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Physical Education


Introduction

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To develop BDSians with the knowledge, skills and attitude to maintain a lifelong active and healthy lifestyle through effective Physical Education Programmes.

The Physical Education Programme is an integral component of BDSians' balanced and holistic education.

Student Outcomes

To inculcate in our students - life-long values, skills and competencies to lead themselves and others; towards living an active, healthy and fulfilling life. 

 (i)    Self-awareness and self-management skills to achieve personal well-being physically, emotionally           
and mentally; 

 (ii)   Social awareness, interpersonal and leadership skills to build maintain positive relationships and             lead others; 

 (iii)  Skills and knowledge of sports and the outdoors to lead themselves and others towards living a               healthy and balanced life.

Approach & Pedagogy

Our PE/LLP key strategy is to use the experiential learning approach to develop students' psychomotor, cognitive and affective domains. Students go through a cycle of experiences, observation, reflection, and application in real-world situations through PE, sports and outdoors to help them internalise the skills and values. The use of authentic and learning experiences is accompanied with a strong emphasis on the 3 components of reflection (i.e analysis, critical thinking and decision making) to build on experiences that will help students to inculcate these lifelong habits.   

The department also takes direction from MOE's new PE syllabus and adopts a differentiated instruction to meet our students learning needs via the Games Concept Approach and Sports Education Model where students take up active roles while learning and playing the games. Cooperative Learning and Working in Teams is the emphasis in facilitating the Outdoor modules. 


Our PE and Health framework provides breadth through PE curriculum "Games for Life" and depth through “Sports for Life” thematic LLP, including collaborations with stakeholders: 


Secondary 1: “Swimming for Life” 

Secondary 2: “Outdoors for Life” 

Secondary 3: “Active Movers for Life” ;

and Stretch Programme (BDS Leaders of Tomorrow Scholarship Programme) for selected students 

Secondary 4/5: “Fitness Enthusiasts for Life” - Enriched Self-directed Learning for Life-Long Living 

Our PE/LLP is aligned to the school’s mission of building character, producing leaders of tomorrow and to serve others with conviction.BDS LLP (PHYSICAL AND HEALTH) FRAMEWORK.png

Assessment Criteria

With our key focus on character development, the guiding philosophy of SPEARS curriculum is to inculcate and infuse positive physical participation through learning and assessment of variety of sports and games. The assessment framework is based the three to four games they learn per year and they are tested on Sports Skills Performance (rubrics), Knowledge of the Games (theory questions), Behavioural Conduct (rubrics) and include NAPFA scores.

At Sec 4 and 5 levels; the guiding philosophy of SPEARS plays a key role as it enhances our student’s learning through ownership of Electives. Having acquired the various skills, the students are given a number of options to select a sport for specialization.

Secondary 1 - 3

No

Domain

Activity

Score

Detail

1

Physical

1. NAPFA 
2. Practical Skills

30 
30

6 test items 
Rubric-based on GCA 
(SA & TA)

2

Cognitive

Theoretical Knowledge

20

5 Multiple-Choice Questions per game

3

Affective

Behaviour & Participation 

20

Rubric-based on conduct & participation (SA & TA) 

4

Total

Conversion to grade

100

Standard grading table


Scoring & Grading System: 

  • Physical Fitness = 30 points (actual score in NAPFA)

  • Physical Skills = Practical : 30 points (total score x 3) = Theory : 20 points (total score x 2) 

  • Behaviour Domain = 20 points (total score x 2)

  • The Grading Table: total score is 100 and the score is converted into grades;
    With effect from 2005; Grades A & B will entitle students LEAPS CCA points under CCA-Others /             Other Special Events / Participation – Intra-School Activities / Intra School – Inter Group Games.


No

Grades

Scores

1

A

70 & above

2

B

60 - 69

3

C

50 - 59

4

D

Below 50

5

VR

Exempted from PFT & PE due to medical reasons


Objectives of PE Assessment

  • To equip students with skills and games concepts necessary to perform a variety of physical activities through structured PE programme with progressive two levels of teaching-learning of 6 chosen Sports under Physical Activities. (PA)

  • To engage students in effective teaching and learning of physical education and attain the desired fitness level to pass NAPFA. (PHF)

  • To develop in students - skills and competencies to lead themselves and others towards living an active and healthy lifestyle. 
    
  • To develop self and social awareness for students to build and maintain positive relationships to achieve personal well-being and effectiveness. (OE & PA)


PE Assessment modules include

 

Practical (GPAI):

Formative Assessment

50 % score:

Ability to play & demonstrate basic sports skills in small sided games

Physical Health Fitness (PHF):

PFT 30 % score:

Achievement of physical fitness based on NAPFA (and modified NAPFA)

ISC 10 % score:

Attitude of inculcating a lifelong healthy lifestyle habit via 10 000 – 12 000 steps a day through the Inter-school Steps Challenge

Affective:

10 % score

Teacher & Peer assessment of students’ affective domain (SE Competencies); based on active participation & positive engagement with peers


No

Grades

Scores (%)

1

A

70 & above

2

B

60 - 69

3

C

50 - 59

4

D

Below 50

5

VR

Exempted from PFT & PE due to medical reasons


Scheme of Work

Our BDS Physical Education: The emphasis in PE teaching is not only based on the mere acquisition of skills, but also to one where pupils are able to develop character and to transfer their learning from one situation to another. PE teachers’ teaching methodology should be progressive to skill & knowledge development, focuses particularly on the development of games concepts;

Sec 1

Sec 2

Sec 3

Sec 4 & 5

Badminton (L1)
Basketball (L1) 
Football (L1)
Floorball (L1)

Ultimate Frisbee (L1)

PHF
OE

Badminton (L2)
Football (L2)
Floorball (L2)

Ultimate Frisbee (L2)
PHF 
OE

Basketball (L2)
Football (L2)
Softball 
PHF

OE

LLP / Fitness Program

Sports Elective Modules




To teach progressive sports skills for effective life-long learning outcomes. 

·         Lower Secondary: Acquisition of basic skills (Hand – Eye Coordination)

·         Upper Secondary; Acquisition & applications of concepts, tactics, strategies.

·         Both levels: Basic knowledge of FITT of exercise concepts


Activities and Routines

(1) Introduction to respective PE classes 

·   Expectations of respective PE teachers & brief outline of PE Vision, Mission, Program & NAPFA.

·   Briefing of SPEARS 2.0 (for Sec 1-3)


(2) Teaching & Learning: 

·   To learn skills necessary to perform a variety of physical activities, maintain physical fitness,                 plan life long fitness sports skills

·   To participate regularly & understand the benefits from involvement in physical activities

·   To acquire safety skills & habits as well as appreciation of concepts of good sportsmanship and           spectatorship

(3) Awareness of own BMI and fitness levels

Development of PE Student-Leaders

We also have our PE process in student-leadership development. We appoint a student as PE Class Leader to assist the teacher in facilitating the following duties;

1.    Inspire classmates in the organisation of intra/interclass games/Sports Friday

2.    Lead the class to conduct dynamic warm-up 

3.    Ensure punctuality and report to PE teacher on class attendance

4.    Appoint students for the collection and returning of PE equipment

5.    Disseminate information and performing administrative tasks (e.g. collect and return student valuables)