Q1. (a) You have been invited by the head teacher of the school you had your STS to explain to the teachers the five (5) key headings of the new curriculum. List and explain the five (5) headings.
1. (b) Briefly discuss what a scheme of learning is
Q2. (a) Mr. Pinto was to teach a practical physical education lesson. List any five (5) factors he is to consider to make the lesson successful.
(b) Describe any two (2) roles played by Sir Gordon Gurggisberg towards the development of physical education in Ghana.
(c) Mention five (5) stakeholders that contributed to the development of physical education in Ghana.
Q3.(a) State any five (5) of the core competences outlined in the PEMD curriculum.
(b) Discuss any three (3) of the core competences stated in 3a (above).
Q4. (a) Explain the following pedagogical approaches;
(i) Learner centered (ii) Inclusion (iii) Differentiation(iv)Scaffoldings
4 (b) State the 4Rs enshrined in the NaCCA curriculum.
Q5.(a) How would you assist a level 100 student of your college to comprehend the concept of assessment?
5b. explain the concept of assessment under the following themes
Assessment as learning
Assessment for learning
Assessment of learning
5. (C) Discuss three (3) significance of assessment in PEMD.
6a) What is a lesson plan?
b) As a PEMD student, state four (4) purposes of preparing a lesson plan
c) State any three (3) rubrics to consider in the preparation of a lesson plan
a) State and explain five (5) disciplines that are performed during the festival of Arts and Culture in Ghana
b) Enumerate five (5) practical skills and processes that a Ghanaian school going child in a PEMD class should exhibit.
a) Al-Buruj engages in PEMD activities for thirty minutes every morning before going to school. State five (5) benefits he stands to derive from these activities.
b) What is a physical activity?
a) How will you explain a teaching portfolio to your STS student teachers
b) Briefly discuss four (4) purposes of a teaching portfolio
c) List any four (4) forms of a teaching portfolio.
a) Briefly explain three (3) motor skills as enshrined in the P.E curriculum (6marks)
b) Classify these activities under the following headings
(d)Mention two (2) attitudes and values enshrined in the creative arts curriculum
.Briefly explain five (5) barriers to learning of PEMD.
(a)Explain five (5) aims of Physical Education that the National Standard Based Curriculum seeks for learners in Ghana.
(b)State and explain five (5) skills and processes enshrined in the Physical Education curriculum
Answers
Q1. (a) The five key headings of the new curriculum are:
1. Rationale: This explains the purpose and goals of the curriculum, providing a clear direction for teaching and learning.
2. Aims and Objectives: These outline the specific outcomes and skills that students should acquire through the curriculum.
3. Content: This refers to the knowledge, concepts, and skills that are covered in the curriculum.
4. Pedagogy: This focuses on the teaching methods and strategies that should be used to facilitate effective learning.
5. Assessment: This involves the methods and tools used to evaluate student progress and achievement.
Q1. (b) A scheme of learning is a detailed plan that outlines the sequence of topics, activities, and assessments for a specific subject or course. It helps teachers organize their teaching and ensures that the curriculum is covered effectively over a period of time.
Q2. (a) Mr. Pinto should consider the following factors for a successful physical education lesson:
1. Safety: Ensuring a safe environment for students to participate in physical activities.
2. Equipment and Facilities: Having the necessary equipment and suitable space for the lesson.
3. Lesson Objectives: Setting clear goals for the lesson and aligning activities accordingly.
4. Differentiation: Catering to the diverse needs and abilities of students during the lesson.
5. Engagement: Creating a positive and motivating atmosphere to encourage student participation.
Q2. (b) Sir Gordon Guggisberg played two important roles in the development of physical education in Ghana:
1. Infrastructure Development: He initiated the construction of sports facilities and playing fields across the country, providing opportunities for physical education and sports.
2. Curriculum Development: Sir Gordon Guggisberg introduced physical education as a formal subject in schools and developed a curriculum to guide its teaching.
Q2. (c) Five stakeholders that contributed to the development of physical education in Ghana are:
1. Ministry of Education: Providing policy direction and support for the integration of physical education in the education system.
2. Physical Education Teachers: Actively teaching and promoting physical education in schools.
3. Sports Associations: Collaborating with schools to organize competitions and events to encourage participation in physical activities.
4. Parents and Guardians: Supporting and encouraging their children to engage in physical education and sports.
5. Community Leaders: Promoting the importance of physical education and advocating for its inclusion in schools.
Q3. (a) Five core competences are
1. Communication: This is all about expressing ideas and thoughts effectively through various forms of communication, such as speaking, writing, and non-verbal communication.
2. Collaboration: This involves working together with others, sharing ideas, and actively participating in group activities to achieve common goals.
3. Critical Thinking: This is the ability to analyze information, evaluate arguments, and make reasoned judgments using logical and creative thinking skills.
4. Creativity: This focuses on thinking innovatively, generating original ideas, and applying imagination to solve problems and create new solutions.
5. Citizenship: This emphasizes the development of responsible and active citizens who understand their rights and responsibilities, respect diversity, and contribute positively to their communities.
Q3b
1. Communication: Effective communication is essential in all aspects of life. It involves not only expressing oneself clearly but also listening actively and understanding others. By developing strong communication skills, students can effectively convey their thoughts, engage in meaningful conversations, and build positive relationships.
2. Collaboration: Collaboration is about working together as a team, valuing the contributions of others, and achieving shared goals. Through collaboration, students learn important skills such as teamwork, cooperation, and problem-solving. It also helps them develop social skills and prepares them for future collaborations in various settings.
3. Critical Thinking: Critical thinking is the ability to analyze information, evaluate arguments, and make informed decisions. It encourages students to question assumptions, consider different perspectives, and think critically about the world around them. By developing critical thinking skills, students become more independent, open-minded, and capable of making well-reasoned judgments
Q4a.
(i) Learner-centered approach: This approach places the learner at the center of the learning process. It recognizes that each learner has unique needs, interests, and abilities. In a learner-centered approach, the teacher acts as a facilitator, guiding and supporting the learner's exploration and discovery of knowledge. This approach encourages active engagement, collaboration, and critical thinking, allowing learners to take ownership of their learning.
(ii) Inclusion: Inclusion is an approach that promotes equal opportunities for all learners, regardless of their abilities, backgrounds, or differences. It aims to create a learning environment where every learner feels valued, respected, and supported. Inclusion involves adapting teaching methods, materials, and assessments to meet the diverse needs of learners. It fosters a sense of belonging and ensures that all learners can actively participate and achieve their full potential.
(iii) Differentiation: Differentiation is an approach that recognizes and responds to the varying needs and abilities of learners within a classroom. It involves tailoring instruction, tasks, and assessments to meet the individual learning styles, interests, and readiness levels of students. Differentiation allows for personalized learning experiences, ensuring that all learners are appropriately challenged and supported. It may involve providing different learning materials, offering alternative assignments, or adjusting the pace of instruction.
(iv) Scaffolding: Scaffolding is an instructional strategy that provides temporary support to learners as they develop new skills or knowledge. It involves breaking down complex tasks into smaller, more manageable steps and providing guidance and assistance to help learners progress. Scaffolding can take various forms, such as modeling, providing prompts, offering hints, or using visual aids. As learners become more proficient, the scaffolding is gradually removed, allowing them to become independent learners.
Q4b. Sure! Here are the 4Rs enshrined in the NaCCA curriculum:
1. Readiness: This focuses on preparing students for learning by creating a conducive environment and ensuring that they have the necessary resources and support to engage in the learning process.
2. Responsiveness: This emphasizes the need for teachers to tailor their teaching methods and approaches to meet the diverse needs and abilities of students. It involves adapting instruction, materials, and assessments to ensure meaningful and inclusive learning experiences.
3. Resourcefulness: This encourages students to be resourceful in their learning, seeking out additional information, utilizing various learning resources, and applying problem-solving skills to enhance their understanding.
4. Resilience: This highlights the importance of developing resilience in students, helping them to bounce back from setbacks, persevere in the face of challenges, and develop a growth mindset towards their learning.
Q5a
To assist a level 100 student in comprehending the concept of assessment, I would:
1. Explain the concept: I would start by providing a clear definition of assessment, highlighting that it is a process of gathering evidence to evaluate a student's knowledge, skills, and understanding. I would emphasize that assessment is not just about grades but also about providing feedback and guiding learning.
2. Provide examples: I would give practical examples of different types of assessments, such as quizzes, exams, projects, and presentations. By illustrating how assessments can take different forms, it helps the student understand that assessment is not limited to traditional tests.
3. Discuss the purpose: I would explain the three main themes of assessment - assessment as learning, assessment for learning, and assessment of learning. I would describe each theme in simple terms, highlighting how assessment can be used to support learning, guide instruction, and measure achievement.
Q5b.
1. Assessment as learning: This means that assessment is an integral part of the learning process itself. It's not just about getting a grade, but also about actively engaging in self-assessment and reflection. Students take charge of their own learning by monitoring their progress, setting goals, and making adjustments along the way. It helps them develop important skills like self-awareness and self-regulation.
2. Assessment for learning: This approach focuses on using assessment to support and enhance learning. It's all about providing timely feedback to students so they can understand their strengths and areas for improvement. This feedback helps them set goals, develop strategies, and make progress in their learning journey. It's like a helpful guide that keeps students on track and encourages a growth mindset.
3. Assessment of learning: This type of assessment happens at the end of a unit, course, or academic period. It's often used for grading or certification purposes. Assessment of learning is about evaluating students' overall achievements and measuring them against predetermined standards or criteria. It provides a summary judgment of what students have learned and how well they've mastered the material.
Q5c.
Assessment plays a significant role in Physical Education and Motor Development (PEMD) in several ways:
1. Monitoring progress: Assessment helps to monitor students' progress in their physical education and motor development skills. It allows teachers to track individual growth, identify areas of improvement, and provide targeted feedback. This helps students understand their strengths and weaknesses, motivating them to work towards their goals and improve their overall physical abilities.
2. Informing instruction: Assessment provides valuable information that informs instructional decisions in PEMD. By assessing students' performance, teachers can identify specific areas where students need additional support or instruction. This enables teachers to tailor their lessons and activities to meet the individual needs of students, ensuring effective and targeted instruction.
3. Promoting self-reflection and goal setting: Assessment in PEMD encourages students to reflect on their own performance and set goals for improvement. By receiving feedback on their skills and abilities, students can identify areas for growth and develop strategies to enhance their physical education and motor development. This fosters a sense of ownership and responsibility for their own learning, empowering them to take an active role in their physical well-being.
Q6a
A lesson plan is like a roadmap for teachers. It's a detailed outline of what will be taught in a lesson or a series of lessons. It includes objectives, activities, resources, and assessments. A lesson plan helps teachers stay organized and ensures that they cover all the necessary content and skills within a specific timeframe. It also helps maintain consistency and provides a structure for effective teaching and learning.
Q6b.
As a PEMD student, there are several purposes for preparing a lesson plan. Here are four of them:
1. Organization: A lesson plan helps you stay organized and ensures that you cover all the necessary content and skills within a specific timeframe. It provides a clear structure and sequence for your lesson, making it easier to manage your time effectively.
2. Clarity: A lesson plan helps you clarify your objectives and goals for the lesson. It allows you to clearly define what you want your students to learn and the specific outcomes you expect from the lesson. This helps you maintain focus and ensures that your teaching is aligned with your intended learning outcomes.
3. Differentiation: A lesson plan allows you to consider the diverse needs and abilities of your students. By planning ahead, you can incorporate different teaching strategies, resources, and activities to accommodate different learning styles and provide appropriate challenges for all students.
4. Assessment: A lesson plan helps you plan and incorporate assessments into your teaching. It allows you to consider various formative and summative assessment strategies that will help you gauge your students' understanding and progress. This enables you to make informed instructional decisions and provide targeted feedback to support student learning.
When preparing a lesson plan, there are several rubrics to consider. Here are three examples:
1. Alignment: This rubric ensures that your lesson plan aligns with the learning objectives and standards you have set. It helps you check if the activities, assessments, and resources you have chosen are appropriate and relevant to the desired outcomes.
2. Engagement: This rubric focuses on student engagement and participation. It considers how you will actively involve students in the lesson through interactive activities, discussions, and hands-on experiences. It helps ensure that your lesson plan promotes active learning and student involvement.
3. Differentiation: This rubric emphasizes how you will address the diverse needs and abilities of your students. It considers how you will provide support and challenges for different learners, including modifications or accommodations for students with special needs or varying skill levels.
These rubrics help you evaluate and improve your lesson plan to ensure it is effective, engaging, and inclusive for all students.
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