Mount Laurel Township Schools Physical Education and Health Curriculum Grades Preschool through Eight

Transcription

1 Mount Laurel Township Schools Physical Education and Health Curriculum Grades Preschool through Eight Adopted by the Mount Laurel Board of Education on August 28, 2012

2 MISSION STATEMENT OF THE MOUNT LAUREL SCHOOL DISTRICT The mission of the Mount Laurel Township School District is to prepare all children to be successful citizens and workers in the 21st century. As aligned with the New Jersey Core Curriculum Content Standards, this includes educating students to read with comprehension, write clearly, compute accurately, think critically, reason, discover, innovate, collaborate, and use information to solve problems. Mount Laurel Central Administrators Dr. Antoinette Rath Superintendent of Schools Dr. Sharon Vitella Assistant Superintendent for Curriculum, Instruction and Assessment Robert F. Wachter Jr. Assistant Superintendent for Business/Board Secretary Karen Andronici Supervisor of Professional Development and Human Resources Marie F. Reynolds Director of Communication Services Mount Laurel Board of Education Ronald Frey, President Margaret Haynes, Vice President Diane Blair Christine Dickson Michael Gallagher Maureen Sojka Marc Jones Scott Jones Joanne Pelly 1

3 New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education INTRODUCTION Comprehensive Health and Physical Education in the 21st Century Health literacy is an integral component of 21st century education. Healthy students are learners who are knowledgeable and productive, [and] also emotionally and physically healthy, motivated, civically engaged, prepared for work and economic selfsufficiency, and ready for the world beyond their own borders (ASCD, 2004). As part of the state s initiative to prepare students to function optimally as global citizens and workers, the contemporary view of health and physical education focuses on taking personal responsibility for one s health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The mission and vision for comprehensive health and physical education reflects this perspective: Knowledge of health and physical education concepts and skills empowers students to assume lifelong responsibility to develop physical, social, and emotional wellness. Vision: A quality comprehensive health and physical education program fosters a population that: Maintains physical, social, and emotional health by practicing healthy behaviors and goal setting. Engages in a physically active lifestyle. Is knowledgeable about health and wellness and how to access health resources. Recognizes the influence of media, technology, and culture in making informed health-related decisions as a consumer of health products and services. Practices effective cross-cultural communication, problem solving, negotiation, and conflict resolution skills. Is accepting and respectful of individual and cultural differences. Advocates for personal, family, community, and global wellness and is knowledgeable about national and international public health and safety issues. Intent and Spirit of the Comprehensive Health and Physical Education Standards 2

4 All students participate in a comprehensive, sequential, health and physical education program that emphasizes the natural interdisciplinary connection between wellness and health and physical education. The standards provide a blueprint for curriculum development, instruction, and assessment that reflects the latest research-based platform for effective health and physical education programs. The primary focus of the standards is on the development of knowledge and skills that influence healthy behaviors within the context of self, family, school, and the local and global community. The 2009 revised standards incorporate the current thinking and best practices found in health and physical education documents published by national content-specific organizations as well as public health and other education organizations and agencies. Revised Standards The Comprehensive Health and Physical Education Standards provide the foundation for creating local curricula and meaningful assessments. Revisions to the standards include cumulative progress indicators that reflect: Recently enacted legislation outlined in the section below An emphasis on health literacy, a 21st century theme Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes, and behaviors in other countries Inclusion of additional skills related to traffic safety, fire safety, and accident and poison prevention Increased awareness of and sensitivity to the challenges related to individuals with disabilities The 2009 standards continue to incorporate New Jersey Legislative Statutes related to the health and well-being of students in New Jersey public schools, including those enacted from : Gang Violence Prevention Bill: N.J.S.A. 18A: (2006) requires instruction in gang violence prevention. Organ Donation Bill: N.J.S.A. 18A:7F-4.3 (2008) requires instruction in grades 9 through 12 about organ donation and the benefits of organ and tissue donation. Suicide Prevention Bill: N.J.S.A. 18A:6-111 (2004) requires instruction in suicide prevention and related mental health issues. 3

5 Resources Association for Supervision and Curriculum Development. (2004). The whole child. Online: Centers for Disease Control and Prevention. (2009). Health education curriculum analysis tool. Atlanta, GA: Author. Centers for Disease Control and Prevention. (2006). Physical education curriculum analysis tool. Atlanta, GA: Author. Joint Committee on National Health Education Standards. (2007). National health education standards: Achieving health excellence. Atlanta, GA: American Cancer Society. Lohrmann, D. K. (2005). Creating a healthy school. Alexandria, VA: Association for Supervision and Curriculum Development. National Association for Sport and Physical Education. (2004). Moving into the future: National standards for physical education. Reston, VA: American Alliance for Health, Physical Education, Recreation, and Dance. National Association of State Boards of Education. (2008). Center for safe and healthy schools. Online: New Jersey State Department of Education. (2004). Core curriculum content standards in comprehensive health and physical education. Online: Partnership for 21st Century Skills. (2005). Framework for 21st century learning. Online: Health Literacy includes: Obtaining, interpreting, and understanding basic health information and services and using such information and services in ways that are health enhancing. Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and stress reduction. Using available information to make appropriate health-related decisions. Establishing and monitoring personal and family health goals. (Partnership for 21st Century Skills, 2005) New Jersey Legislative Statutes Summary Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident 4

6 and fire prevention. Regular courses of instruction in accident prevention and fire prevention shall be given in every public and private school in this state. Instruction shall be adapted to the understanding of students at different grade levels. Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast selfexamination. Each board of education which operates an educational program for students in grades 7 through 12 shall offer instruction in breast self-examination. The instruction shall take place as part of the district s implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education, and the comprehensive health and physical education curriculum framework shall provide school districts with sample activities that may be used to support implementation of the instructional requirement. Bullying Prevention Programs (N.J.S.A. 18A:37-17) requires the establishment of bullying prevention programs. Schools and school districts are encouraged to establish bullying prevention programs and other initiatives involving school staff, students, administrators, volunteers, parents, law enforcement, and community members. To the extent funds are appropriated for these purposes, a school district shall: (1) provide training on the school district s harassment, intimidation, or bullying policies to school employees and volunteers who have significant contact with students; and (2) develop a process for discussing the district s harassment, intimidation, or bullying policy with students. Information regarding the school district policy against harassment, intimidation, or bullying shall be incorporated into a school s employee training program. Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school program on cancer awareness. The Commissioner of Education, in consultation with the State school boards, shall develop a cancer awareness program appropriate for school-aged children. Domestic Violence Education (N.J.S.A. 18A: ) allows instruction on problems related to domestic violence and child abuse. A board of education may include instruction on the problems of domestic violence and child abuse in an appropriate place in the curriculum of elementary school, middle school, and high school pupils. The instruction shall enable pupils to understand the psychology and dynamics of family violence, dating violence, and child abuse; the relationship of alcohol and drug use to such violence and abuse; and the relationship of animal cruelty to such violence and abuse; and to learn methods of nonviolent problem-solving. Gang Violence Prevention (18A: ) requires instruction in gang violence prevention for elementary school students. Each board of education that operates an educational program for elementary school students shall offer instruction in gang violence prevention and in ways to avoid membership in 5

7 gangs. The instruction shall take place as part of the district s implementation of the Core Curriculum Content Standards in Comprehensive Health and Physical Education, and the comprehensive health and physical education curriculum framework shall provide school districts with sample materials that may be used to support implementation of the instructional requirement. Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students in grades 1 through 12 participate in at least two and one-half hours of health, safety, and physical education in each school week. Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she is physically fit and capable of doing so, as determined by the medical inspector, shall take such courses, which shall be a part of the curriculum prescribed for the several grades, and the conduct and attainment of the pupils shall be marked as in other courses or subjects, and the standing of the pupil in connection therewith shall form a part of the requirements for promotion or graduation. The time devoted to such courses shall aggregate at least two and one-half hours in each school week, or proportionately less when holidays fall within the week. Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A. 18A:40A-1) requires instructional programs on drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances and the development of curriculum guidelines. Instructional programs on the nature of drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances, as defined in section 2 of P.L.1970, c.226 (C.24:21-2), and their physiological, psychological, sociological, and legal effects on the individual, the family, and society shall be taught in each public school and in each grade from kindergarten through 12 in a manner adapted to the age and understanding of the pupils. The programs shall be based upon the curriculum guidelines established by the Commissioner of Education and shall be included in the curriculum for each grade in such a manner as to provide a thorough and comprehensive treatment of the subject. Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of Lyme disease curriculum guidelines. The guidelines shall emphasize disease prevention and sensitivity for victims of the disease. The Commissioner of Education shall periodically review and update the guidelines to insure that the curriculum reflects the most current information available. Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ donation to be given to students in grades 9 through 12. The goals of the instruction shall be to: o Emphasize the benefits of organ and tissue donation to the health and well-being of society generally and to individuals whose lives are saved by organ and tissue donations, so that students will be motivated to make an affirmative decision to register as donors when they become adults. o Fully address myths and misunderstandings regarding organ and tissue 6

8 donation. o Explain the options available to adults, including the option of designating a decision-maker to make the donation decision on one s behalf. o Instill an understanding of the consequences when an individual does not make a decision to become an organ donor and does not register or otherwise record a designated decision-maker. o The instruction shall inform students that, beginning five years from the date of enactment of P.L.2008, c.48 (C.26:6-66 et al.), the New Jersey Motor Vehicle Commission will not issue or renew a New Jersey driver s license or personal identification card unless a prospective or renewing licensee or card holder makes an acknowledgement regarding the donor decision pursuant to section 8 of P.L.2008, c.48 (C.39:3-12.4). The Commissioner of Education, through the non-public school liaison in the Department of Education, shall make any related instructional materials available to private schools educating students in grades 9 through 12, or any combination thereof. Such schools are encouraged to use the instructional materials at the school; however, nothing in this subsection shall be construed to require such schools to use the materials. Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a sexual assault prevention education program. The Department of Education in consultation with the advisory committee shall develop and establish guidelines for the teaching of sexual assault prevention techniques for utilization by local school districts in the establishment of a sexual assault prevention education program. Such program shall be adapted to the age and understanding of the pupils and shall be emphasized in appropriate places of the (NJ DOE)sufficiently for a full and adequate treatment of the subject. (NJ DOE) 7

9 New Jersey Comprehensive Health and Physical Education Core Curriculum Content Standards Frequently Asked Questions: Health and Family Life Education 1. What are the requirements regarding health education in New Jersey schools? All students are required to participate in health education classes which include a family life education component. The N.J.S.A.18A:35-7 and 8 requires that all students in grades 1-12 take at least 150 minutes of health, safety, and physical education per week each year. In high school, students must complete at least 3¾ credits in health and physical education for each year of attendance in order to receive a state-endorsed diploma. In order for students to meet the New Jersey Core Curriculum Content Standards (NJCCCS), schools must provide instruction in both health education and physical education. 2. Must students take family life education classes? Content in this area is outlined in Standard 2.4: Human Relationships and Sexuality and must be included in the district s health education curriculum. However, pursuant to N.J.S.A. 18A:35-4.7, any child whose parent or guardian presents to the school a signed statement that any part of instruction in health, family life education, or sex education is in conflict with his or her conscience or sincerely held moral or religious beliefs shall be excused from that portion of the course. Students excused from instruction should be provided alternative instructional content and activities aligned with the New Jersey Comprehensive Health and Physical Education Core Curriculum Content Standards (CCCS) and the local health education curriculum. 3. If a parent wants a child excused from family life education, what process should be used? Local school districts must have policies in place to notify parents about their right to excuse a child from such instruction without penalty, however, no specific procedures are specified in N.J.S.A.18A: All parents/guardians should be notified of the excusal process. State law does not require active consent; however, every effort should be made to notify parents in advance of their right to have their child excused. Schools may use formal letters, information in parentstudent handbooks, school Web sites and other means to inform parents of this process. The law requires the parent/guardian to present a written, signed statement to the principal explaining how instruction in health, safety, family life education, or sex education is in conflict with his or her conscience or sincerely held moral or religious education beliefs. Once the letter has been received by the school administration, a discussion should take place with the parent/guardian to clarify any misconceptions about the school s program. The student can then be 8

10 excused without penalty from the content of the course found in conflict; however, the student must still complete mutually agreed upon instructional activities that support achievement of the Comprehensive Health and Physical Education Core Curriculum Content Standards. For example, in lieu of a human sexuality class, a student could be placed in a physical education class, take a foods and nutrition course, or complete an independent project to fulfill the requirements. 4. Must the school provide a copy of the health education curriculum upon request? The school must make available a copy of the curriculum for review upon request. Typically, review copies of the curriculum and all related instructional materials are made available by the health/physical education teacher, school nurse, or curriculum office and may also be available at parents night or a school open house. Many schools hold special events to inform parents of the content and expectations of the health curriculum. 5. Can schools contract with outside organizations to provide health and family life education during school hours? While schools may contract with outside organizations to provide specialized instruction during school hours, an appropriately certified school employee must be present during the delivery of instruction. The school has a responsibility to ensure that such instruction is medically accurate, unbiased, not promoting a particular religion, and aligned to the NJCCCS in Comprehensive Health and Physical Education and the district s health education curriculum. Local school districts should carefully review the organization and instructors credentials, check references, and if possible, attend a presentation(s) made for a similar audience before engaging an outside provider. 6. Are schools required to provide professional development to teachers to ensure that they possess current information regarding instruction in health and family life education? New Jersey teachers are required to complete 100 hours of professional development within a five-year cycle. There is no specific requirement regarding teacher training in health or family life education. A professional development plan (PDP, formerly PIP) should be negotiated and agreed upon between the teacher and his/her supervisor. Professional development must align with the New Jersey Professional Development Standards for Teachers, and have the goal of improving teacher content knowledge and pedagogy in health education. Because health information is constantly changing, it is important that educators take responsibility for staying current in their field. 7. Who provides professional development for family life education? New Jersey has a database of registered providers of professional development in health education and family life education that may be accessed on the New Jersey Department of Education Web site at 9

11 8. How can a school ensure that a program is gender sensitive? The N.J.A.C. 6A:7-1.7(b) requires that schools provide curriculum and instruction that is free of bias and offers the opportunity for positive interaction among students, regardless of race, color, religion, gender, national origin, age, disability, sexual orientation, political affiliation or belief. Broad community representation on a curriculum advisory committee can help to ensure that the program reflects community culture and norms. 9. How can schools garner community support for health and family life education? N.J.A.C. 6A:8-3.1 requires that school districts encourage community involvement in the development and review of all curricula that include health education programs. A Curriculum Advisory Committee that represents the community and periodically reviews curricula in all content areas is likely to maintain committee member interest and build community support. Committee members may consist of parents, family members, teachers, administrators, community and religious leaders, and students. Members should represent diverse community values and beliefs in order to ensure that information regarding instructional programs is shared across the community. Curriculum Advisory Committees that focus on a single content area or school issue often find it difficult to maintain the support and interest of school staff and the broader community, since members are likely to have temporary or personalized agendas. 10. Are New Jersey s schools required to provide abstinence-only programs? No. New Jersey schools are not required to provide abstinence-only programs. However, N.J.S.A. 18A: et seq., known as the stress abstinence law, requires schools to stress abstinence as the one completely reliable method of prevention when discussing contraception. It also requires schools to address the failure rates of various contraceptive methods (Adult failure rate data is the only information currently available.). The NJCCCS require instruction regarding multiple methods of contraception; therefore, a school that chooses an abstinence-only curriculum as its only instructional program is not in compliance with the standards that specifically require students to understand abstinence, as well as contraception and disease prevention. In addition, the standards require students to carefully compare and contrast risk reduction and risk elimination methods and strategies to address internal and external pressures to remain abstinent. 11. What does stress abstinence mean? N.J.S.A. 18A: et seq., the AIDS Prevention Act of 1999, is commonly referred to as the stress abstinence law. The law requires school-based programs and materials to emphasize that abstinence from sexual activity is the one completely reliable means of eliminating the sexual transmission of HIV/AIDS and other sexually transmitted diseases and of avoiding pregnancy. 10

12 The law requires local boards of education to include in their curriculum the reasons, skills, and strategies for remaining or becoming abstinent. It also requires that any instruction on methods of contraception, including the use of condoms, contain information on their failure rates in actual use. The law also requires that materials stress the importance of avoiding intravenous (needle injection) drug use as a method of HIV prevention. 12. Where can teachers and curriculum developers find state and local data to support program development? The New Jersey Department of Education and other state agencies provide data and reports concerning selected student behaviors related to health and health outcomes such as pregnancy, live births, infant mortality, HIV and STD infection, and admissions to addiction treatment. The links to access reports and data are listed below: New Jersey Student Health Survey New Jersey Middle School Substance Use Survey New Jersey County Chartbook Pregnancy Risk Assessment Monitoring System Black Infants Better Survival Statistics New Jersey Sexually Transmitted Disease Program New Jersey HIV/AIDS Services New Jersey Center for Health Statistics 13. What criteria should be used to select a proposed family life education program? The program must be aligned with the most recent version (2009) of the NJCCCS for Comprehensive Health and Physical Education. The program and related instructional materials should be current, medically accurate and supported by extensive research with similar student populations, if available. The materials should also be developmentally appropriate, gender and culturally sensitive, and bias-free. This includes bias/proclivity towards a particular religious or political viewpoint. Other questions to consider in choosing a program and instructional materials are as follows: Does the program have accompanying instructional materials or will other materials be necessary to address the standards? Does the program address skills and behavior change or just content? How much training will teachers need to use the program? Does the program address the needs of students in the school community, based on public health data and community norms? Does the program stress abstinence, yet provide a balanced approach to instruction? What is the cost per pupil? Are the materials available in languages other than English? 14. How can schools be sensitive to religious and cultural beliefs about family and sexuality? While the Comprehensive Health and Physical Education Standards provide a framework for local school districts, it is the responsibility of the district to align its 11

13 curriculum with the standards while still addressing the diverse needs of its students. New Jersey community demographics are constantly changing, and it would be unreasonable to expect a single teacher to be fully aware of the various cultural norms of each represented group. Therefore, the task of building cultural and religious sensitivity must be an ongoing effort, conducted by the local school district with the assistance of local cultural and religious organizations. The New Jersey Department of Health and Senior Services has established a network to assist in the identification of organizations with specific expertise in this area. The New Jersey Statewide Network for Cultural Competence can be accessed at How can teachers and curriculum developers ensure that materials are developmentally appropriate? The Comprehensive Health and Physical Education Standards are organized into small grade level bands (K-2, 3-4, 5-6, 7-8, and 9-12) so that teachers can easily identify what should be taught across grade levels. Schools need to provide time for teachers to discuss when and how the cumulative progress indicators will be addressed. Teachers also need to be sensitive to the social, emotional, and physical developmental levels of students in their classrooms and adjust instruction accordingly. Instruction cannot always be individualized to meet every student s immediate needs. There is no doubt, however, that in any classroom, there will be students at various developmental stages who will use the information presented in different timeframes in accordance with their developmental levels of readiness. 16. What factors should schools consider when engaging a speaker/presenter for students and/or parents? Knowledgeable speakers/presenters may benefit a particular course and/or overall instructional program by virtue of their expertise on a given topic(s) that may enhance awareness and learning. Some questions to consider when choosing a guest speaker/presenter for students or parents include the following: Is the speaker s message and delivery method grade-level appropriate? Is there an opportunity to observe the speaker and review his/her presentation materials to ensure they are aligned with the district curriculum and are developmentally appropriate? Is the speaker s information medically accurate? Is the presentation (including method and materials) inclusive of all students needs? Does the speaker and the message model positive behavior? Is there certainty that the speaker does not use fear-based motivational techniques? Is the philosophy of the agency/message aligned with the local curriculum and the NJCCCS? Can a set of clear goals and objectives for the presentation that will reinforce the lessons that occur prior to and after the speaker s presentation be 12

14 negotiated? 17. School policy does not allow teachers to discuss certain topics that continually surface during class. How should teachers handle this situation? There is the likelihood that if students continually focus on certain topics, they are already discussing them with peers. Teachers need to be sensitive to these issues and raise the awareness of school administrators, parents, and the district curriculum committee to ensure that the curriculum addresses the current and pressing needs of students. Student behavior, classroom conversations, and student interests have changed - teachers need to make sure that school officials and parents are aware of these changes. Teachers should adjust instruction accordingly so that students have accurate information from an informed adult, rather than misinformation from other sources. It is important to note that local school districts must address the content and skills at the designated grade levels found in the standards. Staff cannot deviate from designated grade-level instruction because they may be uncomfortable with the content. If staff, parents, students and community members work together in developing a curriculum that meets the needs of all students, this situation is less likely to occur. If a teacher, parent or concerned citizen discovers that a local school district curriculum is not aligned with the standards, he/she should discuss the issue with the teacher responsible for health instruction and with supervisors responsible for the development and implementation of the health curriculum. 18. How can schools ensure that a program is medically accurate? Assuring that content is medically accurate is of critical importance and is the reason all instructors should be provided with content-specific professional development. To assist in reviewing content for medical accuracy, school medical inspectors (school physicians) and school nurses may be involved in the curriculum review process along with substance awareness coordinators, school counselors, social workers, and health education instructors and supervisors. Community medical experts and healthcare providers may also be of assistance. If the instructional program was developed by school district staff, the curriculum committee should provide a list of reputable resources to assist in reviewing program materials. If the program was developed by a major publisher, the material may have already been reviewed for accuracy by a national agency. Specific facts cited in instructional materials can be compared with facts published by the Centers for Disease Control and Prevention ( and the New Jersey Department of Health and Senior Services ( 19. How can schools obtain greater parent involvement in health and family life education? Some local districts offer a workshop for parents to review curriculum materials prior to beginning the family life education program. Such a workshop is an excellent opportunity to make parents aware of normal sexual development in 13

15 children, to address their concerns and offer advice when answering common questions children of various ages might ask regarding sexuality. Alternatively, teachers can assign adult-child homework assignments that provide an opportunity for parents/caregivers and children to discuss issues related to sex education such as values, family beliefs, culture, history and need for good communication. Interviews and discussion questions are a common technique used in creating these assignments that may be a formal part or a supplement to the curriculum. The New Jersey Parent Teacher Association encourages its members to become involved in supporting health education and a coordinated approach to school health programs through committees that address HIV/AIDS, character education, student health and welfare, and nutrition. A number of high school peer education groups have successfully conducted workshops that provide parents with an opportunity to talk to students, other than their own child, about sexuality-related issues and concerns. The Teen Prevention Education Program (Teen PEP) is an example of such a workshop program. Teen PEP is the result of collaboration with the Princeton Center for Leadership Training, HiTops Inc., and the New Jersey Department of Health and Senior Services and is supported by the Prudential Foundation and the New Jersey Department of Human Services ( 20. Does the New Jersey Department of Education approve health and family life education materials (e.g., textbooks, videos, software) or require schools to use specific materials? No. The department does not approve instructional materials such as textbooks, software, or videos in any content area. Material adoption is a local district decision, based on the local curriculum development and review process. All locally adopted instructional materials should be aligned to the district curriculum and the NJCCCS and be current, medically accurate, and developmentally appropriate. The department does provide supplemental resources, such as curriculum frameworks, scope and sequence models, and frequently asked questions to assist with the development, alignment, and implementation of district health curricula. These resources can be accessed online at Does the department require schools to teach about same-sex families? Yes. The department requires that students learn about all kinds of families, including same-sex families. Most New Jersey classrooms have a myriad of family support systems and structures that reflect the social, cultural, economic, ethnic, and religious diversity of our state. Schools must be sensitive to the many 14

16 family structures represented in classrooms and in society today, including, but not limited to, traditional or two-parent families, blended families, single-parent families, multiracial and multigenerational families, and same-sex families. The NJCCCS for Comprehensive Health and Physical Education require all students to understand the role of life-long relationships and the contributions that healthy relationships make to wellness. In grades K-4, students learn that: there are different kinds of families; family members have different roles and responsibilities; and families share love, values, and traditions, provide emotional support for each other, and set boundaries and limits. In the middle grades, students learn about healthy relationships, the role of families in meeting human needs, and the historical role of marriage and family in community and society. In high school, students investigate how different family structures, values, rituals, and traditions meet human needs and begin to understand how young adulthood will impact their role as a family member. High school students address factors to consider when choosing a life partner and learn how to enhance and maintain mature, loving, and respectful relationships. 22. Does the department require schools to teach about sexual orientation? Yes. The standards require that by the end of grade eight, students discuss topics about sexual orientation. Issues might include tolerance and sensitivity, harassment and name-calling, stereotyping, and the development of gender identity and its relationship to puberty and adolescence. Similar topics might be addressed in more depth at the secondary level. (NJ DOE) 15

17 Glossary DIFFERENT KINDS OF FAMILIES Different kinds of families refers to the many family structures represented in classrooms and in society today, including, but not limited to: A traditional two-parent (i.e., mother and father) families, blended families, single-parent families, multi-racial families, multi-generational families, and same-sex-parent families. ESSENTIAL ELEMENTS OF MOVEMENT SKILLS Essential elements of movement means the knowledge and demonstration of mechanically correct technique when executing a movement skill. FITT FITT stands for the basic philosophy of what is necessary to gain a training effect from an exercise program. The FITT acronym represents: 1. Frequency - How often a person exercises 2. Intensity - How hard a person exercises 3. Time - How long a person exercises 4. Type - What type of activity a person does when exercising HEALTH-RELATED FITNESS Health-related fitness incorporates the five major components of fitness related to improved health: 1. Cardio-respiratory endurance is the ability of the blood vessels, heart, and lungs to take in, transport, and utilize oxygen. This is a critically important component of fitness because it impacts other components of fitness and decreases the risk of cardiovascular diseases. 2. Muscular strength is the maximum amount of force a muscle or muscle group can exert. 3. Muscular endurance is the length of time a muscle or muscle group can exert force prior to fatigue. 4. Flexibility refers to the range of motion in the joints. 5. Body composition shows the amount of fat versus lean mass (bone, muscle, connective tissue, and fluids). While some fat is essential for insulation and providing energy, too much fat can cause serious health problems. HPV Human papillomavirus (HPV) is a common virus that infects the skin and mucous membranes. There are about 100 types of HPV, and approximately 30 of those are spread through genital contact (typically sexual intercourse). Around 12 types - called low-risk types of HPV - can cause genital warts. In addition, there are approximately 15 high-risk types of HPV that can cause cervical cancer. Infection with the common types of genital HPV can be prevented with the HPV vaccine. However, vaccination is only fully effective if administered before a girl or young woman has been exposed to those types of HPV through sexual contact. In addition, the vaccine does not 16

18 protect against all types of HPV that can cause cervical cancer. INTENTIONAL AND UNINTENTIONAL INJURIES Intentional injuries are injuries arising from purposeful action (e.g., violence and suicide). Unintentional injuries are injuries arising from unintentional events (e.g., motor vehicle crashes and fires). MOVEMENT SKILLS Movement skills encompass locomotor, nonlocomotor, and manipulative movement: 1. Locomotor movement occurs when an individual moves from one place to another or projects the body upward (e.g., walking, jumping, skipping, galloping, hopping, jumping, sliding, running). 2. Nonlocomotor movement occurs when an individual moves in self-space without appreciable movement from place to place (e.g., twisting, bending, stretching, curling). 3. Manipulative movement occurs when an individual controls a variety of objects with different body parts (e.g., throwing, catching, kicking, striking, dribbling). PERSONAL ASSETS Personal assets refer to individual strengths and weaknesses regarding personal growth. PROTECTIVE FACTORS Protective factors refer to the skills, strengths, and resources that help individuals deal more effectively with stressful situations. RESILIENCY Resiliency is the ability to overcome the negative effects of risk exposure. SERVICE PROJECTS Service projects are initiatives that represent relevant social and civic needs. SKILL-RELATED FITNESS Skill-related fitness refers to components of physical fitness that contribute to the ability to successfully participate in sports: 1. Agility is the ability to rapidly and accurately change the direction of the whole body while moving in space. 2. Balance is the ability to maintain equilibrium while stationary or moving. 3. Coordination is the ability to use the senses and body parts in order to perform motor tasks smoothly and accurately. 4. Power is the amount of force a muscle can exert over time. 5. Reaction time is the ability to respond quickly to stimuli. 6. Speed is the amount of time it takes the body to perform specific tasks while moving. STIS Sexually transmitted infection (STI), also known as sexually transmitted disease (STD), 17

19 is an illness that has a significant probability of transmission between humans or animals by means of sexual contact, including vaginal intercourse, oral sex, and anal sex. TRAFFIC SAFETY SYSTEM Traffic safety system refers to the concept of traffic (moving people safely and efficiently), the specific components of the traffic safety system (e.g., laws, safety, signs, travel modes, routes, and responsibilities), and the people who are part of the traffic safety system (e.g., walkers, bicyclists, police, and automobile, bus, and train operators). (NJ DOE) Adaptive Physical Education: 1. Adaptive PE programming for student will be addressed as per the student s IEP with respect to individualized objectives/goals. 2. Programming maybe integrated into the Standard PE class or a separate program based on student needs as per the IEP. Dating Violence ~ Excerpted from Board Policy For students in grades 7 and 8, physical education and health curriculum will include the topic of dating violence. Dating violence means a pattern of behavior where one person threatens to use, or actually uses physical, sexual, verbal, or emotional abuse to control a dating partner. The dating violence education shall include information on the definition of dating violence, recognizing dating violence warning signs, and the characteristics of healthy relationships. The purpose of the dating violence information is to help prevent dating situations from becoming unsafe and to help educate young people on constructive ways to resolve conflicts in personal relationship. 18

20 Mount Laurel Township Schools Physical Education Curriculum Guide Pre-school Stage 1 Desired Results NJCCCS: 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Enduring Understandings: Students will understand that Learning to move safely, effectively, and efficiently will lead to participation in healthenhancing forms of physical activity throughout life. Students will know that Developing competence and confidence in gross and fine motor skills provides a foundation for participation in physical activities. Unit/Big Idea: (1) Movement Essential Questions: Why do we move? Why is following directions important? How do we move? Students will be able to 2.5.P.A.1. Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching). 2.5.P.A.2. Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, uses smaller-sized manipulatives during play, and uses a variety of writing instruments in a conventional manner). 2.5.P.A.3. Uses objects and props to develop spatial and coordination skills (e.g., throws and catches balls and Frisbees, twirls a hula-hoop about the hips, walks a balance beam, laces different sized beads, and buttons and unbuttons). Stage 2 Assessment Evidence Required Performance Assessment: Participate in various movement activities. Follow verbal and visual cues during physical activity. Other Evidence: Teacher observation Self-assessment Peer-assessment Quiz/checklist on key terms, concepts, skills Oral response Written response Stage 3 - Learning Plan

21 Suggested Learning Activities: LET' S PLAY TAG - Tag games teach children how to negotiate objects, stay within boundaries, and flee from chasers. Here are several variations of tag games designed to teach these concepts. Spiders - Two lines, 30 to 40 feet apart, define the playing area and the game is played from line to line. Between the lines scatter hoops the more hoops, the more taggers. Assign one student to stand inside each hoop. These students are the spiders. The spiders may stretch far as possible but must keep both feet inside the hoop. The hoops may not be moved. The runners (any locomotor movement works) try to move from one line to the other without being tagged by a spider. Ten points are awarded for each successful crossing. If a student is tagged, points are not scored. No one loses points. Variation: Rather than award points, tagged students must obtain a hoop and become a spider. When all students are tagged, begin the game again allowing new spiders to scoot inside the hoops to tag students. DANCE TO THE MUSIC - The Chicken Dance and the Alley Cat are two popular social dances that clearly demonstrate changes in the duration and speed of movement. When teaching these dances, discuss the concepts of acceleration and deceleration, the speeding up of the dance, and then the slowing at the conclusion. Discuss and demonstrate the concepts of levels, pathways, space, and flow in relation to the dance. Variation: Use a percussion instrument to establish a tempo. Students perform a particular locomotor or nonlocomotor movement to the beat. Change the movement and vary the tempo. TRAFFIC COP - For this activity, you need a large open area that has the capacity to provide numerous intersections. (If a natural area does not exist, use chalk or tape to design a city street model on the gym floor or playground.) Ask students: What are - STORY OBSTACLE COURSE - Create an obstacle course based on a familiar child s story. Students act out the story using the obstacle course to experience changes in levels, directions, and pathways. The course assists students to establish physical and mental connections, understanding terms such as over, under, behind, in front of, near, and far. Use a story like The Tale of Peter Rabbit or any Winnie the Pooh story. Read the story aloud and discuss the actions of the characters. Then allow students to act out the story (e.g., crawling through a log, climbing or jumping a stream) using the simulated forest and field obstacle course. Focus on the changes in locomotor and nonlocomotor movements needed to navigate the course. Variation: Create a circus obstacle course and have students portray the various circus characters and animal roles. Variation: Design an obstacle course that focuses on acquiring language skills, describing directions, levels, and pathways. Vary the elements of the course as well as the locomotor movements that provide transition from obstacle to obstacle. For example, students crawl low through a tunnel, walk backwards on a balance beam, roll on mats, and climb cargo nets or climbing walls. Students perform designated locomotor movements such as skipping, hopping, or jogging between obstacles. Create large vocabulary cards and place them next to each obstacle to reinforce concepts such as over, under, beside, and behind. Variation: Design an obstacle course that allows students multiple opportunities to land and stick. Provide target areas for the landing and emphasize the need to flex the knees and hips as a means to absorb the force of the jump. WINDMILLS - Ask students questions about the weather such as: What does it feel like on a cold, windy day? a warm, breezy one? Lead students to a discussion of the wind. After a brief

22 some of the rules drivers must follow when on the road? (Answers: speed limits, one way, stay to right). Acting as if they are cars, students walk the course, obeying the rules of the road. (Studentdesigned signs are helpful.) Students alternate as drivers and traffic cops. (The police officers flash traffic signs or direct traffic.) After students have self-navigated the course, present a series of commands (e.g., right turn, curve, green light [run], yellow light [jog], red light [stop]). Discuss the importance of following the rules of the road. Relate the rules to related sidewalk safety issues. Variation: Students navigate the course using scooter boards. Variation: One student becomes the Pac Man walker. If the designated walker touches a student on the pathway, he/she becomes frozen and can only be unfrozen when tagged by another student. Running is not permitted. discussion, ask if anyone knows what a windmill does. Show pictures or video of windmills. Direct students to find personal space in the play area, at least a full arms length from a classmate. Students sit and listen as you read a poem about windmills. Tell the students: I want you to imagine that you are a windmill, just like in the poem. Students interpret the poem, using movements at different levels and speeds. Read the following poem by Eunice Close: Windmills The wind blows high, The wind blows low, And round and round the windmills go. Slowly, slowly, To and fro, Then faster and faster, round they go.

23 Mount Laurel Township Schools Physical Education Curriculum Guide Kindergarten Stage 1 Desired Results NJCCCS: 2.6 All students will apply healthrelated and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Enduring Understandings: Students will understand that Participating in physical activity develops and maintains a healthy, active lifestyle. Unit/Big Idea: (2) Fitness Essential Questions: What does your body do when you exercise? How does exercise help your body? Students will know that Developing competence and confidence in gross and fine motor skills provides a foundation for participation in physical activities. Students will be able to 2.6.P.A.2. Develop and refine fine motor skills (e.g., completes gradually more complex puzzles, uses smaller-sized manipulatives during play, and uses a variety of writing instruments in a conventional manner). 2.6.P.A.1. Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, and marching). Stage 2 Assessment Evidence Required Performance Assessment: Working in small groups, students will participate in a physical activity and then observe each other s body responses. Other Evidence: Teacher observation Self-assessment Peer-assessment Quiz/checklist on key terms, concepts, skills Oral response Written response Stage 3 - Learning Plan Suggested Learning Activities: Students will participate in a vigorous physical activity (ie. Tag game). Tell the students to watch each other during the game to see what happens to each other s bodies. Gather the students together to discuss WHO'S GOT MUSCLE? - Begin this activity by asking: Who s got muscle? (Students will name super heroes, TV or movie stars or athletes.) Point out muscles in the arms, legs, etc. Next, have students participate in a variety of muscular strength and endurance tasks. If