Once Upon a PE Lesson

Storytelling in physical education | Podcast with PE Scholar

 

I’m excited to share that I was featured on PE Insights by PE Scholar, where we discussed my teaching journey and how it led me to specialize in Primary PE. In this episode, I talk about discovering the transformative power of storytelling in Physical Education and its profound impact on engaging young learners. We explore my transition into teaching PE for Key Stage 1 (KS1) and Early Years Foundation Stage (EYFS) students, as well as why storytelling has become such a valuable tool in my approach.

I also shared practical tips for educators on integrating storytelling into their lessons to create immersive, meaningful experiences that captivate students’ imaginations.

  • Try New Things: Don’t be afraid to experiment with new activities and approaches in your teaching. Even if you’re comfortable with your current methods, trying something new can reinvigorate your passion and creativity.
  • Seek Help and Collaborate: Reach out for help or ideas from others. Teaching can sometimes feel isolating, but collaboration can provide fresh perspectives and solutions.
  • Build Networks: Developing a network of fellow PE teachers is essential. These connections can offer support, ideas, and opportunities for professional growth. Social media and professional conferences are excellent platforms for networking.

 

Tune in to the episode to hear more about my journey, insights, and advice for bringing PE to life in primary settings!

 


If you’re looking for fresh ideas, check out my resources page to add some fun and engagement to your lessons!

 

Retuning stronger!

Hello everyone! I am back and thrilled to announce that Once Upon a PE Lesson is back too! I apologise for my absence and the lack of resources and updates

PE teacher Rachel Ford explains how she approached moving country and curriculum, and why she’s now an IB convert

We all know that PE develops social skills and emotional intelligence. Above all, it is important to remember that just as students need time and guidance to discover and practice skills, concepts and strategies, we must give students the same time and guidance to process the emotions they feel so that they can have a positive impact on their performance.