Physical Education Curriculum Guide, Grades K-6

Table of Contents

TABLE OF CONTENTS

Acknowledgments .........................................................................................................................iii Developing Physical Literacy ......................................................................................................... v Teacher Notes .............................................................................................................................. vii

Introduction ................................................................................................................................... 1 Broad Areas of Learning ................................................................................................................. 2 Aim and Goals of K-6 Physical Education .................................................................................... 3 An Effective Physical Education Program ..................................................................................... 5 Counteracting Myths .................................................................................................................... 5 Constructing Understanding through Inquiry .............................................................................. 7 Meeting the Needs of All Students ............................................................................................ 10 Planning ...................................................................................................................................... 11 Achieving Grade Specific Curricular Outcomes ......................................................................... 29 Assessment and Evaluation of Student Learning ........................................................................ 33 Considerations for Program Delivery ......................................................................................... 49 The Connection and Distinction between Dance in Physical Education and Dance in Arts Education ..................................................................................................... 52 Kindergarten Physical Education Outcomes and Indicators ..................................................... 53 Grade 1 Physical Education Outcomes and Indicators ............................................................. 58 Grade 2 Physical Education Outcomes and Indicators ............................................................. 69 Grade 3 Physical Education Outcomes and Indicators ............................................................. 80 Grade 4 Physical Education Outcomes and Indicators ............................................................. 92 Grade 5 Physical Education Outcomes and Indicators ........................................................... 104 Grade 6 Physical Education Outcomes and Indicators ........................................................... 113

Appendix ................................................................................................................................... 127

Glossary ..................................................................................................................................... 149

References ................................................................................................................................. 151

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: PHYSICAL EDUCATION CURRICULUM, K-6

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PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: PHYSICAL EDUCATION CURRICULUM, K-6

Acknowledgments

ACKNOWLEDGMENTS

The Department of Education and Early Childhood Development of Prince Edward Island gratefully acknowledges the contributions of the elementary physical education curriculum committee and the pilot teachers to the development of this curriculum guide. Current and past members of the committee include the following:

Chris Meuse - West Royalty Elementary School Dave Matthews - Gulf Shore Consolidated School Kim McNeill - Elm Street Elementary School Cheryl Tanton - Somerset Elementary School Jacki Ross - Westwood Primary School John Morrison - Department of Health and Wellness Lori MacPherson - Department of Education and Early Childhood Development Jacquie Lidstone - PEI Home and School Representative

Pilot Teachers

Chris Meuse - West Royalty Elementary School Dave Matthews - Gulf Shore Consolidated School Kim McNeill - Elm Street Elementary School Cheryl Tanton - Somerset Elementary School Jacki Ross - Westwood Primary School Robyn MacDonald - Vernon River Consolidated School

The Department of Education and Early Childhood Development is also grateful to the province of Saskatchewan for granting permission to reproduce/adapt materials from the Saskatchewan Physical Education K-6 curriculum documents to assist us in the development of this guide.

Saskatchewan Education. (2010) Kindergarten to Grade 6 physical education. Saskatchewan Ministry of Education: Curriculum and E-Learning, Humanities Unit).

This curriculum guide is intended to provide teachers with an overview of the outcomes framework for K-6 physical education and to assist teachers in designing learning experiences and assessment tasks.

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PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: PHYSICAL EDUCATION CURRICULUM, K-6

Developing Physical Literacy

Physical literacy can be described as the ability and motivation to capitalize on our movement potential to make a significant contribution to our quality of life. As humans, we all exhibit this potential; however, its specific expression will be particular to the culture in which we live and the movement capacities with which we are endowed.

An individual who is physically literate:

? moves with poise, economy, and confidence in a wide variety of physically challenging situations.

? is perceptive in `reading' all aspects of the physical environment, anticipating movement needs or possibilities and responding appropriately to these, with intelligence and imagination.

? has a well-established sense of self as embodied in the world. This, together with an articulate interaction with the environment, engenders positive self esteem and self confidence.

? develops fluency in self-expression through non-verbal communication and perceptive and empathetic interaction with others.

? can identify and articulate the essential qualities that influence the effectiveness of own movement performance, and has an understanding of the principles of embodied health, with respect to basic aspects such as exercise, sleep, and nutrition.

(Whitehead, 2006)

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PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: PHYSICAL EDUCATION CURRICULUM, K-6

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