First Steps. Physical Education Scope & Sequence. Movement to Music. Body Control and Spatial Awareness. Adventure Challenge.

Transcription

1 First Steps The human body s capacity of movement; moving around and in between objects and other individuals safely; manipulating equipment or apparatus using the various body parts. Moving in response to music, sounds or situations; conveying feelings or emotions through movement; recognizing different types and purposes of dance, different techniques, patterns and steps; watching and performing different types of dance. The rules, strategies, skills and techniques of a variety of games; problem solving, verbal and non-verbal communication, cooperative and selfmanagement skills required Recognizing the importance of physical activity and maintaining a healthy lifestyle; aspects of nutrition and exercise, together with a consideration of safety; physical changes, both temporary and long term, caused by physical activity. Adventure Challenge requiring groups to work together collaboratively in order to solve problems and accomplish a common goal. Athletic Activities Developing gross motor skills- jumping, running, rolling, climbing, balancing on equipment with/without equipment Develop awareness of space and safety Explore locomotor skills and non locomotor skills using music as a stimulus using imagination Expressing feelings and moods Short sequences using basic step patterns Follow simple games requiring little or no equipment Explore coordination manipulation and balance Travel in different ways Change speed and directin maintaining body control Explore different ways of moving on the floor and simple apparatus Explore and develop the ability to solve tasks individually and in small groups Being safe Being responsible Becoming reflective (taught in the context of other strands) solve challenging problems individually or in partners. This may be done with or without apparatus. Incorporated into other units. At this age, athletic activities (jumping, throwing, running events) should be introduced through the other physical education content areas.

2 Pre-Primary The human body s capacity of movement; moving around and in between objects and other individuals safely; manipulating equipment or apparatus using the various body parts. Moving in response to music, sounds or situations; conveying feelings or emotions through movement; recognizing different types and purposes of dance, different techniques, patterns and steps; watching and performing different types of dance. The rules, strategies, skills and techniques of a variety of games; problem solving, verbal and non-verbal communication, cooperative and selfmanagement skills required Recognizing the importance of physical activity and maintaining a healthy lifestyle; aspects of nutrition and exercise, together with a consideration of safety; physical changes, both temporary and long term, caused by physical activity. Adventure Challenge requiring groups to work together collaboratively in order to solve problems and accomplish a common goal. Athletic Activities Develop spatial awareness, coordination and balance in movement, e.g. skipping, running, balancing in different ways - forward, backwards, sideways. Respond to a range of stimuli and express feelings moods and ideas Follow simple rhythm Participate in and follow instructions for simple games requiring little or no equipment, e.g. duck duck goose recognize basic changes that occur to their bodies when exercising solve challenging problems individually or in partners. This may be done with or without apparatus. Incorporated into other units. At this age, athletic activities (jumping, throwing, running events) should be introduced through the other physical education content areas. Handle different apparatus demonstrating combination of movement

3 Primary The human body s capacity of movement; moving around and in between objects and other individuals safely; manipulating equipment or apparatus using the various body parts. Moving in response to music, sounds or situations; conveying feelings or emotions through movement; recognizing different types and purposes of dance, different techniques, patterns and steps; watching and performing different types of dance. The rules, strategies, skills and techniques of a variety of games; problem solving, verbal and non-verbal communication, cooperative and selfmanagement skills required Recognizing the importance of physical activity and maintaining a healthy lifestyle; aspects of nutrition and exercise, together with a consideration of safety; physical changes, both temporary and long term, caused by physical activity. Adventure Challenge requiring groups to work together collaboratively in order to solve problems and accomplish a common goal. Athletic Activities develop coordination, manipulation and balance within the following areas: Spatial awareness: develop an awareness of: personal space, general space, direction, levels in relation to others and to their working environment Locomotion: travel in different ways, changing speed and direction with body control. Develop an awareness of: personal space, general space, direction, levels, patterns in relation to others and to their working environment. Manipulation: handle different apparatus with various body parts and implements (eg sending, receiving). Balance and stability: hold their body weight in stillness and in movement using various body parts as bases. be able to demonstrate combinations of movement, manipulation, balance and spatial awareness within the following areas. Olympic gymnastics: demonstrate exercises involving physical agility, flexibility and coordination representing the specific skills and techniques associated with competitive gymnastics. Educational gymnastics: interpret and answer movement tasks in their own way and at their own level, on the floor and using apparatus. Rhythmic gymnastics: combine locomotor skills (including travelling, changing direction, altering pathways, transferring weight) and non-locomotor skills while manipulating implements to develop rhythmic responses. Rhythmic dance: combine locomotor skills (including travelling, changing direction altering pathways, transferring weight) and non-locomotor skills in order to develop rhythmic responses. Creative dance: respond to a range of stimuli and express feelings, moods and ideas using imagination original ideas to create simple characters and narratives in movement Social dance: master a dance containing basic step patterns, and which has a beginning, middle and end. Movement: low-organized games participate in and follow instructions for simple games requiring little or no equipment. Movement: cooperative games participate in games (with a partner or in small groups) in order to accomplish a common goal. recognize basic changes that occur to their bodies when exercising become aware of the importance of physical activity and fitness demonstrate safety when exercising be aware that rest is important for a healthy lifestyle. solve challenging problems individually or in partners. This may be done with or without apparatus. Incorporated into other units At this age, athletic activities (jumping, throwing, running events) should be introduced through the other physical education content areas.

4 Grade 1 The human body s capacity of movement; moving around and in between objects and other individuals safely; manipulating equipment or apparatus using the various body parts. Moving in response to music, sounds or situations; conveying feelings or emotions through movement; recognizing different types and purposes of dance, different techniques, patterns and steps; watching and performing different types of dance. The rules, strategies, skills and techniques of a variety of games; problem solving, verbal and non-verbal communication, cooperative and selfmanagement skills required Recognizing the importance of physical activity and maintaining a healthy lifestyle; aspects of nutrition and exercise, together with a consideration of safety; physical changes, both temporary and long term, caused by physical activity. Adventure Challenge requiring groups to work together collaboratively in order to solve problems and accomplish a common goal. Athletic Activities Develop an awareness of: personal space general space direction levels patterns in relation to others and to their working environment. Students will develop coordination, manipulation and balance within the following areas: Spatial awareness: develop an awareness of personal space, general space, direction, levels in relation to others and to their working environment Locomotion: travel in different ways, changing speed and direction with body control. Manipulation handle different apparatus with various body parts and implements (eg sending, receiving). Balance and stability: hold their body weight in stillness and in movement using various body parts as bases. be able to demonstrate combinations of movement, manipulation, balance and spatial awareness within the following areas. Olympic gymnastics: demonstrate exercises involving physical agility, flexibility and coordination representing the specific skills and techniques associated with competitive gymnastics. Educational gymnastics: interpret and answer movement tasks in their own way and at their own level, on the floor and using apparatus. Rhythmic gymnastics: combine locomotor skills (including travelling, changing direction, altering pathways, transferring weight) and non-locomotor skills while manipulating implements to develop rhythmic responses Rhythmic dance: combine locomotor skills (including travelling, changing direction altering pathways, transferring weight) and non-locomotor skills in order to develop rhythmic responses. Creative dance: respond to a range of stimuli and express feelings, moods and ideas using imagination original ideas to create simple characters and narratives in movement Social dance: master a dance containing basic step patterns, and which has a beginning, middle and end. Movement - balance and stability: hold body weight in stillness and in movement using various body parts as bases. Movement: low-organized games participate in and follow instructions for simple games requiring little or no equipment. recognize basic changes that occur to their bodies when exercising become aware of the importance of physical activity and fitness demonstrate safety when exercising be aware that rest is important for a healthy lifestyle. solve challenging problems individually or in partners. This may be done with or without apparatus. Incorporated into other units. At this age, athletic activities (jumping, throwing, running events) should be introduced through the other physical education content areas.

5 Grade 2 This strand develops body control and body management, both on the floor and on various apparatus. Exercises to develop these skills include rolling, balancing, jumping, taking weight on hands and swinging. Adventure challenge requiring groups to work together collaboratively in order to solve problems and accomplish a common goal. Athletic activities This strand concerns learning to move the body in a variety of ways in response to different tasks and stimuli. It can be a response to music, sounds or situations. It also refers to the awareness of the position of the body in relationship to oneself and each other. It can be used to convey a feeling, mood or attitude to express an emotion. This strand explores the sequential development of students competencies, confidence, success and enjoyment of advanced skills and concepts associated with games and sports. This strand develops an awareness of the importance of physical activity and fitness and maintaining a healthy lifestyle. combine movements to create sequences. They will explore the traditional gymnastic skills, involving physical agility, flexibility, strength, balance and coordination. This includes rolling, travelling and jumping. : solve challenging problems, individually, in pairs or in small groups solve challenges with or without apparatus participate in group activities to accomplish a common goal. Eg. Body alphabet explore the basic skills of running, jumping and throwing through activities such as Indy 500, Beanbag Toss, jump sequences. combine locomotor skills (including travelling, changing direction altering pathways, transferring weight) and non-locomotor skills in order to develop rhythmic responses. Master a dance containing basic step patterns with a partner or in small groups eg. Cha cha Slide : participate in activities that develop spatial awareness, balance, manipulation and locomotor skills handle different apparatus and small equipment using various body parts participate in simple leadup games eg. Hospital, Dead Ant, Scat Cat begin to develop their own games and related activities. be introduced to the elements of a healthy lifestyle through Q&A. Be aware of the importance of physical activity in daily life and explore the physical changes that occur to when exercising, such as heart beat, breathing, colour, heat. Also, demonstrate safety when exercising.

6 Grade 3 This strand develops body control and body management, both on the floor and on various apparatus. Exercises to develop these skills include rolling, balancing, jumping, taking weight on hands and swinging. Adventure challenge requiring groups to work together collaboratively in order to solve problems and accomplish a common goal. Athletic activities This strand concerns learning to move the body in a variety of ways in response to different tasks and stimuli. It can be a response to music, sounds or situations. It also refers to the awareness of the position of the body in relationship to oneself and each other. It can be used to convey a feeling, mood or attitude to express an emotion. This strand explores the sequential development of students competencies, confidence, success and enjoyment of advanced skills and concepts associated with games and sports. This strand develops an awareness of the importance of physical activity and fitness and maintaining a healthy lifestyle. combine simple movements to create short sequences improve the traditional gymnastic skills, such as cartwheel/tripod; involving physical agility, flexibility, strength balance and coordination. This includes changes of speed, pathway and level. : solve challenging problems, individually, in small/large groups solve challenges with or without apparatus participate in group activities to accomplish a common goal. Eg. Poison Peanut butter Pit, Maze. build on the basic techniques of jumping, throwing and running events, eg: WJRS, broad jump, trajectory throws. be introduced to collecting and recording results. combine locomotor skills (including travelling, changing direction altering pathways, transferring weight) and non-locomotor skills in order to develop rhythmic responses. develop a staged performance. Eg. Med. Day begin to develop coordination, manipulation, balance and spatial awareness. They will participate in activities that develop spatial awareness and locomotor skills eg. Island tag, Poison tag begin to develop their own games demonstrate safety when exercising. For flexibility: stretching for all of the major muscle groups of the body. For strength: wall handstand, rope climbing, monkey bars. For endurance: jump rope, step ups, Indy 500

7 Grade 4 This strand develops body control and body management, both on the floor and on various apparatus. Exercises to develop these skills include rolling, balancing, jumping, taking weight on hands and swinging. Adventure challenge requiring groups to work together collaboratively in order to solve problems and accomplish a common goal. Athletic activities This strand concerns learning to move the body in a variety of ways in response to different tasks and stimuli. It can be a response to music, sounds or situations. It also refers to the awareness of the position of the body in relationship to oneself and each other. It can be used to convey a feeling, mood or attitude to express an emotion. This strand explores the sequential development of students competencies, confidence, success and enjoyment of advanced skills and concepts associated with games and sports. This strand develops an awareness of the importance of physical activity and fitness and maintaining a healthy lifestyle. demonstrate a balance position using all members of the group and hold the position (eg pyramid) for five seconds. Students can create movement sequences that include examples of symmetry and asymmetry. Students can demonstrate these skills consistently over a period of time. Students can create sequences with a partner that include: leading/following matching/ mirroring twisting/turning l be challenged to collaboratively solve problems involving physical and critical thinking Eg. All Aboard, Tank develop an understanding that there are common threads involving the basic techniques for throwing ie. weight transfer, follow through with limb or implement, opposition of arms and legs. begin to recognize differences between running for speed and running for distance connection The differences between jumping for height and jumping for distance demonstrate controlled combinations of movement, changing speed and direction combine locomotor and nonlocomotor skills in order to refine rhythmic responses. Also develop basic movement vocabulary (beat, tempo) eg. Rosie Slap, Aga Doo Students begin to express feelings, moods and ideas using their imagination. l be involved in situations where they will learn skills such as passing with foot/hand/implement. Simple rules Safety and how to strike an object Be able to recognize and use space. Eg. Floor Hockey l develop an understanding of the importance of muscular flexibility and strength and cardiovascular endurance and how these factors affect daily life as well as success in their athletic endeavors through fitness test, Jumpathon, Dance

8 Grade 5 This strand develops body control and body management, both on the floor and on various apparatus. Exercises to develop these skills include rolling, balancing, jumping, taking weight on hands and swinging. Adventure challenge requiring groups to work together collaboratively in order to solve problems and accomplish a common goal. Athletic activities This strand concerns learning to move the body in a variety of ways in response to different tasks and stimuli. It can be a response to music, sounds or situations. It also refers to the awareness of the position of the body in relationship to oneself and each other. It can be used to convey a feeling, mood or attitude to express an emotion. This strand explores the sequential development of students competencies, confidence, success and enjoyment of advanced skills and concepts associated with games and sports. This strand develops an awareness of the importance of physical activity and fitness and maintaining a healthy lifestyle. create and perform an individual floor sequences include: twisting/turning, speed changes, flight, direction, balance and planes. work on parallel bars, long and short boxes with springboards, and also climbing ropes. begin to refine their understanding of the importance of how cooperation aids individuals, partners and groups when attempting to accomplish a common goal Eg. River crossing, Grand Canyon, Frozen Rope. practise specific techniques such as sprinting, ball throw, high. They will be able to evaluate their athletic performance and be able to implement strategies on how to improve performance in athletic events, such as cadence, rotation. They will learn how to collect and record results. Students are able to copy a movement sequence accurately with and without music. Students can put into practice the step patterns they have learned in a known dance. Students are able to start, stop and execute the steps of dances with increasing precision. Students can complete a social dance routine. Eg. Swing, Scottish country dance, medieval patterns : develop coordination, manipulation, balance and spatial awareness Participate in activities that refine locomotor skills such as passing. Participate in scaled-down or adapted versions of the recognized sports, eg Basketball/ Benchball develop an awareness of their own fitness levels with regard to fitness norms and be able to articulate and implement ways in which they can improve their personal fitness levels eg. Q&A, Jump rope, Soccer,