Physical Education Curriculum Guide

Personal- Social-Cultural Perspective

Foundational Objectives

Through participation in physical education, students will develop the knowledge, skills and attitudes necessary to become physically educated persons.

Students will:

5. Demonstrate increasingly responsible personal and social behaviour in physical activity settings.

6. Demonstrate a deepening understanding and respect for differences among people in physical activity settings.

7. Gain a better understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

It is expected that students will:

· demonstrate safe behaviours when participating in physical activity (PSVS)

· demonstrate the ability to listen to directions, follow rules and routines and stay on task while participating in physical activity (PSVS)

· demonstrate self-confidence while participating in activities from different activity areas (IL)

· display a willingness to share ideas, space and equipment when participating cooperatively with others (PSVS)

· display a willingness to work with others of various abilities, interests and cultural backgrounds (PSVS)

· accept responsibility for assigned roles while participating in physical activity (PSVS)

· identify the links between work and leisure (IL)

Sample Learning Experiences

With the students, establish rules, routines and safety procedures (e.g., start-and-stop signals, listening positions, entering and exiting play areas, change room routines, equipment distribution and collection). (IL, PSVS)
Provide opportunities and encouragement that develop self-confidence and enable students to accept a variety of challenges.
Have students perform movement sequences for partners, small groups and large groups (e.g., parents, older students, younger students).
Enhance the learning environment by encouraging acceptance of varying student potentials and interests.
Provide a variety of activities and acknowledge varying ability levels, interests and cultural backgrounds. (PSVS)
Provide teacher models of placing value on effort.
Create opportunities for students to take on different roles and organizations (e.g., leading, following, group member).
Use student performance as an opportunity to discuss appropriate attitudes and behaviours (e.g., working on task, demonstrating appropriate audience behaviour, giving positive feedback).
Discuss leisure activities in the community and how to become involved. (IL)
Identify careers in leisure activities in the community. (IL)
Invite guest speakers and sport personalities to describe the attributes and qualities required in specific professions related to physical activity. (C, IL)

Sample Assessment Strategies

Help students develop criteria for creating a safe, positive and nurturing learning environment by listing how this would look and sound during a physical activity. Record their responses on a chart.
Collect evidence of a safe, positive environment during movement activities. Focus the data collection by asking students to record evidence in a specific area (e.g., safe use of equipment, awareness of general and personal spaces, cooperation). Have students collect evidence as they observe, talk and interact with others, and record it on an evidence collection sheet. (C)
Record student researcher data on the chart, connecting the evidence with the criteria. For example, Including Others may be listed on the chart. If students found evidence that showed inclusion, record it beside the comment. It may sound like this: I noticed Salina asking Louise if she wanted to help look after the lunch hour equipment. Ask students to identify the category and explain the reason for their choice. Listen as they record the data. Notice the extent to which students are able to collect evidence and identify positive behaviours.
After students have completed the data collection, ask students what they found out, what surprised them, what they decided to do, and what they would do differently next time. (CCT)