The PYP curriculum is an international curriculum recognized by universities worldwide. It aims to develop good thinking skills in students through an inquiry-based approach and conceptual learning. The written curriculum is organized into six units of inquiry per year covering transdisciplinary themes like who we are, how we express ourselves, and sharing the planet. It focuses on developing students' knowledge, skills, attitudes, and action through essential elements like concepts, skills, the learner profile, and units of inquiry. At PTIS, the PYP is implemented through subject areas like language, math, science, social studies, arts, and PSPE using programs like Second Steps and First Steps for writing.
The document discusses the International Baccalaureate (IB) and its Career-related Programme (CP). It states that the IB aims to develop inquiring, knowledgeable, and caring students who help create a better world through intercultural understanding. The IB learner profile outlines attributes students should strive for, including being inquirers, thinkers, communicators, and balanced. The CP enables a wider range of students to experience the IB. Quotes from school administrators praise the CP for giving students opportunities beyond university and meeting all of their needs.
The document discusses the importance of the IB Learner Profile. It provides the mission statements of the International Baccalaureate and Pathways school, both of which aim to develop inquisitive, knowledgeable, and compassionate students who help create a more peaceful world through intercultural understanding. The IB Learner Profile consists of attributes that IB students are encouraged to demonstrate, such as being communicators, principled, thinkers, caring, open-minded, risk-takers, and reflective.
My Values and Virtues Initiative - Andja Backovic, Bureau for Educational Ser...unicefmne
Podgorica, Montenegro, 27 October, 2015 - Presentation from the international conference "Quality, inclusion and innovations – foundations for the future" organized by UNICEF and the Ministry of Education.
This document outlines the International Baccalaureate (IB) Learner Profile which describes the attributes and skills that IB students strive to demonstrate. The profile includes 10 attributes: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. For each attribute, a brief description is provided about the skills and qualities IB students seek to cultivate in themselves as lifelong learners.
Greenfield Community School - Guiding Principlesfarrahesham
Greenfield Community School provides a high quality, creative and challenging international education, based on the International Baccalaureate Philosophy. We foster within each student, staff member and community member an enduring passion for learning and empowering each individual to become a caring global citizen.
character & image building through educationTariq Rashid
This document discusses the importance of education and character building for rescuers. It defines education and character, and explains that education prepares individuals for life by developing skills and transferring knowledge between generations. Literacy involves learning attitudes and certificates, while an educated person demonstrates behavioral outcomes from their experiences. Education is important for rescuers as it allows them to get better jobs, opportunities, and build strong character. Good character involves traits like honesty, responsibility, and integrity. Education plays a key role in character development by modeling behaviors and teaching social skills. The document recommends that rescue academies focus on character building by addressing trainees, inviting past rescuers to share experiences, and showing related educational videos.
The PYP curriculum is an international curriculum recognized by universities worldwide. It aims to develop good thinking skills in students through an inquiry-based approach and conceptual learning. The written curriculum is organized into six units of inquiry per year covering transdisciplinary themes like who we are, how we express ourselves, and sharing the planet. It focuses on developing students' knowledge, skills, attitudes, and action through essential elements like concepts, skills, the learner profile, and units of inquiry. At PTIS, the PYP is implemented through subject areas like language, math, science, social studies, arts, and PSPE using programs like Second Steps and First Steps for writing.
The document discusses the International Baccalaureate (IB) and its Career-related Programme (CP). It states that the IB aims to develop inquiring, knowledgeable, and caring students who help create a better world through intercultural understanding. The IB learner profile outlines attributes students should strive for, including being inquirers, thinkers, communicators, and balanced. The CP enables a wider range of students to experience the IB. Quotes from school administrators praise the CP for giving students opportunities beyond university and meeting all of their needs.
The document discusses the importance of the IB Learner Profile. It provides the mission statements of the International Baccalaureate and Pathways school, both of which aim to develop inquisitive, knowledgeable, and compassionate students who help create a more peaceful world through intercultural understanding. The IB Learner Profile consists of attributes that IB students are encouraged to demonstrate, such as being communicators, principled, thinkers, caring, open-minded, risk-takers, and reflective.
My Values and Virtues Initiative - Andja Backovic, Bureau for Educational Ser...unicefmne
Podgorica, Montenegro, 27 October, 2015 - Presentation from the international conference "Quality, inclusion and innovations – foundations for the future" organized by UNICEF and the Ministry of Education.
This document outlines the International Baccalaureate (IB) Learner Profile which describes the attributes and skills that IB students strive to demonstrate. The profile includes 10 attributes: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. For each attribute, a brief description is provided about the skills and qualities IB students seek to cultivate in themselves as lifelong learners.
Greenfield Community School - Guiding Principlesfarrahesham
Greenfield Community School provides a high quality, creative and challenging international education, based on the International Baccalaureate Philosophy. We foster within each student, staff member and community member an enduring passion for learning and empowering each individual to become a caring global citizen.
character & image building through educationTariq Rashid
This document discusses the importance of education and character building for rescuers. It defines education and character, and explains that education prepares individuals for life by developing skills and transferring knowledge between generations. Literacy involves learning attitudes and certificates, while an educated person demonstrates behavioral outcomes from their experiences. Education is important for rescuers as it allows them to get better jobs, opportunities, and build strong character. Good character involves traits like honesty, responsibility, and integrity. Education plays a key role in character development by modeling behaviors and teaching social skills. The document recommends that rescue academies focus on character building by addressing trainees, inviting past rescuers to share experiences, and showing related educational videos.
The Andover Way: A Culture of Learning, Teaching and LeadingSheldon Berman
The document outlines the culture of the Andover Public Schools (APS) which is centered around a shared set of values, beliefs, vision, mission and goals. The culture is described as intentional and unifying, bringing the staff together to solve problems and celebrate accomplishments. It then details the key aspects of APS's culture, including its core values of high achievement for all, teaching excellence, collaboration, innovation, respect and responsibility. It also outlines the district's beliefs, vision, mission and goals which are aimed at preparing lifelong learners and compassionate, ethical citizens. The culture is portrayed as the driving force behind decision making and a way to ensure the district's priorities are upheld.
The document discusses the International Baccalaureate (IB) program and IB Learner Profile. The IB is an international education program for students aged 3 to 19 that aims to develop inquisitive, knowledgeable and compassionate learners. The IB Learner Profile outlines 10 attributes IB students are encouraged to demonstrate, including being inquirers, thinkers, communicators, principled, open-minded, caring, balanced and reflective. It emphasizes developing skills like research, problem solving, communication and self-assessment.
Education carves people like a sculptor carves stone, shaping thoughts and feelings. It makes countries stronger economically and in all aspects of life. Education creates intellectual personalities with virtues and good behavior by making people fine and capable. It creates useful people who contribute in different fields. Education enables people to be social and make wise, strong, prudent, adjustable, talented, acceptable, and God-fearing personalities by imparting knowledge and values to handle life's situations.
Character education aims to teach students important ethical values like caring, honesty, and responsibility. It is important because students spend most of their day in school, so teachers should help develop students' character in addition to academics. Character education has been a goal of education for centuries and helps young people become good. It will be important for Skylar as a future special educator to find ways to teach character development to students. Teachers can use technology and activities like storytelling videos or blogs to engage students in character education at different stages of moral development.
Higher education serves several important purposes:
1) It prepares students for active citizenship and develops advanced knowledge and skills.
2) It helps students find their passions and purpose in life through personal development.
3) It opens doors for students by broadening their minds and opportunities which can lead to real success in their lives and careers.
Inculcating values in students at technical education is a challenge. This presentation talks about the means of implementing Value Based Education in Technical Institutions.
The document discusses the concept of quality education and its importance. It notes that quality education is relative and depends on the aims of education in a given society or country. It also states that quality of life outcomes depend on the quality of education received. It discusses some key issues with the existing education system in India such as the need to improve teacher training and competence, ensure professional ethics, and increase funding to the education sector. Overall it emphasizes that a high quality education system is important for a country's development.
Moral Values for Students | Moral Values for Children in School - MIT Vishwas...MIT Vishwashanti Gurukul
A school plays a major role in inculcating moral values in the students. Moral values for students are very important in their entire life to become a good person. We at MIT Vishwashanti Gurukul impart Moral Values for Children in School itself so they can become a disciplined individual. MIT Vishwashanti Gurukul is the best boarding school in India.
To know more information you can visit here: https://www.mitgurukul.com/Role-of-schools-in-inculcating-moral-values-in-the-students.php
The document discusses the purposes of education. It lists nine main purposes: 1) Enlightenment, to bring awareness and reasoning. 2) Knowledge development, to impart worldly and spiritual knowledge. 3) Environment awareness, to teach about environmental importance. 4) Wholesome development, to develop intellect and thinking. 5) Personality development, to develop good qualities. 6) Transformation, to change hearts and realize life's purpose. 7) Life with values, to teach how to live meaningfully. 8) Leadership development, to create leaders. 9) Create vision, to inspire individuals and guide them to success. The overarching goals of education are to develop better people with social responsibility and build a society of love,
This document discusses ideas for reimagining the Jewish school of the 21st century. It advocates constructing a model that brings out each student's unique talents and skills rather than imposing a set of beliefs. The ideal school would fulfill the potential for educating individuals and building meaningful communities through enriched Jewish experiences that help students and their families develop enduring ties to Judaism. It should prepare students for the future through a curriculum that cultivates ethical and spiritual development alongside intellectual growth.
Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30th year.
Banbury Crossroads is located in Calgary, Alberta, Canada and we are online at www.banburycrossroads.com.
The document outlines the general aims of education according to Dr. Maheswari Jaikumar. It discusses 13 specific aims including vocational, knowledge, complete living, harmonious development, self-realization, moral development, physical development, emotional development, chance for development, cultural development, citizenship, education for leisure, and social & individual development. The ultimate aims of education are said to be individual development, social and national development, social transformation, modernization, and acquisition of values.
MIT Vishwashanti Gurukul is among few schools that understand the importance of value education to its students. The teachers at MIT Vishwashanti Gurukul are trained to educate the students while inculcating moral values. It is the Best Boarding School in Pune and also the Best Boarding School in Maharashtra.
To know more details, visit us at: https://www.mitgurukul.com/Importance-of-value-education-in-schools.php
"The Leader in Me" by Covey is a fantastic school transformation that can change any school into a leadership school. However, what is all the hype about? Why do all studENts today havE to be leaders? Will anyone be a follower?
Kindergartners today will graduate in 2021 and enter a world vastly different than the present. To prepare students for this changing world, schools must shift away from an industrial model and focus on developing 21st century skills like critical thinking, communication, creativity and technology literacy. This involves making students' education more personalized and emphasizing skills like problem solving through hands-on, inquiry-based learning connected to real-world issues. Schools will need to incorporate global topics, civic engagement and environmental awareness across disciplines to ready students for the interconnected challenges of the future.
The document discusses the topic of education. It defines education as the transfer of knowledge, skills, and habits from one generation to the next through teaching and training, and as preparing a person for everyday life. It outlines the different types of education as informal, formal, and non-formal. The document emphasizes the importance of education, noting that it enables people to deal with life and develop socially and physically, while also gaining professional skills and success. Education is said to make people better citizens by teaching history, culture, and values, and to ensure a productive future by increasing skills and opportunities.
This document discusses the transition from the PYP (Primary Years Programme) to the MYP (Middle Years Programme) at an international school. It covers academic, social, and organizational changes students will experience. The MYP has 8 subject groups that are assessed using 4 criteria on a 1-7 scale. Communication channels are provided, including a secondary blog, homeroom teachers, and coordinators for wellbeing and the MYP. A sample timetable splits subjects across 8 days. Homework is expected nightly for up to 15 minutes per subject using a homework planner. Key contacts are provided for academic, wellbeing, and parent concerns.
Maidan Summit 2011 - Saroj Yadav, National Council of Educational Research an...Maidan.in
The document discusses health, physical education, and related concerns in India. It notes that many Indian children suffer from issues like anemia, stunting, and malnutrition. Emerging health concerns among youth include reproductive health, HIV/AIDS, and drug abuse. The syllabus for health and physical education aims to address these issues through a holistic focus on physical, mental, and social well-being from primary through secondary school. It emphasizes the development of healthy habits, nutrition, hygiene, safety, and physical activity. Proper implementation requires coordination between education and health departments, adequate facilities, and teacher training.
The document outlines the key aspects of a Health-Optimizing Physical Education (H.O.P.E) program, including proper etiquette and safety when using facilities, optimizing energy systems through nutrition, assessing health-related fitness, and designing personal fitness plans. Guidelines are provided for setting fitness goals based on training principles, observing safety protocols, organizing fitness events, and developing a structured personal fitness plan with goals and progress tracking.
The Andover Way: A Culture of Learning, Teaching and LeadingSheldon Berman
The document outlines the culture of the Andover Public Schools (APS) which is centered around a shared set of values, beliefs, vision, mission and goals. The culture is described as intentional and unifying, bringing the staff together to solve problems and celebrate accomplishments. It then details the key aspects of APS's culture, including its core values of high achievement for all, teaching excellence, collaboration, innovation, respect and responsibility. It also outlines the district's beliefs, vision, mission and goals which are aimed at preparing lifelong learners and compassionate, ethical citizens. The culture is portrayed as the driving force behind decision making and a way to ensure the district's priorities are upheld.
The document discusses the International Baccalaureate (IB) program and IB Learner Profile. The IB is an international education program for students aged 3 to 19 that aims to develop inquisitive, knowledgeable and compassionate learners. The IB Learner Profile outlines 10 attributes IB students are encouraged to demonstrate, including being inquirers, thinkers, communicators, principled, open-minded, caring, balanced and reflective. It emphasizes developing skills like research, problem solving, communication and self-assessment.
Education carves people like a sculptor carves stone, shaping thoughts and feelings. It makes countries stronger economically and in all aspects of life. Education creates intellectual personalities with virtues and good behavior by making people fine and capable. It creates useful people who contribute in different fields. Education enables people to be social and make wise, strong, prudent, adjustable, talented, acceptable, and God-fearing personalities by imparting knowledge and values to handle life's situations.
Character education aims to teach students important ethical values like caring, honesty, and responsibility. It is important because students spend most of their day in school, so teachers should help develop students' character in addition to academics. Character education has been a goal of education for centuries and helps young people become good. It will be important for Skylar as a future special educator to find ways to teach character development to students. Teachers can use technology and activities like storytelling videos or blogs to engage students in character education at different stages of moral development.
Higher education serves several important purposes:
1) It prepares students for active citizenship and develops advanced knowledge and skills.
2) It helps students find their passions and purpose in life through personal development.
3) It opens doors for students by broadening their minds and opportunities which can lead to real success in their lives and careers.
Inculcating values in students at technical education is a challenge. This presentation talks about the means of implementing Value Based Education in Technical Institutions.
The document discusses the concept of quality education and its importance. It notes that quality education is relative and depends on the aims of education in a given society or country. It also states that quality of life outcomes depend on the quality of education received. It discusses some key issues with the existing education system in India such as the need to improve teacher training and competence, ensure professional ethics, and increase funding to the education sector. Overall it emphasizes that a high quality education system is important for a country's development.
Moral Values for Students | Moral Values for Children in School - MIT Vishwas...MIT Vishwashanti Gurukul
A school plays a major role in inculcating moral values in the students. Moral values for students are very important in their entire life to become a good person. We at MIT Vishwashanti Gurukul impart Moral Values for Children in School itself so they can become a disciplined individual. MIT Vishwashanti Gurukul is the best boarding school in India.
To know more information you can visit here: https://www.mitgurukul.com/Role-of-schools-in-inculcating-moral-values-in-the-students.php
The document discusses the purposes of education. It lists nine main purposes: 1) Enlightenment, to bring awareness and reasoning. 2) Knowledge development, to impart worldly and spiritual knowledge. 3) Environment awareness, to teach about environmental importance. 4) Wholesome development, to develop intellect and thinking. 5) Personality development, to develop good qualities. 6) Transformation, to change hearts and realize life's purpose. 7) Life with values, to teach how to live meaningfully. 8) Leadership development, to create leaders. 9) Create vision, to inspire individuals and guide them to success. The overarching goals of education are to develop better people with social responsibility and build a society of love,
This document discusses ideas for reimagining the Jewish school of the 21st century. It advocates constructing a model that brings out each student's unique talents and skills rather than imposing a set of beliefs. The ideal school would fulfill the potential for educating individuals and building meaningful communities through enriched Jewish experiences that help students and their families develop enduring ties to Judaism. It should prepare students for the future through a curriculum that cultivates ethical and spiritual development alongside intellectual growth.
Banbury Crossroads Independent School is a school based on the “Open Education” or “Integrated Day“ method, which originated in the Modern British Infant Schools. It began in 1979 and we are celebrating our 30th year.
Banbury Crossroads is located in Calgary, Alberta, Canada and we are online at www.banburycrossroads.com.
The document outlines the general aims of education according to Dr. Maheswari Jaikumar. It discusses 13 specific aims including vocational, knowledge, complete living, harmonious development, self-realization, moral development, physical development, emotional development, chance for development, cultural development, citizenship, education for leisure, and social & individual development. The ultimate aims of education are said to be individual development, social and national development, social transformation, modernization, and acquisition of values.
MIT Vishwashanti Gurukul is among few schools that understand the importance of value education to its students. The teachers at MIT Vishwashanti Gurukul are trained to educate the students while inculcating moral values. It is the Best Boarding School in Pune and also the Best Boarding School in Maharashtra.
To know more details, visit us at: https://www.mitgurukul.com/Importance-of-value-education-in-schools.php
"The Leader in Me" by Covey is a fantastic school transformation that can change any school into a leadership school. However, what is all the hype about? Why do all studENts today havE to be leaders? Will anyone be a follower?
Kindergartners today will graduate in 2021 and enter a world vastly different than the present. To prepare students for this changing world, schools must shift away from an industrial model and focus on developing 21st century skills like critical thinking, communication, creativity and technology literacy. This involves making students' education more personalized and emphasizing skills like problem solving through hands-on, inquiry-based learning connected to real-world issues. Schools will need to incorporate global topics, civic engagement and environmental awareness across disciplines to ready students for the interconnected challenges of the future.
The document discusses the topic of education. It defines education as the transfer of knowledge, skills, and habits from one generation to the next through teaching and training, and as preparing a person for everyday life. It outlines the different types of education as informal, formal, and non-formal. The document emphasizes the importance of education, noting that it enables people to deal with life and develop socially and physically, while also gaining professional skills and success. Education is said to make people better citizens by teaching history, culture, and values, and to ensure a productive future by increasing skills and opportunities.
This document discusses the transition from the PYP (Primary Years Programme) to the MYP (Middle Years Programme) at an international school. It covers academic, social, and organizational changes students will experience. The MYP has 8 subject groups that are assessed using 4 criteria on a 1-7 scale. Communication channels are provided, including a secondary blog, homeroom teachers, and coordinators for wellbeing and the MYP. A sample timetable splits subjects across 8 days. Homework is expected nightly for up to 15 minutes per subject using a homework planner. Key contacts are provided for academic, wellbeing, and parent concerns.
Maidan Summit 2011 - Saroj Yadav, National Council of Educational Research an...Maidan.in
The document discusses health, physical education, and related concerns in India. It notes that many Indian children suffer from issues like anemia, stunting, and malnutrition. Emerging health concerns among youth include reproductive health, HIV/AIDS, and drug abuse. The syllabus for health and physical education aims to address these issues through a holistic focus on physical, mental, and social well-being from primary through secondary school. It emphasizes the development of healthy habits, nutrition, hygiene, safety, and physical activity. Proper implementation requires coordination between education and health departments, adequate facilities, and teacher training.
The document outlines the key aspects of a Health-Optimizing Physical Education (H.O.P.E) program, including proper etiquette and safety when using facilities, optimizing energy systems through nutrition, assessing health-related fitness, and designing personal fitness plans. Guidelines are provided for setting fitness goals based on training principles, observing safety protocols, organizing fitness events, and developing a structured personal fitness plan with goals and progress tracking.
Three Generation Golf Academy, Chiang Mai, Thailandben10prem
Three Generation Golf Academy is the only golf facility in Northern Thailand offering first class instruction in a professional learning environment.
Our indoor and outdoor learning center offers a wide array of junior and adult programs instructed by American and Thai golf professionals.
Our tuition method is based on the laws of force and motion which allows a student to reach whatever precision level they wish.
The PSA thanked the parents, students, teachers and community for helping make the International Day event a success. The event featured international performances and booths representing different countries that raised over 40,000 Baht for PSA funds. Upcoming in Term 3, PSA will hold a welcome back coffee, food sales to support the drama department production, and sell merchandise to support track meets. PSA also announced its annual charity event will support The Children Organization of South East Asia.
The document describes the warm-up and practice facilities available which include a professionally maintained international-standard cricket ground and practice facilities with 7 cricket nets, indoor training, medical assistance, men's and ladies restrooms, equipment, and a pavilion. The facilities are used by scholarship players and coaches like Coach David as well as teams like the Bhutan national team and Junior Panthers for matches, training, and scoring/media support.
The document provides information about European influence in New Zealand, the country's fishing industry, and the Franz Josef Glacier. It describes how the Dutch were the first Europeans to visit New Zealand in 1642 and how Christianity later spread across the country. It also details New Zealand's large exclusive economic zone that supports a fishing industry bringing in over $1 billion annually in exports. Finally, it discusses the Franz Josef Glacier, the 12th fastest shrinking glacier, located on the South Island.
See What Last Years Award Participants Got Up Toben10prem
The document outlines the activities and projects of different teams participating in an award program, including Team Tiger learning salsa dancing, Team Lion going on a jungle hike and having trouble with their map, and Team Sheep and Noon working on service projects for an orphanage through photography and information flyers.
Presentation på Klimatkommunernas årsmöte 2011. Verktyget REAP (Resources and Energy Analysis Programme) är framtaget för att hjälpa organisationer räkna på och åskådliggöra sin förbrukning av energi och resurser. Med REAP kan man också undersöka vilka scenarier olika klimat- och miljörelaterade beslut kan tänkas leda till.
Presentation av Michael Åhlman under studiebesök vid Uppsala kommuns samlastningscentral. När det gäller siffrorna från skärmdumparna ur Hållbarhetsportalen (på slutet av materialet) så v.v. notera att dessa siffror inte är kvalitetssäkrade då bilderna tagits från testmiljön där man har möjlighet att "leka runt" med data i test/utbildningssyfte.
This document summarizes Oregon's pilot of a collaboration platform between state and local governments. The key points are:
1) Oregon piloted a collaboration software with 36 counties and 1 state agency to facilitate sharing of information and project management across organizational boundaries.
2) Usage of the platform grew rapidly over 6 months from March to September 2009, with over 900 users, 2400 messages, 1500 documents and edits, and growing blog and site support activity.
3) Evaluation from experts at Gartner and the Center for Digital Government was positive, noting the potential for project management and keeping teams aligned, and that Oregon was a leader in using collaboration software to bridge levels of government.
PDHPE teaches life skills and encourages physical activity and fun for students. The aim is to help students lead healthy, active, and fulfilling lives and take responsible roles in society. PDHPE is important in primary schools as it promotes understanding of self and others, physical activity, and informed decision making. Students learn skills like movement, interaction, problem solving, decision making, and communication. They also learn interpersonal relationships, identity, physical activity, decision making, nutrition, and safety.
Personal Development, Health and Physical Education (PDHPE) aims to develop students' knowledge, skills, values and attitudes to lead healthy, active and fulfilling lives and take on responsible roles in society. PDHPE is important in primary schools as it encourages understanding of self and others, promotes physical activity, and emphasizes informed decision making. In PDHPE, students learn life skills such as interpersonal communication, understanding growth and identity, maintaining an active lifestyle, making personal health choices, and safety through activities like games and sports.
PDHPE is a key learning area that aims to teach students life skills through 8 strands. It encourages understanding of self and others, promotes physical activity for at least 30 minutes per day, and provides opportunities to improve decision making skills. The document discusses the importance of PDHPE in developing students' fundamental life skills, knowledge of health and community wellbeing, physical performance and movement, and values and attitudes around healthy living.
This document discusses physical education. It defines physical education as promoting optimum development of individuals physically, mentally, socially and emotionally through selected physical activities. The goals of physical education are fitness and overall well-being. Physical education aims to develop individuals in biological, integrative and social functions through activities. It is legally mandated to promote physical activity and sports. Physical education enhances movement abilities, health, self-knowledge and contributes to community and economic development.
PDHPE (Personal Development, Health and Physical Education) is one of the six key learning areas in primary schools. It concerns the development of students' whole selves and quality of life through teaching important health topics like nutrition, safety, and relationships. It also encourages physical activity and participation in sports, dance, and gymnastics. PDHPE is important because it helps students understand themselves and others, develop decision-making skills, and promotes lifelong involvement in physical activity and healthy choices.
PDHPE programs in primary schools play an important role by encouraging students to develop knowledge, understandings, and practical skills to lead them to better health. The programs help students learn about their growth, relationships, health choices, and safe living. Physical education promotes physical activity through games, sports, dance, gymnastics, and develops students' skills in communication, decision-making, interaction, movement, and problem-solving. PDHPE classes are designed to be fun for students.
PDHPE programs in primary schools play an important role by encouraging students to develop knowledge, understandings, and practical skills to lead them to better health. The programs help students learn about their growth, relationships, health choices, and safe living. Physical education promotes physical activity through games, sports, dance, gymnastics, and develops students' skills in communicating, decision making, interacting, moving, and problem solving. PDHPE aims to make learning fun for students.
PDHPE (Personal Development, Health and Physical Education) should be taught in primary schools to address increasing issues like child obesity and sedentary lifestyles. Teaching PDHPE encourages self-understanding and respect for others, promotes physical activity, and emphasizes informed decision making. It covers skills, strands like growth, games, gymnastics and dance, and aims to promote a better lifestyle and fun lessons for students.
PDHPE (Personal Development, Health and Physical Education) should be taught in primary schools to address increasing issues like child obesity and sedentary lifestyles. Teaching PDHPE encourages self-understanding and respect for others, promotes physical activity, and emphasizes informed decision making. The PDHPE curriculum covers skills, strands like growth and development, and aims to promote healthier lifestyles and fun lessons for primary students.
PDHPE (Personal Development, Health and Physical Education) should be taught in primary schools to address increasing issues like child obesity and sedentary lifestyles. Teaching PDHPE encourages self-understanding and respect for others, promotes physical activity, and emphasizes informed decision making. It covers skills, strands like growth, games, gymnastics and dance, and aims to promote a better lifestyle and fun lessons for students.
The document discusses the differences between physical education (PE) and sport. It states that while PE and sport may involve similar physical activities, the intentions behind them are different. The goal of PE is to achieve wider educational objectives through physical movement and develop physical competence, confidence, and a healthy lifestyle. In contrast, the goal of sport is to increase performance and focus on competitive success. The document emphasizes that PE aims to support all students in doing their best rather than focusing on winners and losers.
PDHPE teaches students about physical, social, cognitive and emotional growth and development. It promotes valuing yourself and others, physical activity, and educated decision making. The goals are to help students develop interpersonal relationships, make healthy eating choices, learn self protection, be physically active, and improve decision making skills. PDHPE is important because it teaches students about active lifestyles, dance, sports, relationships, health choices and more. It aims to help students lead healthy, active lives and play a responsible role in society. PDHPE also focuses on developing students' communication, decision making, interaction, movement, and problem solving skills.
Module 2: Dimensions of development (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain physical, social, cognitive and moral development during later childhood and
adolescence.
- explain views of Piaget, Vygotsky on cognitive development
Perspectives in Education
Course 1: Childhood and Growing Up
SNDT Women’s University, Churchgate, Mumbai 20 . 11
- compare development during psychosocial stages given by Erickson
- explain views of Kohlberg on moral development
- organize appropriate programs for development during later childhood and adolescence
Contents:
1. Physical and motor development during later childhood and adolescence, Caring for
physical growth and development of a learner: Need of making provision for nutritious food,
medical checkup for identifying health problems, ergonomically suitable sitting/ working
arrangement, provision for physical (musical) exercise, Yoga, group and individual games
and sports; Organizing activities that give scope for ensuring development of capacities of
sense and work organs; Providing adolescence education (sex education) (4)
2. Social and emotional development during later childhood and adolescence: Emotional and
social intelligence and role of a school in organizing appropriate learning programs
(Emphasis to be given on educational implications rather than the theories) (4)
3. Erickson's psychosocial stages of development during later childhood and adolescence -
description of stages and role of a school in organizing appropriate learning programs (2)
4. Cognitive development- Piaget's and Vygotsky's views with respect to development of
language and problem solving skills, educational implications of their views (3)
5. Characteristics of stages of moral development as interpreted by Kohlberg (2)
PDHPE (Personal Development, Health and Physical Education) is an important subject that promotes living a healthy lifestyle through both physical activity and personal growth. It focuses on developing students' understanding of their own physical, social, cognitive and emotional development as well as relationships. The subject matter includes active lifestyles, dance, games, sports, gymnastics, and interpersonal relationships, and teaches skills like moving, problem-solving, communicating, and decision-making. PDHPE aims to teach students what a healthy lifestyle entails and how to lead it over their six years of primary school.
PDHPE teaches students about physical, social, cognitive and emotional growth and development. It promotes valuing yourself and others, physical activity, and educated decision making. PDHPE aims to develop students' knowledge, skills, values and attitudes to lead healthy, active and fulfilling lives and play a responsible role in society. It helps students develop essential skills like communication, decision making, interacting, moving and problem solving. Regular physical activity is important for health as people should acquire at least 40 minutes of moderate activity and 20 minutes of intense activity several times a week.
Teaching PDHPE in primary schools is important to address rising issues like child obesity and sedentary lifestyles. PDHPE encourages self-understanding, promotes physical activity, and emphasizes decision making skills - all of which can lead to responsible choices. The subject covers strands like growth, sports, dance and health topics through skills like movement, problem solving and communication to empower students to pursue healthy, active lives.
PDHPE (Personal Development, Health and Physical Education) is an important part of the NSW primary school curriculum that helps students develop skills and understanding around maintaining well-balanced and healthy lifestyles. It focuses on developing five main skills: communication, decision-making, interacting, moving, and problem-solving. PDHPE also concentrates on teaching students about eight key strands including interpersonal relationships, growth and development, games and sport, gymnastics, dance, active lifestyle, personal health choices, and safe living. The subject is important as it promotes academic learning, communication skills, resilience, decision-making, cooperation, and helps students make informed choices about leading healthy, active lifestyles.
The document discusses the Game Sense approach to physical education within the NSW PDHPE curriculum. Game Sense focuses on developing fundamental movement skills through a student-centered, games-based method. It incorporates technical coaching to develop skills while providing progression for all ability levels. Game Sense promotes an inclusive, supportive learning environment where students actively participate, learn socially, and interpret experiences. The approach provides opportunities for students to learn and apply interchangeable techniques through invasion games, striking games, net/wall games, and target games.
The document outlines the rationale for teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. PDHPE aims to enhance students' skills, values, attitudes, knowledge and understanding to lead healthy, active lives. It emphasizes decision making and understanding of self and others. The curriculum covers interpersonal relationships, growth, games, gymnastics, dance, active lifestyle, health choices and safe living. Students develop moving, communicating, interacting, problem solving and decision making skills. They learn values of self-worth, respect for others, sense of belonging, responsibility, participation, and commitment to potential.
Maidan Summit 2011 - Graham Smith, EdgeHill UniversityMaidan.in
Mr Graham Smith in his presentation at Maidan Summit 2011 talked about the foundation of sport provisions in colleges and universities. Sharing a model from EdgeHill University, he mentioned six main categories for a good course on physical education and sport sciences. These were sport and exercise sciences, sport development, sport studies, sport therapy, coach education and coaching science, and physical education and school sport. In the course of his presentation, Smith elaborated on these categories in light of the ones existing in India and other parts of the world.
He also mentioned that a certain passion about teaching physical education is extremely important in deciding whether it goes a long way or not. Encouraging fundamentals, Smith concluded by saying that physical education and sport sciences is where sport starts. Therefore, the vision of achieving a healthy, active population can be achieved through it. Thus, it is for people involved in sports that they have to challenge policy and graduate change. If we don’t do that, we let down sports, we let down change, he said.
Similar to PSA Sports Presentation 28/11/2011 (20)
This document provides an overview of a parent workshop about the International Baccalaureate Primary Years Programme (IB PYP). The workshop agenda includes discussions about inquiry-based learning, the PYP framework, the learner profile, and approaches to learning. It also covers how parents can access the school curriculum online and involves interactive music activities where parents practice rhythms and composing their own using percussion instruments. The workshop aims to help parents learn more about the IB PYP approach and allows time for questions.
The document outlines three student conference options for Prem children, including a Sino-Canadian conference for high school students costing 36400 THB total, a Round Square conference in Melbourne, Australia for 13-15 year olds costing 100800 THB total, and a Round Square conference in Jakarta, Indonesia for 10-12 year olds costing 41500 THB total. All listed conferences include flights, accommodation, and conference fees. Inquiries should be directed to Stacey Taylor or students can speak to Primp Udol or Priya Shah.
The document provides information on how parents can model healthy eating behaviors for their children. It recommends that parents eat a balanced diet including breakfast, moderate portions, limited junk food and soda, and foods from all food groups. Parents should avoid skipping meals, emphasize all foods in moderation rather than "good" and "bad" foods, and find stress relief that does not involve eating. The document also encourages parents to involve children in meal preparation and enjoy family meals together.
The document discusses healthy approaches to promoting positive body image and eating habits in children. It provides tips for parents, such as focusing on health rather than weight, avoiding talk about diets and calories, modeling healthy behaviors, making meals enjoyable family activities, and cultivating gratitude for one's body from a young age. The document warns that bringing up a child's weight or pushing them to diet can have negative impacts and instead recommends addressing underlying issues like stress through open communication and active listening.
Regular video game play can impact brain development in teenagers, changing how the brain maps out the real world. Puzzle and logic games may improve memory and spatial awareness, while action and role-playing games are linked to worse performance.
Video games provide temporary escape from stress, foster social connections online, and give a sense of measurable progress and challenge through feedback loops and goals. However, gaming can become addictive through mechanisms like high scores, role-playing, and discovery that are aimed at keeping players engaged.
Signs of problematic gaming include craving more time, lying about usage, and continuing to play despite negative consequences. Finding balance through limits, outside activities, and cooperative rather than competitive games can help prevent overuse
IB Diploma Programme for Grade 10 and 11 Parentsben10prem
The document provides information about the International Baccalaureate Diploma Programme (IBDP) for parents of students in grades 10 and 11. The IBDP is a two-year program where students study six subjects across six groups, including three at the higher level. Students are assessed through both internal and external assessments, and can earn a maximum of 42 points total. The document outlines the assessment types and provides examples to help parents understand what is expected of their children in the program.
Assessment in the Senior School (April 2017)ben10prem
This document discusses assessment practices at Prem International School's Senior School. It explains that assessment is centered around student learning and used purposefully to promote understanding. Teachers, students, and parents all have assessment responsibilities. In the MYP, students are assessed against published criteria on a 1-8 scale across four objective groups in each subject. In the DP, students receive grades from 1-7 in each subject and must meet overall grade thresholds. The CP involves coursework, projects, and other assessments depending on the particular program. Formative assessments check understanding, while summative assessments conclude units or projects. Report cards communicate criteria levels, learning behaviors marks, and teacher comments on student progress.
This document outlines Prem International School's child protection agreement. It discusses establishing a safe environment for students and protecting them from various forms of abuse. Key points include defining abuse and neglect, identifying potential signs or indicators, dispelling common myths, the roles and responsibilities of various parties if abuse is suspected, how to properly handle disclosures from students, and the importance of reporting concerns to the designated child protection officers. The school aims to prevent abuse, provide resources for students, educate students and staff, and ensure proper protocols are followed if an incident is reported.
Early Years PSE Workshop - 12 January 2017ben10prem
The document summarizes an early years parent workshop about personal, social, and emotional development. It defines personal, social, and emotional development and discusses how research shows these areas are prime for all other learning. It also describes how the school supports personal, social, and emotional development through its philosophy, curriculum, class agreements, experiences, and support services. Finally, it provides tips for supporting personal, social, and emotional development at home, such as through family values, consistency, role modeling, quality time, and positive reinforcement.
Iceland has been very successful at reducing teen substance abuse rates. A study identified several factors that influence when and why teens start abusing drugs. Key protective factors identified include: participating in organized activities like sports 3-4 times per week, spending quality time with parents, feeling cared for at school, and not spending late evenings outdoors unsupervised. The study also found addiction is related to changes in brain chemistry and rewarding dopamine levels. An important part of Iceland's strategy was providing healthy alternatives to drugs for achieving feelings of pleasure and stress relief.
Teenage Drug Use, Trends, Recognizing Signs, The Power of Parent Involvementben10prem
This document discusses teenage drug use trends and the importance of parent involvement in prevention. It provides information on [1] common drugs teens abuse, [2] physical signs of drug use, [3] how drugs appeal to and are marketed to teens, and [4] health risks of drug use. The document emphasizes that parents can help by [1] educating teens on the harmful effects of drugs, [2] providing support and alternative coping strategies to deal with stress, and [3] fostering compassion and strong relationships so teens are less likely to turn to drug use.
Sleep is essential for well-being. Lack of good quality or quantity of sleep can lead to issues like concentration difficulties, moodiness, reduced academic performance, and more sick days from school due to tiredness. Good sleep means falling asleep quickly, staying asleep through the night, waking without trouble, and not feeling drowsy during the day. During sleep, important processes occur like releasing hormones that regulate appetite and mood, dreaming to process information from the day, and laying down memories through neuron connections. Getting less than 8 hours or more than 8 hours of sleep per night can respectively lead to feeling stressed or increased sharpness, energy and performance.
This document provides an outline for a parent workshop on the Grade 1-5 math curriculum. It includes an overview of the key strands covered in math including number, data handling, measurement, shape and space, and pattern and function. An example investigation is presented that has students plan a carnival day budget which reinforces addition, subtraction and time telling concepts. The workshop will also allow parents to observe the curriculum in action during classroom time from 9:00-9:55am.
This document provides information for parents about the literacy program at a school. It summarizes the key elements which include blocked time each day for literacy instruction from grades 1-5, differentiated instruction, and a balanced reading and writing program. It describes the school's approach to phonics, guided reading, comprehension strategies, and their "Big Writing" program. It emphasizes the importance of assessment to plan instruction based on individual needs and growth. Suggestions are provided for how parents can support literacy development at home through role modeling reading and writing.
Whole School Language Presentation (Nov 2016)ben10prem
The presentation covered Prem's whole school language policy and pathways. It discussed the importance of English as the language of instruction, supporting students' mother tongue development, and ensuring literacy in at least one language. The pathways were exemplified by three students with different language experiences - one studying in their mother tongue of English, one studying their mother tongue of Thai, and one studying both their mother tongues of English and Korean. The key points were that every child's experience is unique and the most important factor is strong literacy, with both language and literature and acquisition courses being valued diploma options.
The document summarizes the key topics from a PSC meeting, including works completed over the summer like classroom renovations, security updates, and furniture purchases. It provides details on IB Diploma results from the previous year with an average score of 31. The re-accreditation process is outlined happening in two terms, reviewing different sections. Security ID badge protocols are mentioned along with goals for the upcoming school year like increasing average IB scores and boarding enrollment.
The document provides an overview of the senior school leadership and support teams at a school, including the senior leadership team, curriculum team, and pastoral care team. It outlines key focus areas such as academic challenge, pastoral care, student empowerment, and authentic learning experiences. Current focuses include teams reviewing assessment feedback to improve from good to excellent, and establishing pastoral care groups and a communication platform to support academic success. Contact information is provided for communicating support needs.
Key Initiatives for the Junior School in 2016ben10prem
The Junior School principal outlined key initiatives for 2016 including updating the parent portal, addressing late and absent students, and preparing for accreditation with a focus on the Early Years program, mathematics, and pastoral care. Infrastructure updates were also planned such as a new nap room and classroom, new furniture, increased security, and a bike shed, along with adopting new platforms to support students and classes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Understanding HPE, Sports,
Academies and other activities
in our community.
Junior School Physical Education
Senior School Health/Physical Education
Panthers Competitive Sports
Exploria After-School Activities
Traidos Three Generation Sports Academies
28 November 2011
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2. Our goals today are to:
1. Provide information about how the different programs
are organized, supported and implemented.
2. Describe how programs are related to and different
from one another.
3. Provide a forum for questions and answers.
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3. PTIS Junior School
Physical Education
“Working towards life long health”
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4. What the PYP believes about PSPE*
• PSPE in the IB Primary Years Programme (PYP) is concerned with
the individual’s well-being through the promotion and development of
concepts, knowledge, attitudes and skills that contribute to this well-
being. (first sentence)
• “participation in an active, healthy lifestyle”
• 3 PSPE Strands: Identity, Interactions, Active living
• 6 PYP PE Strands: Health-related activities, Body control and spatial
awareness, Athletic activities, Games, Movement to music,
Adventure challenge
*PSPE = personal, social and physical education
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5. Physical Education at PTIS
• Our motto sums it up:
Working towards lifelong health
• How this is done in JS PE:
• Teambuilding, problem solving, pro-social activities
• Exposure to MANY different activities (not just “the big sports”)
• Development of transferrable skills (both physical and social)
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6. How PE is changing (in the PYP)
Increased emphasis on: Decreased emphasis on:
learning that focuses on students skill acquisition, a game or a sport
constructing meaning, and as an end in itself
expanding and deepening their
knowledge of concepts and their
understanding of the world
PE teachers viewed as PYP PE teachers seen as solely single-
teachers subject teachers
skills learned, practiced and skills learned and practiced
applied in the context of inquiry isolation
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7. How PE is changing (in the PYP)
Increased emphasis on: Decreased emphasis on:
rigorous activities directly linked to activities of superficial value;
the concepts and the driving activities that are included only
questions of the inquiry because they are fun
development of cooperative skills acquisition of physical skills
engaging students at their own level activities favoring skilled students
assessment/achievement based on assessment/achievement based on
learner profiles and attitudes skill level
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8. PTIS Junior School PE units and activities
Adventure Challenges
Reaction ball game
Tree-branch rearrangement game
Human Knot
And others…
Individual Pursuits
Swimming skills: strokes, floating, going under water, diving
Water games: kayaks, water polo
Yoga, Dance
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9. PTIS Junior School PE units and activities
Games & Health-Related Fitness
Cardiorespiratory fitness & flexibility
Foot Skills
Soccer/Football skills and games
Throwing/catching
Team handball
Frisbee (frisbee bocce, ultimate frisbee)
Newcomb (leads into volleyball as well)
Hand striking
Volleyball
Striking with Implements
Floor hockey
Field hockey
Badminton
Pickleball
Track & Field
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10. PE links to classroom Units of Inquiry (UOIs)
• Teambuilding games linked with “how we organize
ourselves” and “how we express ourselves”
• Teamwork and identity as a group member linked with
“who we are” and “how we organize ourselves”
• Early Years 1/2/3 dances and creative movements linked to
“how we express ourselves”
• Grade 1 create-your-own-game activities ties to
“how the world works”
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11. PTIS Senior School
Health and
Physical Education
“Working towards life long health”
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12. Physical Education Trends
Traditional Modern
· Physical fitness · Major (Achievable by all –
· Health-related physical fitness easily evaluated)
· Skill development Physical activity
· Development of Healthy eating habits
sports competencies, Attitudes toward physical activity
i.e., PE for athletes · Minor (Genetically controlled and/or
· Improvement of competitive difficult to evaluate)
sports programs Physical fitness
Skill development
Character development
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13. MYP Physical Education Aims
• an appreciation and understanding of the value of physical
education and its relationship to a healthy, balanced lifestyle
• an interest in the promotion of health and wellness
• the motivation to participate fully in all aspects of physical education
• their optimal level of physical fitness
• effective communication strategies, verbal, non-verbal and written
• the skills and understanding necessary to participate successfully in
a variety of physical activities, for example, learning, practicing,
refining, adapting, thinking, interacting
• the ability to reflect critically on all aspects of physical education,
including being a critical performer
• an understanding of international perspectives on physical activity,
sport and health education
• a lifelong interest in and enjoyment of physical activities as a participant.
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14. MYP Physical Education Language
appreciation understanding healthy, balanced lifestyle
interest health and wellness
motivation to participate fully communication strategies
participate successfully in a variety of physical activities
reflect critically understanding of international perspectives
a lifelong interest in and enjoyment
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15. Our philosophy and the curriculum in action
“Working towards lifelong health”
Physical activity is valued for educational and health purposes
Physical activity is for all
Exposure to a wide range of activities
Students are given choice
Differentiation in feedback and activities for abilities
Emphasis on healthy decisions
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16. MYP Physical Education Objectives
A. Use of knowledge
B. Movement composition
C. Performance
D. Social skills and personal engagement
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17. PTIS MYP Health and Physical Education
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Anatomy
Concept of Fitness
First Aid
Personal Fitness
Skill Acquisition
Aquatics Theory
History of Sports
Athletics Theory
Sports Drills/Coaching
Principles of Training
Warming Up
Athletics Theory
Things we put into our body Things we put into our body Things we put into our body (Hard
A
Things we put into our body Things we put into our body (Alcohol)
(Soft drugs)
Drugs)
(Smoking)
(Nutrition)
Growth and Development Growth and Development Growth and Development
Growth and Development Growth and Development (Relationships)
(STDs)
(Contraception)
(Puberty)
(Hygiene)
Movement Composition
Movement Composition
Movement Composition
Movement Composition
Movement Composition
B
Gymnastics
Gymnastics
Dance
Dance
Dance
Dance
Dance
Hitting and Striking
Hitting and Striking
Hitting and Striking
Hitting and Striking
Hitting and Striking
Rounders
Rounders
Hockey
Hockey
Cricket
Cricket
Softball
Softball
Softball
Softball
Cricket
Invasion Games
Invasion Games
Invasion Games
Invasion Games
Ultimate Frisbee
Netball
Invasion Games
Football
Student Choice
Netball
Basketball
Touch Rugby
Basketball
Basketball
Football
Flag Football
Ultimate Frisbee
Net Games
Football
Ultimate Frisbee
Basketball
Lacrosse
Volleyball
Handball
Student Choice
Net Games
Net Games
Net Games
Australian Rules
C
Volleyball
Volleyball
Volleyball
Aquatics
Table Tennis
Table Tennis
Badminton
Net Games
Stroke Technique
Badminton
Badminton
Volleyball
Life Saving
Aquatics
Badminton
Aquatics
Aquatics
Stroke Technique
Others
Stroke Technique
Stroke Technique
Life Saving
Aquatics
Athletics
Life Saving
Aquatic Games
Stroke Technique
Others
Aquatic Games
Others
Others
Athletics
Athletics
Athletics
Others
Athletics
All B and C Activities
All B and C Activities
All B and C Activities
All B and C Activities
All B and C Activities
D
Traditional Games
Novel Sports
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18. BTEC Diploma in Sports
(Development, Coaching and Fitness)
Grade 11 Grade 12
· The Physiology of Fitness · Principles of Anatomy and Physiology
· Fitness Training and Programming · Sports Coaching
· Fitness Testing for Sport and Exercise · Sports Development
· Sports Nutrition · Rules, Regulations and Officiating in Sport
· Organising Sports Events · Practical Team Sports
· Practical Individual Sports · Sports Injuries
· Sports Injuries · Assessing Risk in Sport
· Assessing Risk in Sport
· Organising Sports Events
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20. Goals:
1. Encourage athletes to have fun and enjoy sports
2. Help athletes prepare and participate to their highest level of ability
3. Promote self-control, discipline, tolerance and fair play
4. Teach cooperation and teamwork
5. Instill respect of opponents, coaches, and referees
6. Expose students to a healthy competitive environment
7. Be safe and avoid injury at all costs
8. Allow athletics to reinforce the mission and philosophy of PTIS
Philosophy:
1. No cuts – everyone makes the team providing they adhere to all team rules
2. Strong emphasis on fundamentals, skills work and maximizing potential
3. Healthy balance between the concepts of winning and sportsmanship
4. Very strong emphasis on effort, attitude, character building and self-esteem
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21. The sports we participate in
here in Chiang Mai include:
Season 1 Season 3 Season 4
Badminton Basketball Futsal
Volleyball Track & Field Junior Swimming
Senior Swimming Table Tennis
Tennis
Season 2 Ultimate Frisbee
Football
Cross Country
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22. The Chiang Mai Athletics Conference (CMAC)
is made up of seven international schools in Chiang Mai that have banded together to provide
competitive sports opportunities for our students in an organized, comprehensive manner. There are
about a dozen individual and team sports seasons that run at different times during the school year,
which often include regular-season inter-school competitions and always an end-of-the season CMAC
Tournament or Meet. These teams are “school teams” and are coached predominantly by teachers.
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23. CMAC Sports Teams Coaches:
• All volunteers
• Total of 20 coaches involved with
teams (17 teachers, 3 parents)
• Recruited and organized each
April/May for the coming school
year, through personal
conversations and email
• Made up of mainly of returning
and new teachers
• About 33 different teams
organized each year
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24. Sports teams are organized different ways
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25. Why is there a perceived lack of
enthusiasm among sports teams?
Possible reasons:
• Significant demands of MYP and IB programs
• Family background and/or cultural views place less
emphasis on sports
• More and more time spent with online social networks
and online gaming
• Students find it difficult to balance social life with sports
Ultimately, there must be a three-way partnership between:
1. school / teachers / coaches
2. parents / home life
3. students’ personal responsibility
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27. The philosophy of the program is to provide
opportunities for students do something they are
passionate about or to try new things through activities
that have links to classroom learning and several
curricular frameworks: the PYP, the MYP and CAS.
Activities are active, creative or academic in nature.
Every teacher (about 56 total) must do the equivalent of
one one-hour after-school activity every term. This is
monitored and tracked by the Activities Director.
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28. • for Junior School, there are
usually about a dozen
activities per term
• approximately a balanced
mixture of active, academic
and artistic activities
• for Senior School, usually
about 32 activities per term
• a balanced mixture of service
learning, active, academic
and creative activities
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29. As activities director, I constantly monitor student interests through
observation and a friendly “open-door” policy.
I survey teachers each term about activities they would like to offer,
sometimes based on feedback from students.
In the Senior School, 11th and 12th graders are encouraged to co-lead
activities with adult supervisors.
Ultimately, I try to bring together
the interests and passions of the
teachers with what we think the
students are most interested in.
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