PHPPS school-based Physical Education (PE) aims to engage students through various platforms and activities for the development of their well-being, character and leadership. We want to provide opportunities for students to access to a range of activities through our PE programme, modular sports CCAs (conducted during school hours) as well as Recreational and Core Sports CCAs (conducted outside school hours) so that they can develop their interest and thereafter, pursue this interest and nurture their talent in it. Through our Sports PE and CCA curriculum, we hope that students will acquire the knowledge, skills, attitudes and values towards the pursuit of a lifelong physically active and healthy lifestyle.
The school adopts the X3 approach of eXposure , eXtension and eXcellence (see diagram below) to provide students with different levels of participation opportunities and nurture those who demonstrate strengths in certain areas to reach their peaks of excellence.
At the eXposure stage, the co-core curriculum is conducted within curriculum time as part of their Art, Music, PE, Health Education, Social Studies, Civics and Moral Education and CVE (Christian values education) lessons as well as Assembly.
At the eXtension stage, modular CCAs are conducted on a weekly basis for 1.5 hours during curriculum time for the morning session or as post-exam activities. The modular CCAs are introduced as an extension to meet students' needs and interests and to allow students to discover their talents for further development. Students can also take a step further by joining CCAs that are conducted out of curriculum hours. Programme for Active Learning (PAL) Programme are also offered to the P1 and P2 students during school hours once a week on Wednesdays or Thursdays. PAL was conceptualised to provide students with broad exposure and experiences through fun and varied activities in two broad areas - Sports & Games and Outdoor Education, and Performing Arts (Music and Dance) and Visual Arts. PAL Modules are to enhance the total experience of students in the moral, physical, aesthetics, social and emotional aspects for a holistic education.
At the eXcellence stage, students with talents in specific area are further developed through intensive training and participation in competitions.
In line with MOE’s move towards a values-driven, student-centric education, there is an increased emphasis on the teaching of physical education and on the development of pupils’ character, socio-emotional competencies and leadership qualities in order to achieve the holistic education of every child.
In 2014, our Learning for Life Programme (LLP), which is coined STAR@PHPPS was launched to constantly expose our pupils to several real-life situations to facilitate perspective taking, relationship management and moral action. Structured reflection (embedded in the Scheme of work), guided discovery and facilitative questioning will help students to internalise the school values of respect, responsibility, resilience, integrity, teamwork and loyalty.
STAR@PHPPS focuses on developing our pupils to be passionate sportspersons, upright and contributing leaders with strength of character. We achieve these by equipping our pupils with the broad-based psychomotor and socio-emotional competencies through our STAR Programme (Self Defense, Track and Field, Adventuring and Racket Games) using our school’s customised A3 Instructional Approach and X3 Developmental Plan.
PHYSICAL EDUCATION PROGRAMME
The syllabus content is organised into 3 levels for a holistic approach towards the learning of Physical Health and Fitness. They are Developing Good Personal Practices, Making Informed and Responsible Decisions, and Creating Positive Influence on the Community. The table below shows the themes and topics in each health dimension:
Theme and topics
Good Personal Practices
1. Growth and Health
2. Knowing What Food Does For Me
3 Cultivating Good Health and Hygiene Habits
4. Vision and Oral Care
Informed and Responsible Decisions
5. Safety First
1. Healthy Eating and Weight Management
2. Health and Fitness Management
3. Personal Safety in Physical Activities
Positive Influence on the Community
Basic Orienteering (Level 1):
- Tracks and Trails
Basic Orienteering (Level 2):
- Map Reading
3D2N Outdoor Adventure Camp
Basic Orienteering (Level 3): - Geocaching or equivalent - Outdoor Pursuits at Dairy Farm or equivalent
Physical and Sports Education
Observation: Teachers/ instructors constantly monitor the performance of the students during PE lessons. Immediate feedback and remediation are provided during the sessions.
- Checklist: Each checklist provides detailed dimensions, characteristics or behaviours that are associated with the expected learning outcomes. Teachers will observed whether students exhibit the required characteristics or behaviours.
|Primary 1 (SA1)||Fundamental Movements||Interpersonal Skills|
|Primary 1 (SA2)||Manipulative Skill 1||Interpersonal Skills|
|Primary 2 (SA1)||Fundamental Movements||Interpersonal Skills|
|Primary 2 (SA2)||Manipulative Skill 2||Interpersonal Skills|
|Primary 3 (SA1)||Manipulative Skill 3|| Olympic and School Values (Rubrics)|
|Primary 3 (SA2)||Manipulative Skill 4||Olympic and School Values (Rubrics)|
|Primary 4 (SA1)||NAPFA Test Results||Olympic and School Values (Rubrics)|
|Primary 4 (SA2)||Manipulative Skill 5||Olympic and School Values (Rubrics)|
|Primary 5 (SA1)||Concepts of Play (Territorial-Invasion)||Olympic and School Values (Rubrics)|
|Primary 5 (SA2)||Concepts of Play (Striking)||Olympic and School Values (Rubrics)|
|Primary 6 (SA1)||NAPFA Test Results||Olympic and School Values (Rubrics)|
|Primary 6 (SA1)||Concepts of Play (Net/Wall)||Olympic and School Values (Rubrics)|
SportsFest! Grand Opening - Lighting up the cauldron