Trace the historical development of physical education and discuss the effects that these developments have had on your opportunities to develop performance in your chosen activities.
Trace the historical development of physical education and discuss the effects that these developments have had on your opportunities to develop performance in your chosen activities The historical development of physical education has had a significant effect on my opportunities and personal performance. I will be investigating the effect of historical development of physical education by looking at various Acts made during the past two centuries, especially in schools and the various forms of physical education lessons which have been used in the past. In the nineteenth century there were two distinct traditions in education - Public Schools and State Elementary Schools. Public schools were for the gentry and were fee paying. They were usually non-local, residential and were single sex schools. The students played many games and concentrated on the characteristic of leadership and teamwork. They would regularly play these games and develop the rules which had recreational values. The facilities were good due to the fees paid. Physical Education has developed dramatically in public and private schools since. Education in this country started with private schooling for the social elite. Pupils enjoyed extensive facilities and focused on the 'character building' aims of education, as preparation for responsibilities in later life as employers, officers, members of the
Literacy In After school Program
Literacy Development in Afterschool program at Yeronga State High School Introduction Yeronga State High School was established in 1959 by Queensland Government on 60 acres of land. This school comprises of student from more than 60 cultural and linguistic back grounds, many students come from Africa, Iraq, Iran and Afghanistan. More than 90% of this population is refugees coming from war-torn countries suffering from war trauma. This study is carried out during a Volunteering for ESL (English as Second Language) program for grade 8 to12 student. As a volunteer, there was an opportunity to participate in various afterschool program run by school such as Homework club. This project report attempts to comprehend field of literacy in afterschool program with a focus on researches made in past relates to literacy practise and outcome. The core objective is to investigate how the literacy is developed among student during this process through informal oral interview and observations. This paper also investigate what problem student face in after school program and what steps needs to be taken to over come that problem as an educator. This project report endorsed the fact that after school programs with experience and activities enhance child's literacy development which is a consistent argument as per academic literature authored by Garbarino and others (Garbarino et al., 1992;
Montessori Philosophy and Theory
Montessori Philosophy and Theory. Section 1 - Essay Questions QUESTION C: "The First essential for the child's development is concentration. It lays the whole basis for his character and social behaviour. He must find out how to concentrate, and for this he needs things to concentrate upon ... ... ..." (Dr. Montessori, The Absorbent Mind, chapter 22) Discuss how the Montessori education helps to develop a child's concentration and helps the child in his social development. '... ... it is the child who makes the man, and no man exists who was not made by the child who he once was... ... ... It is the baby who produces the man'... ... ...It is the child who absorbs material from the world about him; he who moulds it into the man of the future". (The Absorbent Mind) It's the child who discovers him/her self and creates the adult he/she is to become. This is only achieved through the life experiences a child goes through. Those experiences are evolved from various elements like the child's intelligence, unconscious will, freedom, and use of senses, etc, all of which require Concentration and potentiality for Self-Construction. Maria Montessori discovered the new educational system; mainly through observing children, she found that the aim of the child's work is different from the adult. For example: A child is more interested in the process of work while the
Using sociological evidence, assess the claim that social class in the major factor affecting educational success
Using sociological evidence, assess the claim that social class in the major factor affecting educational success There is significant evidence to show that the higher a pupils social class, the higher their level of educational achievement is likely to be. Furthermore these pupils are more likely to stay on in higher education, and are more likely to achieve examination passes when at school, and are more likely to gain entrance into a university. These findings are supported in 'Origins and destinations' by Halsey A H, Heath A F and Ridge J M (Haralambos) who based their conclusions on the Oxford Mobility Study. They found clear class differences among 8,529 males born between 1913 and 1952 in England and Wales. The sample included three groupings depending on their fathers' education (service class, intermediate class and working class). When comparing a boy from the service class to a boy in the working class they found that he had 4 times as great a chance of being at school at 16, 8 times the chance at 17 and 10 times the chance at 18. Further more they had 11 times greater chance of going to university. This is supported perhaps by the official statistics from the General Household Surveys of 1985-1986 where it has been shown that 38% of service class children had a degree or equivalent compared to 2% of children from the working class. More recently in the
Foundation Degree in Early Years Childcare and Education
Foundation Degree in Early Years Childcare and Education The Individual in the Work Context Module CCB1883 Student number 0364 260/1 My role within the work setting My role within my work setting is the schools Health and Therapist Assistant. Up until three years ago, this role did not exist, so I have been extremely fortunate to be able to develop the role. The role requires skills that can be generalised, but there are different areas to my role that require different types of skills. My job description in appendix 1 shows the diversity of the role. Appendix 2 shows the duties of the Health side of the role, the wide range of duties means that I need to have a good practical knowledge of procedures. It is vital that I only work within the parameters of my abilities, in the beginning; I would over step over the boundary and carry out tasks that were beyond my capabilities. Through my annual reviews and staff evaluations, new process and procedures were introduced, the most dramatic introduction that proved to be a good idea, was individual booklets outlining all the individual needs of the students using words and digital photographs, allowing any person working with the student to quickly see their individual requirements. With the booklets being stored on disks, meant that any changes, such as feeding regimes or medication, could be updated and individual sheets
rationale for a maths activity using 3D shapes
INTRODUCTION In the first year of QTS, for my placement I was allocated a place in a multi- cultural school, in a year 5 class. Having been in this class for a few months, I was now familiar with the class routines, the teaching staff and the children. I was also aware that at the end of the year the children will be taking their mini or otherwise known as their practice SATS. The children were knowledgably secure in all subjects, but I did notice that there are some children within this class who still find it difficult o understand the concepts of different shapes, for example the idea associated with 3-D shapes was more difficult for children to experience and understand than 2-D shapes as they are properties of a shape having a third dimension. (Frobisher et al.2007, p.109). According to Pierre and Dina van Hiele-geldof cited in Haylock (2006, p.290) 'Children can name and recognise shapes, by their appearance, but cannot specially identify properties of shapes or use characteristic of shape for recognition and sorting' Taking this into consideration, I tried to think of something that could be used to increase the children's knowledge and awareness, but at the same time also be a lesson that the children will enjoy and remember in the future. RATIONAL I wanted to help the children to do well in their SATs and also understand the different names of the 3-D shapes
Planning and Evaluating Your Teaching and Learning.
Assignment Two Planning and Evaluating Your Teaching and Learning. This assignment is a continuous and contemporary review of the planning which you undertake during your first teaching practice. Each week you are required to focus on a different aspect of planning; everything is based upon lessons which you have taught and evaluated. You therefore need to be aware of the need for careful 'advance' planning. The assignment requires you to select different groups or classes each week you therefore need to understand the requirements before the event. An important feature of this assignment is the review with your mentor. You need to show your mentor what you have written and agree upon targets for the coming week. The targets should be linked to the work you have completed; e.g. targets for the week commencing 15 January would relate to the choice and development of resources. The purpose of this is to follow up perceived strengths and areas for development in the following week. This will help to ensure continuity from week to week and help improve your teaching abilities. The document below gives details of the planning issues to be addressed week by week. For each area there are a series of pointers. This is for your guidance and will help us to assess your assignments. You will all (hopefully) be writing about
Do separate class placements "work" for students with disabilities?
Do separate class placements "work" for students with disabilities? During the past 30 years, numerous articles, literature reviews, and books have addressed the effectiveness of separate class placements for students with disabilities (most often mild disabilities such as mild mental retardation and learning disabilities).1 The primary question posed is: When compared to placement in general education classrooms, do separate class placements improve the academic and social progress of students with disabilities? Intuitively, it would seem that taking a student with a disability out of a general education classroom, placing the student with a small and homogeneous group of students in a less distracting setting, reducing the teacher/student ratio, and providing individualized instruction would be beneficial. However, in contrast to what one might expect, the vast majority of available research has failed to demonstrate the effectiveness of such programs. Probably the most obvious reason that separate class programs have failed is that these programs have not met the high standards that have been set by those who have described the ideal program. For example, it has proved very difficult to individualize or differentiate instruction for students in these separate class programs. Furthermore, the "curriculum" offered by special education often lacks coherence, consisting
Examination Tests and Results Are a Major Part of School Life - But can the obsession go too far?
Examination tests and results are a major part of school life and from the age of 4 right through till maybe an age of 25 this is what our lives revolve around. A fact which is becoming clearer year by year is that without good examination results our career opportunities are extremely limited. This is why our schools are so focused on examinations. But can this obsession go to far? Every year examinations result in high expenditure from the Government. It is a major industry and costs the taxpayer many millions of pounds a year. In recent years the Government has associated themselves more with the education system and has become more involved with the examination regime. However it has been argued that the Government have involved themselves in something which they know little about and should remain concerned with the politics of the country. The recent introduction of AS and A2 exams has received much discussion within educational boards. AS levels were introduced by the Government to widening the academic achievements by pupils and open up more career opportunities. It is hoped that our educational system will be similar to that in the Republic of Ireland. However the price which will be paid for increased qualifications will be the pressures placed on pupils and teachers alike to get the course finished in time for modules. In theory the rewards are salubrious but in
Preference (desire-satisfaction) fails to be a reliable measure of well-being.
Lisa Hack Due: 03/09/04 D01.06 Thesis: Preference (desire-satisfaction) fails to be a reliable measure of well-being. The following quote is taken from Josh Freed's story, Moonwebs, and describes Benji's expressionless figure: "...his hair was closely cropped and his robust body had turned pale and emaciated; he appeared to have lost about 30 pounds. Yet far more disturbing was the look on his face, for his eyes had a flat and lifeless quality, and the smile that clung limply to his lips bore no apparent connection to the person beneath. His overall expression was so blank that he could have been lobotomized..." (Freed, 1980, p.21) By reassessing the quote stated above, the question to ask is whether or not Benji's desires and satisfactions are being met, and furthermore whether or not they are a good measure of his well-being. To further discuss this question, the term well-being needs to be clear. Well-being seems to be what makes life good for the individual living that life. It's what is healthy or what is ultimately good for that particular person. One could say that the more desire and satisfaction in a life, the better. To argue why I do not believe that preference is a reliable measure of well being, I will present four main arguments. When looking at preferences, desire and satisfaction come into mind. If a person desires something that satisfies their