Physical Education

Physical Education Department

Department Objectives:

Holistic development of students into self-disciplined individuals who are equipped with skills & knowledge to enjoy a lifetime of active and healthy living.
 

Key Focus and Rationale:

The SJC PE department aims to provide opportunities for students to participate in a variety of sports & games for recreation or competition. It also seeks to develop students’ self-management skills, social and co-operative skills, as well as to cultivate healthy habits and build character. We believe that physical education is about movement that is fundamental and essential to life, work and play. Movement competency facilitates participation and allows our students to derive pleasure and satisfaction from physical activities. We believe that an individual who can move proficiently has the skills and knowledge related to movement and values purposeful moving for life. We are responsible for helping our students to take on the responsibility of learning by providing them with the capacity to make reasoned and wise choices through a lifelong process of change, and to enjoy a lifetime of active and healthy living.
 

Innovative Programmes / Curriculum:

Initiated in 2005, the Holistic Assessment in PE (HoPE) assessed students using the following framework that incorporates social-emotional competencies (SEL): 
  1. Sports & Games Assessment that consists of psychomotor, cognitive and affective domains
  2. Physical Health & Fitness:
    • Fitness Management Theory Lessons:
      • Sec 1: The Human Heart
      • Sec 2: The Different Types and Uses of Muscles
      • Sec 3: The Muscular System and Effects on Fitness
      • Sec 4: Energy Systems for Exercise
      • Sec 5: The Cardiovascular System
    • Health Education Theory Lessons
      • Sec 1: Benefits of Exercise & fibre intake
      • Sec 2: Effects of Sugar Intake on Health : Soda Drinks & Use of Artificial Sugar
      • Sec 3: Diabetes & GI diet
      • Sec 4: Health Effects of Processed Foods.
      • Sec 5: Health and Cancer
  3. Outdoor Education
All students are given an individual report of each component assessed & the overall grade attained in their end of year report book.  
 
 
Key Events / Activities: 
  • Sports Meet
  • Cross Country
  • Intra & Inter-Class Games
  • Health Improvement Programme (HIP)
  • Games Skills Acquisition in Netball, Volleyball, Handball, Track & Field, Mini-Tennis, Badminton, Floorball
  • Innovation of Territorial / Net & Wall Games for Upper Secondary 

Department Objectives:

To engage the creative and inquisitive instinct of pupils by solving problems through design.
 

Key Focus and Rationale:

Design & Technology (D&T) is included as a compulsory examination subject in the Lower Secondary curriculum to contribute to the all rounded development of our students.
 
The programme prepares our students for living and working in a technological world. It also helps them to recognise the need for new or modified products/systems and give pupils the capacity and confidence to design, make and evaluate these products/systems for themselves.
 

Innovative Programmes / Curriculum:

In SJC, the Design and Technology Department has adopted the modular system since 2007. Design and Technology is only taught in Secondary One and our students move on to learn Food & Consumer Education in Secondary Two.
 

Key Events / Activities:

The students embark on their design journey through three projects during the course of a one year curriculum. There is less emphasis on pen and paper written examinations as more focus is placed on design and hands-on projects. Some of the products that the students make are jewellery boxes, multipurpose holders and mobile toys.Some of the products that the students make are handphone holders, steady hand toys, jewellery boxes and mobile toys.

At the end of the programme, students are able to:
  • develop an awareness of design in the made-world;
  • develop an appreciation of function, aesthetics and technology in design;
  • develop basic design thinking and communication skills;
  • experience the process of realising design through making; and
  • think and intervene creatively to become autonomous decision makers.