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PLANNING FOR AN INCLUSIVE APPROACH TO LEARNING AND TEACHING Philip Vickerman From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010 CHAPTER 11
OBJECTIVES At the end of this chapter you should be able to: appreciate the philosophy and practice of inclusive PE that follow from the Governments Every Child Matters (2005) and personalisation agenda; identify core values which enable you to plan, deliver, and review your strategies for inclusive PE; understand the principles of the NCPE (2007a) related to inclusion and its implementation within PE settings; consider a range of learning, teaching and assessment strategies that equip you with the knowledge, skills and understanding to plan and deliver effectively for inclusive PE. Check the requirements for your course to see which relate to this chapter. From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010
CONTENTS Including all pupils in PE A diverse continuum of pupil needs Key values for including all pupils in PE The National Curriculum and inclusion Practical examples of inclusive PE From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010
FURTHER INFORMATION To explore this material further, read: Vickerman, P. (2010) Planning for an inclusive approach to your teaching and learning, in S. Capel and M. Whitehead (eds) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience (third edition), London: Routledge. From: Learning to Teach Physical Education in the Secondary School 3rd edition, Routledge © 2010
MANAGING YOUR TIME AND STRESS Susan Capel From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009 UNIT 1.3.
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