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Physical Education K-12 Curriculum

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Physical Education K-12 Curriculum SOUTH BURLINGTON SCHOOL DISTRICT SOUTH BURLINGTON VERMONT PHYSICAL EDUCATION K-12 CURRICULUM Adopted by the Board of School Directors March 22, 2000 District Mission Statement The mission of the South Burlington School District, a community committed to excellence in education, is to ensure that each student possesses the knowledge, skills, and character to create a successful and responsible life. We will do this by building safe, caring, and challenging learning environments, fostering family and community partnerships, utilizing global resources, and inspiring life-long learning. Table of Contents Page Overview ..................................................................................................... 1 K-12 Physical Education Philosophy .......................................................... 3 Definition of a Physically Educated Person ................................................ 4 Content Standards and Goals Statement ................................................... 5 Guide to Physical Education Content Standards ........................................ 6 Motor Skills Knowledge Physical Fitness Social Interaction Affective Qualities Learning Expectations – K-5..................................................................... 11 Learning Expectations – 6-8 ..................................................................... 31 Learning Expectations – 9-12 ................................................................... 47 Scope & Sequence ................................................................................... 75 APPENDIX Assessment Tool Samples ....................................................................... 77 SB District Elementary (K-2) PE Report Card SB District Elementary (3-5) PE Report Card FHT MS PE Report Card FHT MS Basketball Peer Check List FHT MS Gymnastics Self-Evaluation FHT MS Grade 8 PE Self-Evaluation SBHS PE Assessment Forms Yearly PE Plans ........................................................................................ 88 Chamberlin (K-5) Elementary School Orchard (K-1) Elementary School Orchard (2-3) Elementary School Orchard (4-5) Elementary School Central (K-2) Elementary School Central (3-5) Elementary School South Burlington (9-12) High School Daily PE Teacher/Class Schedules .......................................................... 95 Chamberlin Elementary School Orchard (K-1) Elementary School Orchard (2-5) Elementary School Central Elementary School FHT Middle School South Burlington High School Overview The Physical Education Program has three major components: 1) PSYCHOMOTOR: locomotives/non-locomotives, spatial relationships (targets), body awareness, body control (balance), physical fitness (speed, endurance, agility, flexibility, strength), rhythms and manipulatives. 2) COGNITIVE: following rules, learning rules, adapting rules, comprehension, intelligent observer, spectator/player, body in movement, safety, social awareness and cultural differences. 3) AFFECTIVE: sportsmanship, team effort, cooperation, sharing, attitude, feelings, etiquette, appreciation and esthetics. If the program developed from this continuum is successful, our students will be able to: a) Maximize physical development b) Display desirable social adjustment c) Develop a worthy use of leisure time d) Display desirable health and fitness habits e) Possess a working knowledge of rules, fundamentals and strategies of sports The intention of the physical education staff of the South Burlington School District is to continue to include a variety of offerings. The Physical Education Department suggests activities in physical education which teach to and support the Vital Results of the Vermont Framework of Standards and Learning Opportunities. These offerings will continually be evaluated and changes will be made to accommodate the changing needs of the district's students. The scope and sequence of activities include team sports, individual/dual activities, physical fitness, gymnastics, dance and games. Through the utilization of these activities it is hoped that the students will be able to lead more productive and satisfying lives. The purpose of physical education is to involve the learner in a wide range of movement, knowledge, and skill-building experiences. Physical education should contribute to the learner’s growing value system and his/her development of responsible attitudes and behavior essential to a healthy lifestyle. Physical education should promote understanding and appreciation for differences among people in all physical activity settings. Physical education should develop the habit of choosing to regularly participate in physical activity as part of a health-enhancing personal fitness plan. Finally, physical education should expand options for wise use of leisure time. 1 TO THE TEACHER: The purpose of this standard’s based curriculum guide is to assist the teacher in promoting greater student achievement through a better articulation and coordination of the written, taught and tested curriculum. Standards identify what we want our students to know and be able to do. These standards provide practical, useful reference points for the development of local curriculum and assessment. They are intended as points of reference, not as limitations. Many students will accomplish much more than these standards envision; yet the standards set the targets for what all students should be challenged, encouraged and expected to achieve. In using this document the teacher must keep in mind the following: - Standards are to be achieved by the end of grades 2, 5, 8 and 12 - The language that children us in defining terms, etc. will be consistent with expectation for their language development, i.e. a 2nd grader’s definitions of the fitness components will not be the same as that of a middle school child - Evidence K-5 and 6-8 applies: assumes that students will continue to use the skills and knowledge in developmentally appropriate activities at the higher grade levels Physical educators share beliefs about learners and the nature of learning that are evident in their development of instruction in physical education. • A physical education curriculum must be developmentally appropriate; that is, suitable for the developmental range of the learner in a group, but implemented with careful attention to the needs, interests, and developmental level of individual learners within a group. • Learners are unique, each developing skills and understanding of different rates and from different experiences. • Learners need to be responsible for decision making. Physical educators must be responsible for helping the individual learner develop the ability to make wise and appropriate choices about physical activity now and in the future. • The development of one’s full potential will occur for students who have been instructed to become increasingly independent learners. • The social, emotional, and motor development of each learner can be improved by a trained and experienced teacher who chooses and develops learning experiences based on an understanding of each student and she/he learns. • Each learner can grow in self-esteem, respect for, and an understanding of others. It is hoped that this guide will serve as a resource for instructional planning and teaching. Each teacher is expected to contribute ideas for activities, assessments which align with the standards, and units, especially those that reflect the integration of curriculum to this document. Most importantly, you are invited to share your ideas for the improvement and enhancement of this curriculum guide. Please share those thoughts with either the department chairperson or the director of instruction. 2 SOUTH BURLINGTON SCHOOL DISTRICT K - 12 PHYSICAL EDUCATION PROGRAM STATEMENT OF PHILOSOPHY The goal of physical education is to develop skillful movers that are invested in lifetime physical activity. Physical education must not only teach the skills and knowledge important to successful moving, but to do so in a way which fosters the disposition to be physically active outside of school and for the rest of one’s life. Physical Education is the study of and practice of the science and art of human movement. The physical education program is an integral part of the total educational program. Physical Education contributes to all of the objectives of education in South Burlington schools and provides opportunities for the student to develop physically, mentally, socially and emotionally through planned activities. Standards-based education makes all teachers accountable for the learning of all of their students. Teachers of children entering the sixth grade will assume all children have achieved the K-5 standards and the teacher of the ninth graders will assume all students have achieved competency in a variety of activities, in meeting the standards from grades 6-8. As a result graduates should be leaving South Burlington High School having developed “COMPETENCY IN MANY MOVEMENT FORMS AND PROFICIENCY IN A FEW MOVEMENT FORMS.” The various types of activities within the K-12 curriculum are based on age, growth, development and individual needs and differences of our students. These activities are only the tools by which physical fitness, knowledge of different games, desirable social habits and attitudes can be developed. Physical Education provides an environment for learning to compete as well as to cooperate with others in striving for achievement of common goals. Physical Education also provides an arena where
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