Foundational Objectives

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

Students will:

1. Demonstrate increasing competence in many physical activities and become increasingly proficient in a few physical activities.

2. Become more able to apply movement concepts and principles to understand and develop movement patterns and skills.

Competency -Beginner to Intermediate level of skill learning

Proficiency - Advanced level of skill learning

Educational Rhythmics and Dance

Learning Objectives It is expected that students will: · demonstrate increasingly complex dance steps and patterns, alone and with others (CCT, PSVS) · perform increasingly complex movement sequences using Movement Variables of Body, Space, Effort and Relationships, alone and with others, with and without equipment · use the creative process to develop dance patterns, alone and with others · demonstrate an increasing capacity to use the body for expression and communication through movement · expand personal movement vocabulary (C) · demonstrate increasing understanding of and capacity to apply movement principles related to stability and force in a variety of rhythmic and dance activities

Sample Learning Experiences Through dance, students can explore avenues of knowledge, creativity and self-expression. Through rhythmic and creative activities, students are provided with opportunities to practice the elements of rhythmics and dance. They can create and lead movement sequences and perform a variety of dances from different cultures. Dance and rhythmic activities require students to work individually, with partners and in small groups . (PSVS, CCT) · Incorporate vigorous rhythmic activities into warm-ups. · Perform simple rhythmic actions to songs. · Imitate, copy, follow, mirror and shadow dance steps and movements to form sequences and dances. · Listen and move to a variety of music (e.g., slow, moderate, fast) from different cultures. (PSVS) · Create a dance of their own interpretation using traditional music (e.g., polka, reel, schottische). (CCT) · Perform steps or patterns from traditional folk dances (e.g., square, Aboriginal, Jewish, jazz). (PSVS) · Perform traditional dances individually, with a partner or in small groups, using different formations (e.g., square, round, line). · Invite local groups to perform (e.g., Aboriginal dancers and ethnic clubs) and provide information about careers related to dance. (IL) · Have students research the origin of specific dances for a multicultural presentation. (IL) · Have students create a story from a piece of music then interpret the story in a dance formation in the gym. (CCT, C) · Use poetry, sound, light, images, action words or objects (e.g., fans, sticks, ribbons, scarves, ropes) as stimuli for dances. (CCT) · Use a parachute to create shapes and movement and to modify traditional dance patterns or create new ones. (CCT)

Sample Assessment Strategies · To assess dance, observe the extent to which students develop movements that fit with the rhythm, music and lyrics. Look for evidence that students are able to: perform specific steps of the dance, maintaining rhythm use locomotor and non-locomotor movements to accent specific beats perform dance steps and sequences while dancing with others attempt new dances with enthusiasm create a series of movements to form a dance routine, alone or in small groups (CCT) · Have students work together to develop a dance routine, in a line or circle formation, using skills such as running, hopping and accenting beats. To assess students' dance sequences, note: the number of different dance steps the difficulty of the steps the complexity of the dance formations the extent to which students develop movements that fit with the rhythm, music and lyrics. Is the student dancing with controlled, balanced steps? Is the student moving to the beat and counting phrases? Is the student able to change directions sharply and maintain rhythmic steps? · Have other students evaluate the presentations and provide feedback to the presenters. Ask students to watch the performance and record evidence that presenters have met the task requirements by including running, hopping, accenting beats, and a dance formation of a line or a circle. (IL, CCT, C)

Teacher Notes

Educational Games

Learning Objectives It is expected that students will: · demonstrate ways to send, receive and retain possession of objects with increasing control, individually and with others, using a variety of body parts and implements · create, modify, adapt, analyze and explain simple games using Basic Movement Patterns (CCT, C) · design, modify, adapt, analyze and explain simple games using Movement Variables of Body, Space, Effort and Relationships (CCT, C) · select and combine locomotor and non-locomotor skills when creating and participating in game activities · demonstrate increasing understanding of and capacity to apply offensive, defensive and cooperative movement strategies in a variety of game activities · use critical-thinking and problem-solving skills to create games (CCT)

Sample Learning Experiences Students demonstrate game skills and an understanding of terminology, etiquette and rules. The value of teamwork is emphasized during problem-solving activities, which are used to develop game strategies. Safety and respect of self and others is continually reinforced . · Participate in simple running games or complete a fitness circuit related to game skills being taught. · Perform locomotor movements (e.g., run and stop in various directions and pathways) to develop the footwork used in specific game activities (e.g., side slide, pivot). · Use a variety of equipment (e.g., sticks, bats, balls, scoops, beanbags, rackets) to practice skills of sending to a stationary or moving target. · Work in small groups to practice sending and receiving skills, using modified game activities (e.g., keep away, guard-the-pin). (PSVS) · Working in groups, have students invent a new cooperative or competitive game using two pieces of equipment for sending and receiving, while stationary or locomoting (e.g., ball and beanbag, Frisbee and quoit). (CCT, PSVS, C) · Write a description of a competitive or a cooperative game or activity, with illustrations. Then have students teach the game to others, including warm-up and cool-down activity. (C) · Research games from other cultures and plan a multicultural festival. (IL) · Use various pieces of equipment to practice, individually and with a partner, activity-specific movement skills (e.g., dribbling, passing, shooting). · Use a parachute to create shapes (e.g., mushroom, umbrella, bubble), movements (e.g., waves, merry-go-round) and cooperative games.

Sample Assessment Strategies · Note the extent to which students: use the task requirements established by the teacher to demonstrate awareness of the Movement Variables-Body, Space, Effort and Relationships-when performing game activities use creative and critical thinking skills and problem-solving skills to create game activities (CCT) are able to accurately use language, orally or in writing, that explains rules, purposes and strategies (C) · Have students work in groups to create their own game. The game might include a skill (e.g., kicking, throwing, striking), designated equipment, a specific number of players, opportunities for all participants to be actively involved, rules, strategies and a name. In groups, have students develop criteria to assess and evaluate their games, listing what makes a good game. Students can refer to the criteria as they are creating their game. (PSVS, CCT, C) · Have students in groups assess how well they met the criteria for developing a good game. (PSVS, CCT) · Have students record their experiences in their journals (e.g., how they designed and demonstrated the game) and explain their own assessment of their group's game. (CCT, C) · Examine responses for evidence of critical thinking.

Teacher Notes

Educational Gymnastics

Learning Objectives It is expected that students will: · perform and refine a safety sequence consisting of a run, a jump with a landing on two feet (forward, backward or sideways) and immediately follow with a safety/shoulder roll (PSVS) · select, perform and refine Basic Movement Patterns-Landings, Locomotions, Statics, Rotations, Swings, Springs-varying elements of Body, Space, Effort and Relationships · select elements of Body, Space, Effort and Relationships to create individual movement sequences (CCT) · select, refine and combine locomotor and non-locomotor skills in movement sequences, alone or with others, with or without equipment · create and perform sequences using small and/or large equipment, individually or with others (CCT) · demonstrate increasing understanding of and capacity to apply movement principles related to stability and force in a variety of gymnastics activities · solve movement problems using creative/critical thinking skills (CCT)

Sample Learning Experiences Students continue to develop skills, and understandings of the concepts and principles associated with the locomotor and non-locomotor Basic Movement Patterns-Locomotion, Landings, Swinging, Rotating, Springing, Statics. Students use the Movement Variables to create and solve movement challenges and tasks, alone or with others, with or without equipment . · Discuss and practice safety procedures and routines, including taking out, setting up, taking down and putting away equipment. (C, PSVS) · Regularly practice landings on the feet, landings on the hands and safety rolls. Review performance cues and provide feedback. Emphasize soft, smooth, quiet landings. (PSVS) · Create sequences by connecting movement patterns together. (Create a sequence that contains a starting shape, a very unstable position that must be held for 5 seconds, a very stable position, a rotation around the longitudinal axis, a rotation around the anterior-posterior axis, a step-like locomotion, and a finish shape.) (CCT) · Use the Movement Variables to challenge the students and add variety to the sequences. · Help students refine their sequences by emphasizing smooth, flowing transitions from one movement to another. · On a sheet of paper, students draw curved, straight and zigzag lines representing the floor pathways for a gymnastics sequence. They then determine the movement patterns that will correspond to each line and perform the sequence. (CCT, C) · Using small and large equipment, set up stations and use task cards to guide their exploration of movement themes. (IL, C) Invent sequences, with a partner or small group, on mats or other equipment. (CCT, PSVS) · Explore Relationships by performing a variety of locomotions-beside, under, through, in front of, behind, parallel to, onto, on, over, off from- a folding mat, bench, box, etc.

Sample Learning Experiences Continued · With a partner, students create five statues (sculptures) of different shapes with one person bearing all or part of the weight of the partner. Then, have half the class show their best sculpture to the other half of the class and vice versa. · In pairs, one student creates and performs a short sequence. The other student observes and then creates a sequence that is as opposite as possible. (CCT, PSVS) Sample Assessment Strategies · Have students work in small groups to create and illustrate a gymnastic sequence. Encourage students to reflect on their choices. (e.g., We included this movement because it helped us to balance ourselves.) Notice the extent to which students are able to create a gymnastic sequence and explain their reasons for including specific movements. (CCT, PSVS) · Have peers evaluate the sequence as the groups complete the challenges. For example, have one group evaluation sheet at each station. As participants finish the challenge, the group can record their responses to the following: Write any questions you have about the sequence. (C) Were any parts confusing, unclear or needing further practice? Record one part of the sequence you want to include in your next gymnastics sequence, and explain the reason. · In assessing gymnastic skills, look for evidence that the student is able to: demonstrate safe use of equipment and space travel forwards and sideways safely develop and perform a gymnastic sequence with a partner or in a small group demonstrate the four pathways (i.e. straight, curved, zigzag, random) demonstrate travelling at a high, medium and low level decide and set boundaries for working in personal space perform specific gymnastic skills

Teacher Notes

Individual and Dual Activities

Learning Objectives It is expected that students will: · demonstrate increasingly efficient ways to run, jump and throw safely · demonstrate ways to send an object to a target with increasing accuracy and/or force · demonstrate a refined ability to select and perform Basic Movement Patterns (locomotor and non-locomotor skills) in a variety of individual and dual activities · become more competent at selecting and combining activity-specific movement patterns involved in individual and dual activities · demonstrate increasing understanding of and capacity to apply movement principles related to stability and force in a variety of individual and dual activities

Sample Learning Experiences Learning to run, jump and throw correctly is the basis for many individual and dual activities. Students practice the correct techniques to handle equipment safely and to develop manipulative skills related to target activities, athletics (track and field), juggling and skipping . · practice jumping for distance and height on mats, in the sand or on other appropriate surfaces. · Select a track and field event and practice running and jumping using appropriate takeoff and landing (e.g., long jump, high jump). · Use softballs or lightweight shot to practice putting techniques. · Use a relay to practice shot put. (e.g., Mark a finish line. Have each person throw the shot, then run and tag the next person. Continue until the team can throw the shot past the finish line.) · In groups, have students practice the correct technique for passing a baton. Set a course and mark spots for the pass-off. (PSVS) · practice the correct technique to throw the discus (using Frisbees). · Use scarves to practice juggling patterns. · practice juggling using a small sack (e.g., hacky sack) and using different body parts. · Have students practice skipping forwards, backwards, alone and with partners. · Use stations to provide practice in different skills (e.g., throwing the shot, Frisbees or discus; jumping over benches (hurdles); running relays). · Use pins or clubs for targets and benches for alleys. Use softballs or quoits to play horseshoes, bowling and so on.

Sample Assessment Strategies · Look for evidence that students are able to: put the shot or softball using the correct technique and from a standing position jump for distance (e.g., knees bent, arms out for balance) and land with weight forward jump for height using correct foot to take-off, raising the knee to gain height describe running form (e.g., arm motion, shoulder position)(C) · Have students select one throwing (e.g., discus or shot put), running (e.g., 50m, 100m, 400m, 800m), and jumping event (e.g., high jump or long jump), and set a personal goal. Help them develop an individual action plan to achieve the goal. In their activity or skill learning logs, have students record their progress over several weeks. Set target dates to time or measure progress. (IL) · Have students create time lines to represent their growth and development. Look for evidence that students are: using the correct form improving their results able to complete the event correctly working towards achieving their goal enjoying the events and the process of goal setting (IL)

Teacher Notes