| Description |
1 online resource (356 pages) |
| Series |
Subject Leaders' Handbooks |
|
Subject leader's handbooks.
|
| Contents |
Cover; Half Title; Title; Copyright; Contents; List of figures; Acknowledgments; Dedication; List of acronyms; Series editor's preface; Introduction; Part one The role of the PE coordinator; Chapter 1 What does being a PE coordinator involve?; What type of person is the coordinator?; Understanding the role of the coordinator; What does the role involve?; Coordinator -- specialist or generalist?; Chapter 2 Developing management skills; Managing yourself; Managing people; Managing change; Chapter 3 Evaluation and development; Creating a climate for critical reflection; Why evaluate? |
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What are you evaluating?Development plans; Managing staff development; Designing the staff development programme; Organising INSET; Evaluating staff development; Partnerships with Initial Teacher Education; Part two What the PE coordinator needs to know; Chapter 4 What you need to know about PE; PE as a foundation subject -- a rationale; PE is more than just doing; Activity areas; Some general principles to establish in PE; Cross-curricular work; Progression and continuity in PE; Extra-curricular provision; Partnership with parents and the community |
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Chapter 5 Effective teaching and learning in PEWhat is effective teaching?; How can teachers create a positive learning atmosphere in PE?; Teaching styles; Organisation and management; Differentiation in PE; Monitoring and evaluating; Chapter 6 Developing a framework for safe practice; What is safe practice?; Areas of responsibility; Why do accidents happen?; How much do you know?; Part three Whole school policies and schemes of work; Chapter 7 Planning a whole school policy for physical education; Planning and the quality of teaching; How to plan; Preparing a PE policy |
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Whole school curriculum policy statementChapter 8 Developing a scheme of work; Schemes of work; Units of work; Lesson planning; Evaluating current provision; Part four Monitoring for Quality; Chapter 9 Monitoring and assessing children's achievement; Types of assessment; Designing and planning a policy for assessment; What do we need to assess?; How do we collect and record evidence?; How is evidence to be recorded and reported?; What do our assessments tell us?; Part five Resources for teaching and learning; Chapter 10 Managing resources: equipment and facilities |
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What is the coordinator's responsibility?Managing the PE budget; Stocktaking -- an audit/review of resources; Ordering resources; Facilities; Storage facilities and equipment; Chapter 11 Useful guidance on materials and addresses; References; Index |
| Summary |
A book to promote the talents of teachers and help them explore and share their skills. All aspects of Subject Leadership are covered in the five parts of the book:* the role of the PE Coordinator* what the PE Coordinator needs to know* whole school policies and schemes of work* monitoring for Quality* resources for teaching and learning. Case studies provide ideas on best practice and material to be used for reflection is drawn from schools, practising coordinators, OFSTED inspectors, advisers and teacher-educators |
| Notes |
Description based upon online resource; title from PDF title page (viewed November 02, 2020) |
| Subject |
Interdisciplinary approach in education -- Great Britain
|
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Physical education and training -- Study and teaching (Primary) -- Great Britain
|
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Physical education for children -- Great Britain
|
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Interdisciplinary approach in education
|
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Physical education and training -- Study and teaching (Primary)
|
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Physical education for children
|
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Great Britain
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| Form |
Electronic book
|
| ISBN |
9781135712761 |
|
113571276X |
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