiago, Spain. Shared learnings via his blog and a presentation to the Executive team upon his return

2015

- Launched the much heralded prospectus film “I Am Known”

- Established an annual Transition Breakfast with priority parish feeder primary schools

- Established a new Acknowledgement of Country in partnership with the Wurundjeri Tribe Land Compensation and Cultural Heritage Council

- Established Day 3 Staff Professional Learning afternoon

- Established an Emerging Leaders staff formation program in partnership with Innate Education

- In partnership with the Junior SRC Executive introduced a new summer shirt with navy trim

- Introduced a new role of Assistant Principal (Mission)

- Junior School Captains & Junior School SRC Executive involved in Masterplan development

- Established EncounterMC – Junior School Youth Ministry Program

- Introduced an annual immersion opportunity to South Africa for three Old Collegians (aged 18 - 25) to support the Three2Six Holiday Program for refugee children

2016

- Launched Hope…Living Water – a publication about the College’s commitment to Catholic Social Teaching

- Introduction of a new College Blazer with navy trim, paying tribute to the original all navy blazer from 1950

- Introduced new liturgical celebrations during Lent, Easter and the Assumption of Mary

- The College raised over $35,000 for World’s Greatest Shave in solidarity with a Year 12 student diagnosed with leukemia

- Senior SRC Executive involved with Cox Architecture for the Hermitage Project development

- In partnership with the AP (Mission) reviewed the Year 11 & 12 Retreat program, developing digital resources 

- Introduced of a Spectator Scarf, designed by a Year 8 student and the annual Year 12 Publication Nest

2017

- The Bicentenary of the Marist Institute was commemorated by commissioning local Melbourne mosaic artist and parent Cetta Pilati to design, build and install ‘Three Violets’ (picture)

- Senior SRC Executive worked on enhancing whole school mindfulness around Men’s Mental Health by actively participating in the National Mental Health Awareness Week in October

- Introduced Junior School Social Justice Captains and Science Captains

- Introduced Spectator Beanie by the MCCA

- Completion of six multi-purpose playing fields

- Completed a three week ACU theology course, Catholic Education: Mission, Culture & Spirituality at their Rome Campus. Shared learnings via his blog and a presentation to the Executive team upon his return

- Participated in the annual Marist Solidarity Immersion to Cambodia

2018

- Whole school review process into learning via the National School Improvement Tool (NSIT) supported by the Australian Council of Educational Research (ACER) and Catholic Education Melbourne

- Development of 12 Guiding Principles, that with the NSIT findings are the foundation of a new Strategic Improvement Plan (2019-2021)

- Launched Living Hope – a publication about the annual Marist Solidarity Immersion to Cambodia

- Introduced Tenth House – Chirat House, the first house named after a female

- Participation in the Programme for International Student Assessment (PISA) which is sponsored by the OECD

- Students participated in Design Workshops with Cox Architecture for next stage of Masterplan

- Officially opening of the Hermitage project and Marist House

- Established the Wurundjeri Heritage Garden, which includes a reproduction of William Barak’s famous ‘Figures in possum skin cloaks, 1898’, with permission from the National Gallery of Victoria (NGV)

- Begun to develop a new future-focused learning ecosystem, titled Polaris

- Established a partnership with Future Schools Alliance (FSA)

2019

- Launched Polaris – a dynamic vision for faith, learning and life for a new world environment

- Commencement of a new College Leadership structure, including Deputy Principal responsible for the vison for learning, an Assistant Principal (Mission), 2 x Assistant Principals (Students), an Assistant Principal (Staff & Strategy), a Director of Professional Learning & Partnerships, a Director of Community Engagement & Marketing and a Director of Operations

- Established a partnership with CIRCLE Education to build and deliver comprehensive Emerging, Middle and Senior leadership programs for staff

- Launched MyMC, a learning management system developed in partnership with SchoolBox

- Developed one hundred Depth Stage courses, designed to stretch and challenge each student, that commence in 2020

- Commenced involvement in the Victorian Young Leaders to Indonesia six-week immersion program

- Commenced involvement in the Asian Bridging Program with Indonesia

- Commenced a partnership with the Government of Sardinia, Italy for an annual student exchange program

As we are close to the commencement of a new academic year I wish all in the Marcellin community the very best for 2020. It will be a special time as they navigate and celebrate the beginning of their dynamic new learning ecosystem - Polaris, in their 70th anniversary year.

I’ll leave you with this quote from Albert Einstein about adopting new mindsets for change and progress: “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.”

[roseliublog-blog]

Everyone Skips a Lesson – How to Maintain Sustainability within a System

“What we are doing to the forests of the world is but a mirror reflection of what we are doing to ourselves and to one another.” 

– Mahatma Gandhi

To foster the generation of eco-citizens with a mission of creating a better world, both primary and secondary schools should revamp their curricula by initiating a project-based-learning programme, namely “Sustainability in a System” under the transdisciplinary framework.

(Photo credit https://www.biology-questions-and-answers.com/the-ecosystem.html)

After we graduate from high schools or universities, we generally have already been in the knowledge of such multiple disciplines as language, mathematics, science, psychology, humanity, arts, IT, PE, and sundries.However, all of these courses of study still do not empower us to create a better world. Against all expectations, there are increasingly global issues popping up and sparking hot debates within countless conferences, symposia, colloquia or seminars worldwide. I, therefore, have had a critical reflection on this paradoxical phenomenon, and boldly conclude that this might have resulted in the ignorance of the philosophy of sustainability in a system which should be added into the syllabus so that students could learn from an early age. Being an educator, I advocate for the initiation of a project-based learning (PBL) programme in post-secondary education to help the conceptualization of Sustainability in a System within the transdisciplinary framework.

(photo credit https://grist.org/article/live-who-said-what-during-cnns-climate-crisis-town-hall/)

Being A Systems Thinker

It is acknowledged that all the living and non-living substances are mutually interacting in the ecosystem. Human beings, as part of the ecosystem, should learn the relationship between elements within the ecosystem and the function that elements interact with each other. Interestingly, from a micro perspective, there are uncountable subsystems beneath the whole ecosystem. Then, what is a system? How do we interpret a convoluted system? And how do we decipher the relationship and function among elements or systems? Becoming a systems thinker might help us easily find out these answers. Donella H. Meadows (2012) once defines the system as “a set of things—people, cells, molecules, or whatever—interconnected in such a way that they produce their own pattern of behavior over time. The system may be buffeted, constricted, triggered, or driven by outside forces. But the system’s response to these forces is characteristic of itself, and that response is seldom simple in the real world” (2012, p. 2). Based on her explanation, we can realize that systems thinking will empower us to think, act, and manage things with a complete and systematic insight. I will use a video to explain the concept of systems thinking.

However, Stone and Barlow (2005) indicate that Meadow believes the system cannot be estimated or manipulated by us. I completely agree with her perspectives. She once said that “we can’t control systems or figure them out. But we can dance with them” (2005, p. 195).  We have to be aware that our neighbourhood is nature. So, a better way for us to live with nature in an eco-friendly way is to not only learn from it but also “dance” with its rhythm to have a mutually reciprocal and sustainable coexistence. From this point, we should uphold systems thinking and involve it in each level and discipline. Surprisingly, Cutter-Mackenzie and Smith claim that school teachers “are likely to be functioning at a ‘knowledge’ level of ecological illiteracy and/or nominal ecological literacy” (2003, p. 497) and should be assessed or re-equipped with the knowledge of environmental education so that they are able to instruct and guide students’ ecological practice.

(photo credit https://phdfulbrighteringatorland.com/2018/05/18/ecological-literacy-sustainable-education-and-being-environmentally-friendly-theory-praxis/)

To Be A Doer - Grasping Sustainability Through Actions

Actions always speak louder than words. To achieve the goal of maintaining sustainability within the ecosystem, individuals should take immediate action.  As we all know, “the rise of ‘sustainability streets’ and ‘voluntary simplicity’ networks, individuals and community groups in advanced consumer societies are looking for innovative approaches to living more ethically and sustainably” (Lewis, 2012, p. 315). However, I think that the eco-lifestyle can be accessible by firstly introducing ecological literacy into the curriculum, and then practicing eco-projects for each level. The process and context of the engagement of the eco-project enable students to fathom the relevant ramifications of sustainability with the ecosystem. Students, in turn, will benefit from well-being and green living through the practicum of sustainable eco-projects. In terms of the definition of sustainability presented by Costanza and Patten (1995), there is a sustainable interrelationship within the system or subsystem. Regarding the “life spans of systems and their space and time scales” (1995, p. 193), it is better to figure out how long this relationship could be sustained. To understand these abstract conceptions, I will introduce you to a video about “SNRE: The Master’s Project Experience” (2012). It shows a group of students working on a wide variety of sustainable eco-projects.

PBL Under A Transdisciplinary Framework

Undoubtedly, sustainability is not limited to the environment but also associated with society, economy, finance, healthcare, education and so many other fields. Sustainability could apply to all the branches within a system. To apply systems thinking into the authentic context, as well as to resolve on-going ecological issues, the PBL programme (based on transdisciplinary pedagogy for post-secondary students) can prepare students for being green citizens in the long-term and facilitate students to grasp the concept of sustainability in the short-term. Besides, some researchers, like Savery (1995), underline that PBL is a learner-centred approach, where the teacher shifts to the facilitator, and importantly this approach can offer students an opportunity to work in a team to tackle real-life problems and develop students’ creativity, critical thinking, collaboration and problem-solving skills.

References

Costanza, R., & Patten, B. C. (1995). Defining and predicting sustainability. Ecological economics, 15(3), 193-196. Https://doi.org/10.1016/0921-8009(95)00048-8

Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The ‘missing paradigm’in environmental education (part one). Environmental Education Research, 9(4), 497-524. Https://doi.org/10.1080/1350462032000126131

Lewis, T. (2012). ‘There grows the neighbourhood’: Green citizenship, creativity and life politics on eco-TV. International Journal of Cultural Studies, 15(3), 315-326.

Savery, J. R. (2006). Overview of problem-based learning: definition and distinctions, the interdisciplinary. In Journal of Problem-based learning.

Stone, M. K., & Barlow, Z. (Eds.). (2005). Ecological literacy: Educating our children for a sustainable world. North Atlantic Books.

TED. (2015). Systems Thinking. [video file]. Retrieved from https://www.youtube.com/watch?v=Miy9uQcwo3U&list=PLsJWgOB5mIMBinjH9ZZAbiWiVxsiz5mU_&index=2

TED. (2012). SNRE: The Master's Project Experience. [video file]. Retrieved from https://www.youtube.com/watch?v=A3KnbT2aq1U

Wright, D., & Meadows, D. H. (2012). Thinking in systems: a primer. Routledge.

[ihtspirit]

Bermuda turns to IHT Spirit System, training teachers to give students daily PE feedback

Bermuda turns to IHT Spirit System, training teachers to give students daily PE feedback Feb. 24, 2017 - Searching for an effective way to motivate students to take personal responsibility for their fitness through physical education, Bermuda's Ministry of Education turned to the IHT Spirit System, training teachers to give students daily feedback showing how their physical activity level compared to their goals. https://ihtusa.com https://ihtusa.com/bermuda/ Feb. 24, 2017 - Searching for an effective way to motivate students to take personal responsibility for their fitness through physical education, Bermuda's Ministry of Education turned to the IHT Spirit System, training teachers to give students daily feedback showing how their physical activity level compared to their goals. When implementing new education technology, making sure teachers receive the proper training and professional development is essential to a successful start. Bermuda’s teachers and coordinators went through multi-faceted training on IHT’s adidas Zone for IHT Spirit wrist heart rate monitors and the Spirit System Assessment Measures software suite last week. “…The Spirit System application training and heart rate training is happening this month to coincide with schools’ midterm break,” wrote Jeanne J. Atherden, the Minister of Health and Seniors in a report to Bermuda’s House of Assembly. “By the end of March, all P5 [elementary school] to S3 [middle and secondary school] students will be wearing Heart Rate monitoring devices during their PE classes.”

Motivating and inspiring students

Bermuda’s Ministry of Education will utilize IHT’s heart rate technology and assessment software to motivate and inspire students to take charge of their own health. Teachers understand that putting students in touch with their heart rate data will be a powerful tool. “The most important thing I learned in the training was that IHT Spirit aims to encourage students to develop an internal awareness and intrinsic motivation to improve and succeed,” said Lyndsy Ford, one of more than 40 teachers who trained on the technology with IHT’s Lois Mauch and Jen Reeves. During two training days, Mauch and Reeves instructed Ford, her fellow teachers, and PE administrators on the intricacies of the Zone heart rate monitors and the accompanying Spirit Assessment Measures Software. Teachers wore the heart rate monitors, participated in PE lessons directly related to Bermuda’s new Premier’s Youth Fitness Programme portfolio, and learned to use the software as they would during a standard PE class. They also evaluated the collected heart rate data to reinforce the value of working hard in PE to each student. “As P.E. teachers we are always asking students to warm up or to execute a skill at a percentage of their max,” Ford said. “With the HRM now we are able to be more accurate when monitoring students target zones, and in turn, students are more aware of their target zones and can appreciate how their heart rate determines the zones. The software is great for tracking students’ participation, efforts, and improvements.”

Training to improve Bermuda's health

In the fall of 2015, Bermuda’s Ministry of Education began a process to improve the fitness of its students. A 2011 World Health Organization report identified that 70 percent of Bermuda’s population struggled with obesity and diabetes. To prevent another generation from matching that profile, officials enacted the Premier’s Youth Fitness Programme -- patterned after the U.S. Presidential Youth Fitness Program --  to improve fitness beginning with students. “The [Premier’s] YFP is a dual initiative between the Ministry of Health and the Ministry of Education,” said Ministry Curriculum Officer for Physical Education & Health Arnold Manders. “[The Ministry’s] sole purpose is to increase the physical activity of all of our kids in Bermuda.” Along with the PYFP, Bermuda committed more time to physical education for its students. In the nation’s high schools, students get between one and two hours of PE every day. Elementary students now get at least 45 minutes of PE every day. Developing the program and committing time to PE form just two pieces of the country’s new vision. The third aspect included a pair of successful training sessions. The first took place last Spring and focused on the Spirit System and fitness assessments. This February, the second training focused on the Zone monitors and the Premier’s Youth Fitness Program. Beginning in March, Manders has challenged his teachers to take a different approach to PE, one that will eventually see between 60 and 70 percent of the nation’s students reach the healthy fitness zone. Teachers will now teach students about FITT exercising: frequency (how often they exercise), intensity (how hard they exercise, as measured by heart rate), time (duration of the exercise) and type (the type of aerobic or anaerobic exercise completed).

'Excited to use HRMs'

While the shift isn’t a complete makeover in the way students have been taught, it’s a necessary one, Ford said. “I wouldn’t say we need to change the way PE is taught, but add in the necessary steps to incorporate IHT Spirit HRM and software use into classes,” she said. “I am excited to use the HRMs as they will add excitement for the students.” Bermuda’s PYFP includes many elements of what’s commonly referred to as the FitnessGram® tests, and Ford is eager to see how students respond during specific tests designed to elevate heart rate. “FitnessGram testing will be great to see students working in the HR zones, especially during the Pacer Test where most students should enter the Red Zone before finishing their test,” she said. Bermuda and IHT are midway through a long-term PE improvement plan. While Manders studies the data teachers can provide via the heart rate monitors and software, IHT staff will begin implementing the final aspects of the initial plan. That includes further defining desired student outcomes and developing new ways to promote student fitness. Ford is happy that her nation is a part of that process. “I think that using the [Spirit System] will bring evidence of learning, participation, growth and development more to light for PE teachers, administrators, and our global teammates,” she said.   [contact-form-7 id="3054" title="How'd you find us?"] [turbo_widget widget-prefix=pw_call_to_action&obj-class=PW_Call_To_Action&widget-pw_call_to_action--text=%5Bbutton+href%3D%22ihtusa.com%2Fzone%22%5Dadidas+Zone+for+IHT+Spirit+Demo%5B%2Fbutton%5D&widget-pw_call_to_action--button_text=]

[news4trafford]

Former World Champion serves up badminton skills for PE teachers in Altrincham.

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Altrincham’s The Alliance for Learning Teaching School recently arranged a specialist training session for PE teachers from across the North West with former badminton world champion and silver Olympic medallist, Gail Emms MBE. 

The Alliance for Learning has been commissioned by Sport England to encourage PE as part of a £13.5m teacher training programme.  As part of this initiative, Gail Emms, who is an Independent Coach Education elite coach, is working with PE staff to ensure they receive up-to-date coaching practices and techniques now being coached within modern badminton. 

The training session was hosted by The Sutton Academy in St Helens where 25 teachers came together as part of the Sport England programme which aims to inspire students and help foster a more positive attitude towards Physical Education (PE) across the North West. 

According to the Youth Sport Trust, 40% of girls and only 54% of boys aged 11 to 18 enjoy physical activity and enjoyment levels decrease with age. NHS guidelines recommend young people aged 5-18 are physically active for an average of at least 60 minutes of moderate intensity activity a day across the week, with additional, more strenuous activity to develop movement skills, bones and muscle strength.

 The Alliance for Learning has been working with over 50 schools across the region to offer specialist training and events that will help educational providers improve physical health among young people, focusing on some of the least active demographics.

Recent research from Sport England has found that children and young people aged 13-16 years are the least likely to be active. The survey also shows that active children are happier, more resilient and more trusting of others. It also demonstrates a positive association between being active and higher levels of mental well being, individual development and community development.

 Director of Teaching School and Partnerships, Lisa Fathers, at Alliance for Learning, part of Bright Futures Educational Trust, says:

“We are thrilled to be a Sports Hub, leading this programme in the Greater Manchester region as we want to help children and young people improve their understanding of mental and physical health so they can lead more active and healthier lives. Sessions like these are important to ensure our teachers have access to the best training to help achieve this goal.”

Head of PE at Altrincham Grammar School for Girls, Miss Danielle Bloomfield attended the session. She said:

“It was an extremely motivating session and Gail’s passion for the sport really got us thinking about how we can introduce new ways to get students working together and pass that enthusiasm on when we get back to school.”

Sport England is investing £13.5 million into its Secondary Teacher Training programme, with funding available for every eligible secondary school. Any secondary schools that want to benefit from this major National Lottery investment can visit the Sport England website for more information and details on how to sign up.

Former World Champion helps improve badminton skills for PE teachers in Altrincham Former World Champion serves up badminton skills for PE teachers in Altrincham. Altrincham's The Alliance for Learning Teaching School recently arranged a specialist training session for PE teachers from across the North West with former badminton world champion and silver Olympic medallist, Gail Emms MBE. 

[dinakaplan]

3 Careers For Fitness And Sports Enthusiasts

Are you bored of sitting in the office each day, counting down the minutes until you can be at the gym again? Do you wish that sport could become more than just a passion, but a full on career? If you are ready to turn a hobby into a career then you’re in luck.

There are actually a range of job roles that are ideal for sport and fitness enthusiasts. Some involve more teaching than others, but all will enable you to develop your own health and fitness knowledge, while getting paid.

Here are 3 of the main routes open to those seeking a career in sport or fitness.

Personal Trainers and Gym Instructors

Personal trainers (PT) are the hands-on experts in body toning that almost everyone comes into contact with at one time or another. You often can’t join a gym without being offered at least one taster session with a PT.

If your passion for fitness manifests itself through love for circuits, weights and crossfit, working as personal trainer is a great way to earn money whilst doing what you love. It’s also a great career for people lovers out there, as you’ll often work one on one with clients.

As a PT, you will create fitness programme for your clients in order to promote realistic health and fitness goals, as well as one-on-one training sessions with clients to further help them meet their individual goals. This includes anything from losing weight to gaining muscle, and can be done through a variety of means, such as through aerobics, using gym machines or weights.

In order to become a personal trainer, you will need to have some kind of personal trainer degree. This will cover the biological, anatomical and physiological aspects of being a PT. It’s not all about practice, it’s also about the principals.

Courses that provide you with the best possible chance of employment in the personal training industry must be accredited by the Register of Exercise Professionals (REPs). In order to be accepted onto these courses, you will usually have to show some sort of enthusiasm towards fitness and the gym as a whole.

FE Sport and Physical Education in Schools

With recent statistics showing that 58% of women and 68% of men in England are overweight or obese, the importance of providing young people with the tools to be able to exercise effectively cannot be overstated. By setting them up with good habits for life, the problem of obesity can be effectively tackled. This is where sport and fitness educators in schools and colleges comes in.

There are a number of jobs in FE sport and physical education, ranging from sport lecturers, to football apprentices and youth activity leaders, as well as PE teacher and other educational roles in secondary schools.

With the Department for Education promising to double the amount of funding for PE and sport in schools by the end of the year amid concerns about the health of young people today, working as a Sport and Fitness instructor will allow you make a real difference to young people’s lives.

In order to thrive in this role, you’ll need a range of different skills, including:

Good organisational skills – to effectively plan your lessons

The ability to manage classes

Be able to deal with challenging behaviour

Excellent communication skills

You’ll need to be physically fit, and having previous experience of some sports coaching or teaching is beneficial.

The most common route to becoming a PE teacher is to do an Initial Teacher Education or Training (ITET) and gain qualified teacher status (QTS). You can gain an ITET either through a university qualification (either an undergraduate degree or postgraduate award) or from school-led work-based training.

Nutritionists and Dieticians

If you enjoy the physical part of fitness, but are more passionate about the science side, you might want to work as a nutritionist. This will allow you to work with people who are actively trying to improve their overall health and influence them to lead an all round healthier lifestyle, imparting your knowledge of clean eating to help others, all while educating yourself.

Nutritionists work in a number of different settings, including offices, hospitals and schools, as well as one-to-one with private clients.

Your main tasks will include explaining the benefits of nutrition and what it can do for your clients, and by assessing individual clients’ health needs and diet, developing meal plans for them. You will often need to provide customised information for different individuals, like teaching a patient with high blood pressure how to eat less salt, or help overweight people lose weight by planning diets with less processed foods and sugar.

To be a nutritionist you will need a good scientific brain above all. Most nutritionists have a qualification in nutrition, which usually comes in the form of an undergraduate degree, such as those in nutritional science or dietetics, or a food science degree. There are entry level degrees readable available for those who don’t have qualifications already.

[Read More ...] http://www.fullstride.co.uk/3-careers-for-fitness-and-sports-enthusiasts/

[apsbicepstraining]

Amsterdam’s solution to the obesity crisis: no fruit juice and enough sleep

The city is successfully opposing fatty by promoting tap water in its schools, along with healthy prepare grades and a ban on fast food sponsorship

The city of Amsterdam is preceding “the worlds” in ending the obesity epidemic, thanks to a progressive and wide-reaching curricula which is getting decisions even among the poorest communities that are hardest to reach.

Better known for tulips and bicycles, Amsterdam has the highest rate of obesity in the Netherlands, with a fifth of its children overweight and at risk of being subjected to future health problems.

The programme appears to be attain by stumbling multiple targets at the same age from promoting tap water to after-school activities to the city accepting sponsorship to incidents that take fund from Coca Cola or McDonalds.

It is led by a dynamic deputy mayor with the unanimous backing of the citys legislators. From 2012 to 2015, the number of overweight and obese children has dropped by 12%. Even most impressive, Amsterdam has done what nobody else has managed, because the biggest fall has been amongst the lowest socio-economic groups.

It is in communities like the Bijlmer in the south-east that the programme is changing lives. The Bijlmer is notorious, says Wilbert Sawat, coordinator and PE teacher at De Achtsprong primary school, and thats why he wanted to work there. Other educators do too, he says. Here we are in a position make a difference.

The school is in the middle of a high-rise casing estate that was experimental in the 1960 s, with parent streets so people would be free to walk and repetition on the ground level. But the hertz parks are empty. In 1975, when the Dutch colony of Suriname in south America became independent, numerous moved to Amsterdam and moved into the inexpensive apartments. Cycling was not part of their culture.

Amsterdams lieutenant mayor for healthcare, Eric van der Burg, who was was put forward for eight years in the Bijlmer district. Photo: Graeme Robertson for the Guardian

The school, which in 2007 was in the top three in Amsterdam for overweight children, is now one of 100 that are a key focus of the obesity programme. Children are weighed and set every year. Some mothers objected but now it is normal, says Sawat. And so is tap water.

All children have to bring irrigate or milk to institution, he said. No juice. A spate of mothers were really upset. We had really hard discussions with them. The mothers conceived juice or even squash was healthier, expecting they contained return. The coaches told them about the sugar. I told them we were doing them a privilege. They could have water at institution and then juice at home. Now normal conditions of not a problem.

The ban on birthday feasts for the class also made ructions. It had now become competition. Individual created cupcakes, so another wreak cupcakes and juice and then cupcakes and juice and a toy. The institution caused a folder of healthy plows, such as oranges or carrots decorated to look like faces.

A couple of years ago we had a boy who stopped “re going to the” lavatory. We determined he had Mars and Snickers in his pockets. He was a really fat boy and his mothers had given him on a diet but they didnt tell us, said Sawat. Now the school is focused on health food and even the nearby McDonalds has agreed that a child without a mother can only buy an apple no fries. A European gift offer one fruit or veggie for all children for three days a week. The fridge is filled with carrots and radishes, which the children are told they must at the least try.

Young children are the focus of most obesity efforts because it is easier to prevent them putting on load than to continue efforts to sorting it out subsequentlies. But Dana Bijvoet, a nurse and family consultant working out of a secondary school in the area, picks up with the adolescents. There are about 2,000 morbidly obese children in Amsterdam who are the initial focus.

Children get their yearly fitness exams at the De Achtsprong school. Image: Graeme Robertson for the Guardian

She tells desperately sad narratives. Romana, 14, had liver failure because of her load and was suffering from hollow and low-pitched self-esteem. Bijvoet talks of dysfunctional class where parents anticipate the child can manage without aid, where “were not receiving” fund and constant crisis. I want to know how they are in their lives their psychological health and their self-esteem, she said. She needs to help with the other troubles, to get a bit of room in their thoughts to deal with the obesity.

Romanas mothers, from Suriname, are divorced and her papa, who has detention, said the mother was possessed he told Bijvoet of a lot of black magic and voodoo. He was a cab driver, rarely dwelling but would not countenance his daughter got to go alone. Questioned what she missed most, Romana said, I want to fit into my jeans and feel better about myself, said Bijvoet.

In the east part of the city, where car horns and music announce a Moroccan wedding in the street, a cooking class takes lieu for childhood and parents in a community core. Every week they come together to cook healthily to change the conventional recipes, says Amira El Ashkar, a voluntary whose lineage was from Egypt. Eight girls and a boy, some of whom are very overweight, are becoming what they summon muffins, which appear more like quiche but are hit with just egg and oatmeal to bind courgettes, peppers and other vegetables.

El Ashkar has also introduced health different versions of tagine and couscous bowls. Kinfolks want to eat health nutrient they just did not know how, she says.

Eric van der Burg, the lieutenant mayor for healthcare and sport who launched the programme of activities, was brought up for eight years in the Bijlmer and says he “d rather” live in those localities. I dont want to live in an area where everyone is wealthy and they all wear the same robes and using the same puppies and hairdresser, he said.

Cooking class with parents and children at local schools in Amsterdam. Picture: Graeme Robertson for the Guardian

Van der Burg, nonetheless, is the nearest Amsterdam has to a rightwinger, belonging to the conservative-liberal Peoples Party for Freedom and Democracy( VVD ). The remainder of the citys politicians are to the left of him, so there are no accusations of nanny-statism, even though the programme is noticeably interventionist.

He has taken a tough pipeline on advertising at sporting contests. The metropolitan is the main sponsor of a European basketball championship in July. We said to the organiser, you cant have Monster[ force beverage] or Burger King as co-sponsor, he said. The same no-compromise transaction is being realise with the European hockey and macrocosm ice-skating championships. They are talking to restaurants and sports facilities about exchanging healthier nutrient and banning cola adverts inside stadiums the city owns.

Another important part of the programme is sleep. It is very important to get enough sleep. Nobody known to be, says van der Burg.

Programme manager Karen den Hertog says that if you dont sleep, your hormones are messed up. You will be additional ravenou. It is your hormones talking to you, she said. They work to organise discussions with parents on childrens sleep blueprints through community leaders.

Children get their yearly fitness quiz at local schools in Amsterdam. Picture: Graeme Robertson for the Guardian

Professor Corinna Hawkes, chairman of the center for nutrient policy at City University, who has studied the Amsterdam model, is affected. They werent just saying tells have a soda levy they were thinking about how people connect with their medium, she said.

They went to parents and understood their the behaviours and engaged in educational programmes to change them, Hawkes said. We have to understand why people are making their decisions and adapt accordingly, she said.

Some of the policies Amsterdam is applying to crack obesity

A injunction on raising juice to focus schools and investing in more water fountains around the city Cooking grades to educate health hodgepodges of ethnic bowls: pizzas with a broccoli basi, kebabs with lean chicken instead of pork, sugar and dates replaced for sugar City refusal to patronize any event joint-funded by a fast food company Parents encouraged to made small children on bikes without pedals instead of rotating them in buggies Focus on the first 1,000 days of a childs life, including adviser for pregnant women and mothers Families encouraged to eat dinner together Sports centre membership and activities subsidised for low-income lineages

The post Amsterdam’s solution to the obesity crisis: no fruit juice and enough sleep appeared first on apsbicepstraining.com.

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New Post has been published on Blogging kits

New Post has been published on https://bloggingkits.org/workout-and-sports-technology-to-replace-pe-at-o-levels/

Workout and Sports Technology to replace PE at O levels

No longer many may also keep in mind this, but a biomechanist contributed to Joseph Schooling’s 2016 Olympic win.

Although Education frequently completed poorly, as compared to his idol Michael Phelps, Mr. Ryan Hodierne, a biomechanist at Singapore Sports activities Institute, drew out the high-quality in the Singaporean swimmer via the usage of Science to enhance Schooling’s method.

From subsequent year, students at decided on faculties could have a threat to learning about biomechanics and its position while the cutting-edge bodily schooling O-degree subject is replaced.

And sure, biomechanics can be blanketed; it is not inside the cutting-edge O-degree PE syllabus.

students at selected faculties, getting into Secondary three subsequent yr, can choose the concern. The ministry said the circulate is to offer students “greater alternatives that could interact their hobbies and strengths”.

Presently, 18 faculties, together with Seng Kang Secondary and Catholic High College, provide PE as an O-level difficulty. Every yr, approximately three hundred college students take the O-degree problem, consistent with MOE. They can use their PE grade to use for entry into put up-secondary training establishments, similar to for every other O-stage problem. Over 30,000 students sat the O-level tests ultimate 12 months.

The cutting-edge PE situation accommodates about 60 in keeping with cent Sports coursework and forty per cent concept.

It isn’t always clean to snag an A grade.

Consistency is prime, said North Vista Secondary pupil Serena Sim, who has PE as one among her O-level topics. “Except revising idea principles, we must go out to practice for the sensible element,” cited the 15-12 months-vintage, who is within the Faculty netball crew and will be sitting the O tiers this yr.

At her College, the number of college students taking PE on the O ranges has jumped from 20 within the pioneer batch in 2009 to 80 Secondary 4 students this year. They have an additional 3 hours of PE lessons weekly, on the pinnacle of the two hours of classes for all students.

North Vista college students keen to pursue the PE problem undergo an ordeal on the quit of Secondary 2. Their co-curricular activity (CCA) and Country wide bodily Fitness Award take a look at statistics, as well as comments from PE teachers, are also taken into account.

They then spend the next two years schooling in a handful of Sports activities, including basketball, netball, and badminton. They also must grasp theories, which includes education strategies and Sports activities in the media.

Mr. Yon See Kian, head of the department for PE and CCA at North Vista, said: “Sports activities abilities take the time to understand. They should hold pushing themselves.”

The instructions are extra superior to ordinary PE lessons and function smaller elegance sizes.

Seng Kang Secondary has been providing the O-degree PE issue for the reason that 2011. Its head of branch for PE and CCA, Mr. Louis Ho, said normal lessons focus typically on talents and know-how approximately physical hobby and a healthy life-style.

Catholic Excessive PE trainer Bernard Han said: “I might say O-degree PE is one of the few topics in secondary schools that offers an instantaneous glimpse right into a career in the Sports activities industry.”

Coaches here stated the subject gives college students eager in wearing careers a head begin. Fencing coach Henry Koh stated it could assist produce a larger pool of people with knowledge in Sports activities.

students are examined in numerous regions. For the realistic factor, for example, their Sports activities skills are assessed through films. One skill they may pick out up is analysing methods to boost bodily performance. Like what Mr Hodierne did for Education.

Sports activities Science Fair Task Thoughts Sports Technological know-how Fair tasks are a fantastic manner of connecting Sports and Technological know-how. It’s far a remarkable concept to enhance one’s understanding approximately the fave Sports activities by means of choosing doing a Sports Technology Honest Challenge. There are so many exciting approaches to use Science standards to Sports activities. via operating scientifically on preferred Sports activities may additionally even help your students to become a higher Sports activities player.

Every other gain of connecting Science and Sports is, it Not simplest activates your frame however additionally stimulates your thoughts. There are huge range of Sports activities Technological know-how Truthful initiatives to pick from a list of classes consisting of Baseball, basketball, bicycling, soccer, Golf, football, Sports and human behavior, tennis, throwing, kicking, hitting, bouncing, wintry weather Sports activities like skiing, skating, and hockey. Basically any recreation can end up a Sports Science Truthful Challenge

Choice of Sports activities Science Honest initiatives:

Whilst seeking out Sports activities Technology Truthful tasks, one of the hard tasks is selecting the hassle. The Assignment does No longer have to be very complex or highly-priced or use specialized equipments. It isn’t important to buy highly-priced Venture kits to perform a Project. Not unusual Sports equipments may be used to conduct the Mission. With a touch imagination first rate Sports Technology Assignment Ideas may be evolved.

Sports activities Technology Honest initiatives Are Relevant to Real Lifestyles Technology is now and again a difficult challenge for instructors to tie into Actual Existence applications for his or her students across the a long time. by using the usage of Sports Technological know-how Fair initiatives, however, this process is an awful lot easier for the trainer to factor out to the scholar. It makes the validity of the Science system a great deal more realistic. Certainly, most of the careers that scholars will eventually pass into, consisting of engineering, environmental Technology, astronomy and biology, have a strong Sports issue to them. Making the bridge among the students hobbies and primary grade Technological know-how is essential to getting, and retaining, their interest at this crucial age.

sometimes the era of Task titles can stump even the maximum innovative of students, mother and father and instructors. For this reason,Sports activities Science Honest projects are every now and then an clean vehicle for Assignment titles. The sheer range of Sports which might be to be had to be used as a base for titles assist to make certain that your baby could have one of the maximum particular Challenge titles in Faculty. This is positive to seize the attention of each the judges and the visitors to the event itself.

A volcano is a famous concern for lots first grade Sports Science Fair tasks. The tie in among both the Technological know-how and the Sports activities deliver these Science initiatives a unique twist on an old preferred, even though. That is some thing that is certain to get the attention of the judges. Other human beings attending the these fairs can also be intrigued as nicely. The challenge of astronomy is Some other famous Technological know-how Truthful Undertaking. through placing a Sports twist on it, but, you can wake up a validated Technology Truthful Challenge and give it a little greater spice.

The concern of Sports Technology Fair initiatives lends itself to the exploration of all types of medical Thoughts. those consist of physics, chemistry and biology. This capacity to tie Sports activities into the one-of-a-kind components of Science will make it a lot less difficult for the ones first grade students to visualize Technological know-how in their personal lives. This makes it a whole lot more sensible rather than simply an application on paper. seeing that many first graders have a tendency to be such palms on college students this technique seems to keep their interest an awful lot extra continuously.

[jobs-in-dubai-uae]

Dubai, UAE: Bilingual learning, a focus on health and wellbeing and greater parental involvement are part of reforms on how physical and health education is taught in government-run schools. Courses in fitness, health and wellbeing, diet and nutrition, and physiology have been introduced by the Ministry of Education to promote more individual responsibility among Emirati pupils. "It aims to empower students with the health and physical literacy skills to ensure a future generation of healthy, motivated, highly educated citizens," said Hussain Ibrahim Al Hammadi, Minister of Education. The new curriculum will be taught to all age groups, from kindergarten to Grade 12. A key aim is to raise awareness of various health indicators, such as body mass index, and how they can be used to improve health and reduce healthcare costs. The curriculum is split into three cycles. The main focus of Cycle 1 is fundamental movement skills and development of competent communication skills. Cycles 2 and 3 build on that with higher-level sport science through the study of biomechanics and a range of sport and activities. An English-language component is designed to help pupils prepare for reading and understanding nutritional information on products, which are usually in English. As part of the initiative, parents will also be encouraged to form healthier lifestyle choices and habits. "Parental engagement is important," said former athlete Danielle Mincey White who is managing director of Athletic Mindset Consulting. "Students who disliked physical education because of the old methods had no desire to participate in sport activities, so parents didn’t look for ways to change students’ perspectives. "Teaching the children about healthier options and providing avenues to exercise those options will lead to lower childhood obesity and incidences of obesity-related diseases." More than 500 teachers took part in workshops to learn how to facilitate the programme. "In the light of the many illnesses arising related to lifestyle choices, there has never been more need for physical education (PE) than now," said teacher Nura Arabi. "It is recommended pupils get 150 minutes of PE a week at primary level and 225 minutes at secondary level." Some UAE schools do not provide this amount. © The National via Edarabia.com

[edarabia]

Dubai, UAE: Bilingual learning, a focus on health and wellbeing and greater parental involvement are part of reforms on how physical and health education is taught in government-run schools. Courses in fitness, health and wellbeing, diet and nutrition, and physiology have been introduced by the Ministry of Education to promote more individual responsibility among Emirati pupils. "It aims to empower students with the health and physical literacy skills to ensure a future generation of healthy, motivated, highly educated citizens," said Hussain Ibrahim Al Hammadi, Minister of Education. The new curriculum will be taught to all age groups, from kindergarten to Grade 12. A key aim is to raise awareness of various health indicators, such as body mass index, and how they can be used to improve health and reduce healthcare costs. The curriculum is split into three cycles. The main focus of Cycle 1 is fundamental movement skills and development of competent communication skills. Cycles 2 and 3 build on that with higher-level sport science through the study of biomechanics and a range of sport and activities. An English-language component is designed to help pupils prepare for reading and understanding nutritional information on products, which are usually in English. As part of the initiative, parents will also be encouraged to form healthier lifestyle choices and habits. "Parental engagement is important," said former athlete Danielle Mincey White who is managing director of Athletic Mindset Consulting. "Students who disliked physical education because of the old methods had no desire to participate in sport activities, so parents didn’t look for ways to change students’ perspectives. "Teaching the children about healthier options and providing avenues to exercise those options will lead to lower childhood obesity and incidences of obesity-related diseases." More than 500 teachers took part in workshops to learn how to facilitate the programme. "In the light of the many illnesses arising related to lifestyle choices, there has never been more need for physical education (PE) than now," said teacher Nura Arabi. "It is recommended pupils get 150 minutes of PE a week at primary level and 225 minutes at secondary level." Some UAE schools do not provide this amount. © The National