• General

    • General

      • PART I. GENERAL INTRODUCTION

        I.0. About the teacher’s guide

        This book is a teacher’s guide for Physical Education and Sports for P4. It is designed to help teachers in the implementation of competence based curriculum.

        As the name says, it is a guide that teachers can refer to when preparing their lessons. Teachers may prefer to adopt provided activities/games/exercises and related guidance but they are also expected to be more creative and consider their specific classes’ contexts and prepare accordingly.

        I.1. The structure of the guide

        This section presents the overall structure of this guide, the unit and lesson structure to help teachers to understand the different sections of this guide and what they will find in each section.

        Overall structure

        The whole guide has three main parts as follows:

        Part I: General Introduction

        This part provides general guidance on how to develop the generic competences, how to integrate cross cutting issues, how to cater for learners with special educational needs, active methods and techniques of teaching Physical Education and Sports and guidance on assessment

        Part II: Sample lesson plan

        This part provides a sample lesson plan, developed and designed to help the teacher developing their own lesson plans.

        Part III: Unit development

        This is the core part of the guide. Each unit is developed following the structure as prescribed in subtitle structure of a unit This teachers’ guide has some changes considering pre-established number of periods allocated for each unit in the syllabus.

        The following changes upon periods allocated to each unit were made:

        •  Unit 1 (Motor control) changed from 4 to 3 periods.
        •  Unit 3 (Gymnastics) changed from 2 periods to 3 periods.
        •  Unit 5 (Football) changed from 5 periods to 4 periods.
        •  Unit 9 (Transmitted diseases) changed from 1 period to 3 periods.

        Structure of a unit

        Each unit is made of the following sections:

        Unit title: From the syllabus

        Key unit competence: From the syllabus

        Prerequisites (knowledge, skills, attitudes and values

        This section indicates knowledge, skills and attitudes required for the success of the unit. The competence-based approach calls for connections between units/topics within a subject and interconnections between different subjects. The teacher will find an indication of those prerequisites and guidance on how to   establish connections.

    • PE demo Live Session
◄UNIT 9: TRANSMITTED DISEASESTopic 11►

REFERENCES

◄UNIT 9: TRANSMITTED DISEASESTopic 11►