At St. Francis’s School (STFS) in Western Australia, the Physical Education (PE) program plays a crucial role in helping students rediscover their love for movement and physical activity. STFS is a C.A.R.E. (Curriculum and Reengagement in Education) school, dedicated to providing support for students who have experienced trauma and struggled in traditional education settings. With small class sizes and a personalized approach, the school offers a unique environment for both students and educators. Simon Emmerson, a passionate New Zealand-born teacher who now calls Australia home, leads the PE program at STFS. In this spotlight, Simon shares insights into his approach to teaching, the challenges and rewards of working in this setting, and the lasting impact he hopes to make on his students.
A Unique Setting and Program Structure
The PE program at St. Francis’s School is tailored to meet the needs of its students, many of whom face emotional challenges and have experienced difficulties in traditional school environments. “St. Francis’s is a small school, with class sizes ranging from 2 to 10 students,” Simon explains. “We have three PE teachers, but we also teach other subjects like math and food studies.” This multidisciplinary approach ensures that teachers can build strong, supportive relationships with students in and out of the PE classroom. PE is taught three times a week, with additional recreational sessions twice a week, allowing students regular opportunities to engage in physical activity.
Reigniting the Desire for Movement
One of the biggest challenges Simon faces in his role is reengaging students who have lost their motivation to be physically active. “Many students have lost their desire to be active regularly due to the emotional turmoil they may be in when arriving at STFS,” Simon explains. For these students, physical activity often feels overwhelming or disconnected from their everyday lives. “It’s a long journey to get students up and about again,” Simon adds. With small class sizes, the challenge is also to find activities that spark students’ interests and keep them engaged. Simon and his colleagues work tirelessly to reignite the students’ awareness of the importance of movement for life and vitality.
A Focus on Individual and Small-Team Sports
Given the small group sizes at STFS, Simon has had to get creative with the types of sports and activities offered. “Team sports can be challenging with such small groups, so we’ve centered our activities around individual and small-team sports,” he explains.
Some of the more unique activities in the PE curriculum include Geo-caching, Darts, and Gutter Ball, a New Zealand throwing and catching game. In addition, students participate in a variety of movement-based sports such as 3v3 basketball and volleyball, tennis, badminton, pickleball, squash, mountain biking, cross fitness, and water safety touch rugby (3v3). This wide range of activities ensures that each student can find something they enjoy, and it helps develop their physical skills in a supportive environment.
Engaging with Local Culture
Simon emphasizes the importance of incorporating local culture into the PE curriculum at STFS. One of the key ways he does this is through engagement with Noongar Sports, which introduces students to games and traditions from the Noongar people, the Indigenous Australians of the South West of Western Australia. “We always engage with Noongar Sports, and the students enjoy learning about Indigenous games and culture,” Simon says.
Indigenous game called Buroinjin played at St. Francis’s School
In addition, Australian Rules Football (AFL) plays a role in the PE program. “AFL is a uniquely Australian sport, and while we don’t play formal matches, we do our best to engage students through informal ‘*kick to kick’ games,” Simon adds. By integrating local culture into the curriculum, Simon helps students connect more deeply with their surroundings and fosters a sense of community.
*Kick-to-kick is a casual and engaging activity where two players stand approximately 15 meters apart and take turns kicking the ball to each other while the other player attempts to mark (catch) it. Players can mix things up by running or bouncing the ball back after receiving a long kick. They also experiment with different kicking styles, such as the drop punt, torpedo punt, or checkside punt. When goalposts are available, participants often position themselves in front and behind the posts to practice scoring goals.
Student Favorites: The Power of Play
When it comes to student-favorite activities, Simon has observed that their preferences can change over time, reflecting the cyclical nature of interest. “At the moment, Darts is very popular!” Simon says. He also notes that rhythm-based activities, such as volleyball or using the school’s swing set, are particularly beneficial for students who need help with emotional regulation. “Anything with a rhythmical pattern really helps with focus,” Simon explains. These activities, while simple, have a profound impact on the students, providing a safe outlet for both physical and emotional energy.
Simon’s Journey to Teaching PE
Simon’s love for physical activity began in his hometown of Whakatāne, Bay of Plenty, New Zealand, where he was raised in an environment that encouraged active living. “People in my hometown were very active, and sports were always encouraged,” he reflects. His passion for sports was ignited by a dedicated Fijian teacher in primary school and continued to grow throughout high school, where he knew he wanted to pursue a career in PE. “I enjoy just playing! And my PE teachers were great role models,” Simon says, noting how these early experiences shaped his desire to become a teacher. Now, as a dual citizen living in Australia, Simon brings that same passion for physical activity and education to his students at STFS.
Simon’s Teaching Philosophy: Play-Based PE
For Simon, the key to successful physical education is simple: keep it fun and keep it active. His teaching philosophy revolves around making PE play-based and minimizing lengthy explanations or lectures. “My advice for other PE teachers is to be happy with who you are, do what you love, and make PE play-based! Less talk, more do!” Simon emphasizes. This approach allows students to engage with the material in a hands-on way, promoting learning through play and movement, rather than through rigid instruction.
A Lasting Impact: Moving for Life
When asked what he hopes his students will remember most from their time in PE at STFS, Simon says: “I hope they remember that you have to get up and move for your whole life if you want to live a long and prosperous one.” By creating a supportive, inclusive, and engaging environment, Simon Emmerson is helping his students at St. Francis’s School rediscover the joy of movement and setting them on a path to hea
