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Physical Education Curriculum
In the Physical Educator journal article "Students' perspective in the design and implementation of the physical education curriculum" (Ha et al.), twenty five secondary schools were chosen to survey the views of both male and female students on the current state of the curriculum in the physical education programs of each high school, each of which implemented a similar physical education program and made use of similar facilities and equipment. While 7000 questionnaires were distributed, a total of 5283 students responded to the survey out from the Hong Kong national school system; males comprised 46% of the respondents and females comprised 54%. The survey used consisted of ten questions, and the most significant respondents were those in grades nine, ten, and eleven. This survey found that approximately one third of high school students from this district would chose not to participate in physical education classes at all if the class were offered as an elective rather than a required course. More male respondents than female ones indicated that they would chose to participate in physical education classes if the classes were not a requirement, though there was not any indication that students currently enrolled in extracurricular sports are more inclined to be interested in the physical education classes. Students identified that , badminton, swimming, and squash. Males specifically chose soccer, basketball, handball, fitness training, and Chinese kung-fu. Females preferred volleyball, tennis, badminton, games, and creative dance. More than 75% of the respondents to the survey expressed that curriculum should be designed by a collaboration between the student and the teacher, and a majority of the respondents believed that student opinions should be taken into account when designing the curriculum. Approximately 40% of the total students approved of at least one aspect of the current curriculum, but older students were increasingly dissatisfied with the current curriculum.
The authors of this article cite a number of sources that state the basics of constructivist learning theories: teachers and administrators are usually responsible for designing school curriculum, limitations on resources and allocation often prevent teachers…
inclusion" is not part of the law; instead, it states that each student must be educated in the least restrictive educational environment (LRE). Analyze all sides of "inclusion," (1. full inclusion; 2. inclusion in special classes like physical education, art, or lunch; and 3. inclusion in all classes except for reading or math). Inclusion The term 'inclusion' means complete acceptance of every student which leads towards sense of acceptance and belonging
Cal.org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do
These two areas of the curriculum are equally important and thus should be treated that way. Both should have excellent programs for students so that they have an outstanding chance to succeed in both. The other area that the school needs to enhance is that of their theology curriculum. They appear to have a very good basic program but one that could be made even better with a little
Curriculum The learning and skills sector (LSS) is an Essential part of educational development in the United Kingdom. For many years this educational program faltered and was not taken seriously. However in recent years Legislators in the UK have dedicated a great deal of time and resources to improving LSS. According to Maxwell (2009) The Learning and Skills Sector (LSS) in England is diverse, comprising further education (FE) colleges, sixth-form colleges, personal
curriculum books have been written since the turn of the [20th] century; each with a different version of what 'curriculum' means (Ackerman, 1988). I define classroom curriculum design as the sequencing and pacing of content along with the experiences students have with that content. My use of the qualifier classroom is important. By definition, I am considering those decisions regarding sequencing, pacing, and experiences that are the purview of
role of physical education in the public school system has been under pressure from a number of fronts. In the contracting budgetary environment, the amount of dollars dedicated to non-core curriculum studies have experiences forced cut backs. When academic achievement levels are suffering across the board, many school systems make the mistake of cutting phys ed budgets in order to bolster focus on core academic areas. However, school systems