Physical Education Curriculum: Grades 7-9

CURRICULUM
Physical Education Curriculum:

Grades 7–9
Physical Education Curriculum:
Grades 7–9
Physical Education Curriculum: Grades 7–9
© Crown Copyright, Province of Nova Scotia 1999

Prepared by the Department of Education
Contents of this publication may be reproduced in whole or in part provided the intended use is
for non-commercial purposes and full acknowledgement is given to the
Nova Scotia Department of Education.
Cataloguing-in-Publication Data
Main entry under title.
Physical education curriculum: grades 7-9 / Nova Scotia. Department of Education.--
ISBN: 0-88871-571-4
1. Curriculum planning -- Nova Scotia. 2. Physical education -- Nova Scotia. 3. Physical

education -- Curriculum -- Nova Scotia. I. Nova Scotia. Department of Education. English
Program Services.
613.7043-dc 21 1999
ACKNOWLEDGMENTS
Acknowledgments
The Nova Scotia Department of Education acknowledges the
contributions of the work group and the pilot teachers who assisted
in the development of Physical Education Curriculum: Grades 7–9.
Junior High Physical Peter Bren Harry Savelle

Education Work Group Whitney Pier Memorial Junior Bicentennial School
High Halifax Regional School Board
Cape Breton-Victoria Regional
School Board Mike Scott
Shelburne Regional High School
Gordon DeCoste Southwest Regional School Board
Antigonish East High School
Strait Regional School Board Yves Theriault
École R. C. Gordon
Phillip Fisher Conseil scolaire acadien provincial
Uniacke District High School
Chignecto-Central Regional School Renda Vandertoorn
Board Hantsport School
Annapolis Valley Regional School
Tony Hill Board
École Joseph-Dugas
Conseil scolaire acadien provincial Julie West
Sir Robert Borden Junior High
Cindy Montgomerie School
Hants West Rural High School Halifax Regional School Board
Board
Junior High Physical Catherine Baldwin Gordon DeCoste

Wolfville School Antigonish East High School
Education Pilot Teachers
Annapolis Valley Regional Strait Regional School Board
School Board
Grant Dunn
Derek Bridgehouse Maple Grove Education Centre
Eastern Passage Junior High School Southwest Regional School Board
Halifax Regional School Board
Philip Fisher
Cheryl Burke Uniacke District High School
Sydney Mines Junior High School Chignecto-Central Regional School
Cape Breton-Victoria Regional Board
School Board
PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 III

ACKNOWLEDGMENTS
Darren Haley Joan Robertson

Hebbville Academy Morrison Junior High School
Southwest Regional School Board Cape Breton-Victoria Regional School
Board
Tony Hill
École Joseph-Dugas Harry Savelle
Conseil scolaire acadien provincial Bicentennial School
Frank Hubley
H. T. Barrett Junior High School Mike Scott
Halifax Regional School Board Shelburne Regional High School
Southwest Regional School Board
Aurel LeLievre
Margaree Forks District High Eric Shantz
School École du Carrefour du Grand-Havre
Strait Regional School Board Conseil scolaire acadien provincial
Cindy Montgomerie Yves Theriault

Hants West Rural High School École R. C. Gordon
Annapolis Valley Regional School Conseil scolaire acadien provincial
Board
Renda Vandertoorn
David Morton Hantsport School
Kentville Schools Annapolis Valley Regional School
Annapolis Valley Regional School Board
Board
Charles Weatherbee
David Nauss Brookfield Junior High School
Sir Robert Borden Junior High Chignecto-Central Regional School
School Board
Julie West
Cheryl Patriquin Sir Robert Borden Junior High School
Springhill Junior/Senior High Halifax Regional School Board
School
Chignecto-Central Regional School Judy Wile
Board Cornwallis District High School
Suzanne Poirier Board
St. Andrew Junior High School
Strait Regional School Board
IV PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CONTENTS
Contents
Introduction The Nature of Physical Education ................................................ 1

The Purpose of the Document ...................................................... 2
Rationale ...................................................................................... 2
A Multiple Intelligences Approach to Physical Education ............. 7
A Physically Educated Person........................................................ 8
The Learning Continuum ............................................................. 9
Curriculum Focus ....................................................................... 10
Developmentally Appropriate Physical Education ...................... 14
A Supportive Learning Environment .......................................... 15
Equity and Diversity ................................................................... 16
Safety .......................................................................................... 18
Challenge .................................................................................... 20
Curriculum Outcomes Essential Graduation Learnings ................................................... 21

Curriculum Outcomes ................................................................ 21
Connections ............................................................................... 22
Organizing Strands ..................................................................... 25
Graphic Organizer ...................................................................... 26
General Curriculum Outcomes................................................... 27
Key-Stage Curriculum Outcomes ............................................... 28
Specific Curriculum Outcomes by Grade ................................... 32
Grade 7 .................................................................................. 34
Grade 8 .................................................................................. 36
Grade 9 .................................................................................. 38
Specific Curriculum Outcomes by Movement Category ............. 41
Active Living .......................................................................... 45
Outdoor Activities ................................................................. 55
Dance .................................................................................... 65
Educational Gymnastics......................................................... 75
Sport Experience .................................................................... 85
Students with Special Opportunities for Students with Special Needs ......................... 109
Program Planning ..................................................................... 111
Needs
Sample Inclusive Teaching Strategies ......................................... 112
PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 V

CONTENTS
Assessment and Assessing and Evaluating Student Learning ............................... 121

Assessing Student Learning in Physical Education .................... 124
Evaluation
Assessment Activities and Strategies .......................................... 125
Indicators of Personal and Social Development ......................... 132
Resources Criteria for Selecting Resources ................................................. 133

The Range of Resources ............................................................ 133
Community Resources .............................................................. 134
Learning Resources ................................................................... 135
Appendices Appendix I: Sample Learning Experiences Template ................. 139

Appendix II: Sample Rubrics and Portfolio Ideas ...................... 143
Appendix III: Intramurals and Extra-Curricular Activities ........ 171
Bibliography Bibliography ............................................................................. 177
VI PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

INTRODUCTION
Introduction
The Nature of Physical education is central to the balanced education and

development of all young people and contributes directly to their
Physical Education physical health. Physical education curriculum encompasses the
study, experience, and appreciation of movement, communication,
and participation. Physical education involves knowing, doing, and
valuing. The integration of these processes is fundamental to the
development of an active, healthy lifestyle.
Active, healthy living engages learners in experiences that require
them to take personal responsibility for an active, healthy lifestyle.
The need for students to engage in regular physical activity, one of
the prerequisites for achieving optimum health, is a priority of this
curriculum.
The physical education curriculum engages students in a range of
experiences and interactions. This curriculum recognizes that
emotional and social development, academic achievement, and the
development of intellectual and physical skills are equally important
in the development of active, healthy citizens. This curriculum
offers opportunities that will enable students to become caring,
thoughtful individuals who plan, review, and make informed
choices, taking responsibility for their physical well-being and
personal development.
Positive personal and social behaviours and interpersonal
relationships are developed through active involvement in a variety
of physical activities. Students develop respect for themselves and
others as they learn and practise the skills of communicating and co-
operating. Students acquire leadership skills and an understanding
of the benefits of physical education as part of the total education
experience.
An active, healthy school climate enhances learning and fosters a
positive psychological and social atmosphere, free from
discrimination, harassment, and intimidation. It offers each learner
opportunities to grow as a person who is physically educated,
academically competent, socially comfortable, and empowered to
make decisions and take responsibility for his/her life, now and in
the future.
PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 1

INTRODUCTION
The Purpose of the Physical Education Curriculum: Grades 7–9 offers a vision of what
the learning and the teaching of physical education can become
Document when well supported by the education system and community and
when strengthened by collaboration among students, teachers,
administrators, and community members.
It gives a practical framework on which educators and others in the
learning community can base decisions concerning learning
experiences, instructional techniques, and assessment strategies,
using curriculum outcomes as reference points. This guide gives a
coherent, integrated view of learning and teaching physical
education, that reflects current research, theories, and effective
classroom practises.
This guide elaborates on program design and components, the
developmental nature of learning and the range of learners that can
be expected at the junior high level, specific curriculum outcomes
and learning experiences, instructional and assessment strategies,
and resources.
Rationale Physical education is part of the core program for grades 7, 8, and 9
and is an integral part of the total educational process. The unique
learning opportunities in physical education enable students to
acquire the knowledge, skills, and attitudes they require to enhance
their quality of life through active, healthy living.
Physical inactivity is a serious, nation-wide health problem, and the
health benefits of regular physical activity are well documented.
Children are physically active until age nine. At that
age, their activity levels start to decrease. Adolescents
and young adults, are less likely to reap the health
benefits of regular physical activity.
(Nova Scotia Department of Health 1995)
Since most chronic illnesses such as heart disease are a
result of cumulative unhealthy lifestyles, what is done
in childhood and youth affects health and functioning
later in life.
(Corbin and Pangrazi 1998)
2 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

INTRODUCTION
Regular physical activity enhances academic performance.

Improvements in discipline, academic performance,
and self-concepts are benefits associated with regular
physical activity.
(Fishburne and Boras 1989)
An individual enjoys improved concentration,
enhanced memory and learning, enhanced creativity,
better problem-solving ability, and improved mood
state for up to two hours following exercise.
(Taylor and Taylor 1989)
Physical activity complements academic performance.
The academic performance of children and youth who
participate in regular activity is stronger than that of
children and youth who are not physically active.
(Hale 1989)
Children’s movement experiences are intimately
connected with their intellectual, emotional, aesthetic,
social, physical and motor development. Physical
education is necessary to ensure overall human
development.
(Fishburne and Haslam 1993)
Even when more time is devoted to physical education,
academic performance has been found not to suffer.
(Maynard et al. 1987)
Participation in regular physical activity has a positive impact on
behaviour and healthy lifestyles in youth.
Physical activity participation throughout the school
years has a strong positive association with good
outcomes and a negative association with delinquent
and criminal behaviour.
(Marsh 1990)
Among young people, high levels of fitness are
associated with a decline in smoking and drinking
behaviour, healthier eating habits, and increased self-
esteem.
(Guzman 1992)

INTRODUCTION
The provision of meaningful and involving activities

for our young people deters negative social behaviour
such as vandalism and petty crime.
(The Canadian Parks/Recreation Association
(CPRA) 1992)
Youth that enjoy full and active lives are much less
likely to turn to self-destructive behaviour such as drug
abuse and suicide.
(CPRA 1992)
Regular physical activity improves young adolescents’ mental health
and contributes to their growth and development.
There is a positive relationship between mood and
physical activity. As physical activity increases, mental
state improves.
(Stephens and Craig 1990)
Physical activity is consistently related to
improvements in self-esteem, self-concept, depressive
symptoms, anxiety, and stress.
(Calfas and Taylor 1994)
Some of the therapeutic benefits of physical exercise
such as jogging or running include: increased interest
in and improved attitudes toward school; reduced
anger, restlessness, tension, stress, anxiety, and
frustration; increased self-esteem, self-concept, and
sense of competency and mastery; improved physical
health and fitness; enhanced social interactions; and
increased happiness.
(CPRA 1992)
Daily physical activity improves skeletal health, thereby also
reducing the risk of the future development of osteoporosis.
Daily weight-bearing activities, of even brief duration
during adolescence, are critical in enhancing bone
development that affects skeletal health throughout
life.
(Sallis and Patrick 1994)

INTRODUCTION
Physically active individuals generally have greater

bone mass than those who are sedentary.
(Park and Recreation Federation of Ontario 1992)
Recent research has indicated an increase in the prevalence of
childhood obesity, which is linked, in some cases, to a lack of
physical activity. Obesity, developed through inactivity, is a
modifiable risk factor of cardiovascular disease. Increasing
participation in regular physical activity will consequently reduce
the risk of this fatal disease.
In the past 15 years, the prevalence of obesity has
grown by more than 50 percent in Canadian children
aged six to 11 years, and by 40 percent in those aged
12 to 17. Forty to 90 percent of overweight youngsters
become obese adults who are at high risk of developing
heart disease and diabetes. A major cause of obesity is
sedentary lifestyles.
(Lechky 1994)
Forty percent of Canadian children already have at
least one risk factor for heart disease—reduced fitness
due to an inactive lifestyle.
(Fishburne and Harter-Tarr 1992)
A regular, preferably daily, regimen of at least 30
minutes of moderate physical activity will reduce your
risks of developing coronary heart disease,
hypertension, cancer and diabetes.
(United States Department of Health and Disease
Control 1995)
An increase of participation by youth in physical activity would
provide significant reductions in health care costs by decreasing their
future risk related to a variety of diseases.
There are both provincial and national concerns over
rising health costs that will not be alleviated unless the
school physical education curriculum can change
attitudes.
(Haslam 1996)

INTRODUCTION
Regular physical activity, when properly undertaken,

can be effective in preventing and limiting the
disabling effects of heart disease and stroke.
(Kuntzleman 1992)
Habitual physical activity levels begin to decline dramatically during
adolescence. It is important to educate, encourage, and motivate
young adolescents to participate in regular physical activity because
the habits they establish in their youth carry over to adulthood.
One of the rationales for promoting physical activity in
youth is to enhance their future health by increasing
the probability that they will remain active as adults.
It is believed that adolescents who develop a habit of
participating in activities that can be carried over into
adulthood will be more likely to remain active.
(Sallis and Patrick 1994)
Only 525 of more than 15,000 Canadian schools
provide the minimum recommended 30 minutes of
physical education each day. This situation, combined
with poor eating habits and excessive TV watching, is
resulting in a population of young people who suffer
from obesity. This condition can lead to such health
problems as diabetes, high blood pressure, elevated
cholesterol levels, and heart disease.
(Mickleburgh 1994)
The rate at which Canadians are sedentary increases
with age, growing from 9% among those age 6–11, to
35% among teenagers age 15–19 to a high of 56%
among adults (age 20 and over). Incrased number of
hours per day watching TV may contribute to the
increasing levels of being sedentary.
(Heart and Stroke Foundation 1998)

INTRODUCTION
A Multiple Theories of multiple intelligence recognize that intelligences such as

linguistic, spatial, logical-mathematical, kinesthetic, musical,
Intelligences interpersonal, and intrapersonal are independent of one another, but
Approach to Physical that they work together. Students are enabled to use all of these
Education intelligences in an environment that fosters experiential learning,
where meaningful interactions are taking place among students,
between students and teachers, and between students and the
environment.
The physical education classroom can provide this arena. For
example, when a student plays a ball game of any kind, he/she needs
• bodily-kinesthetic intelligence to run, kick, throw, and catch
• spatial intelligence to orient himself/herself to the playing field
and to anticipate trajectories of flying balls
• linguistic intelligence to discuss game strategy, read rules, and
understand officials’ decisions
• logical-mathematical intelligence to keep score and calculate angles
of release for throwing and kicking
• musical intelligence to feel and use rhythm when throwing and
running
• interpersonal intelligence to work with teammates for the benefit
of the team and to work with others of varying skill levels and
abilities
• intrapersonal intelligence to recognize strengths and limitations
with a view to goal setting related to practise for improvement
It is therefore critical that the physical education curriculum be
recognized for its importance and contribution to the growth and
development of the whole learner, by addressing in all of its
components a variety of intelligences.

INTRODUCTION
A Physically The curriculum is designed to provide challenge and support for all
learners to enable them to become physically educated persons.
Educated Person While there are many definitions of a physically educated person,
for the purpose of this guide the following definition will be used.
A physically educated person is one who

• leads a physically active lifestyle
• maintains a health-enhancing level of physical fitness
• is competent in many movement forms and proficient in a few
movement forms
• applies movement concepts and principles to understand and
develop motor skills
• behaves in ways that are personally and socially responsible to
physical activity settings
• understands and respects differences among people in physical
activity settings
• understands that physical activity can provide enjoyment,
challenge, self-expression, and social interaction (NASPE 1995)

INTRODUCTION
The Learning At any grade level, students are likely to be at different stages of the
development process. The physical education curriculum provides a
Continuum continuum of experiences and interactions in which students
integrate physical education as they develop.
This curriculum is best implemented through meaningful learning
experiences that balance and integrate the processes of the physical
education curriculum in developmentally appropriate ways.
This curriculum recognizes that students develop and learn at
different rates and in different ways and that the time frame for the
development of personal well-being through active, healthy living
will vary.
In recognizing and valuing the diversity of students, the education
system must allow for a range of learning styles, teaching styles,
instructional strategies, assessment strategies, and resources.
Learning contexts should be adapted to meet the needs of students
with different backgrounds, interests, and abilities and to provide
ongoing opportunities for all students to engage in new learning,
based on previous successes.

INTRODUCTION
Curriculum Focus Through the connection of a healthy body and a healthy mind,
physical education is a key component for all learning. Physical
education provides opportunities for integrated learning and
contexts to enhance learning within and across all other subject areas
in the curriculum.
This curriculum is defined in terms of outcomes.
The identification of physical education curriculum outcomes
clarifies for students, teachers, parents, and administrators specific
expectations of what students in Nova Scotia are expected to know,
to be able to do, and to value as a result of their learning
experiences.
Emphasizing the importance of students’ active participation in all
aspects of their learning, this curriculum describes learning
experiences that immerse students in active participation in physical
activity situations both within the school and in broader contexts.
The curriculum describes ways to motivate and invite learners to
participate fully in a wide range of activities that facilitate their
achievement of curriculum outcomes.
This curriculum is movement based.
Since the subject matter of physical education is human movement,
it is critical for teachers and students to be cognizant of the
dimensions of education about movement, through movement, and
in movement.
Education about movement involves the cognitive processes that are
concerned with learning concepts in combination with other
disciplines such as anatomy, physiology, psychology, and aesthetics.
Outcomes can be achieved through student participation in games,
sport, athletics, aquatics, rhythmics, dance, gymnastics, and outdoor
activities.
Education through movement is concerned with the affective
contribution of movement as a means to an end. Movement is used
to achieve outcomes such as aesthetic understanding and
appreciation and social interaction.
Education in movement is concerned with the qualities that are an
inherent part of movement itself. Movement provides students with
opportunities to participate in activities that are holistic, culturally
significant, and intrinsically valuable. Education in movement is
learning how to move through participation in physical activities.

INTRODUCTION
This curriculum provides a basis for assessing student achievement.

The outcomes framework provides reference points for teachers to
inform their instructional practice as they monitor student progress
and assess what students can and cannot do, what they know, and
what they need to know.
Assessment involves more than a judgement made about
performance after learning has taken place. As a continuous, co-
operative, collaborative, comprehensive process, assessment can be a
powerful tool to enhance students’ learning when it is an integral
part of the learning process.
This curriculum requires the use of a broad range of formal and
informal assessment strategies and practices to ensure that
curriculum and assessment work together to support student
learning.

INTRODUCTION
Characteristics and Needs of Young Adolescent Students*
Emotional Characteristics Physical Educational Implications

Students Students
• may be emotional and unpredictable • need opportunities to release emotional stress and
• may be extremely sensitive and easily offended for discussing their issues and concerns
• may be overly self-critical and hard on themselves • need sensitive adults who are interested in their
• have a growing sense of fairness well-being and development
• need opportunities for self-exploration and self-
definition, and multiple opportunities to
experience success
• need to be treated fairly and consistently
Intellectual Characteristics Physical Educational Implications

Students Students
• vary significantly in their intellectual • need opportunities to develop their thinking skills
development—some students are learning to • need opportunities to question and analyse
think abstractly, many are still in the stage of • need exposure to diverse learning opportunities
concrete operations and environments
• have increasing ability to process and relate • may need help in structuring and organizing
information activities
• are broadening their interest in the larger world
• can be disorganized and preoccupied

INTRODUCTION
Characteristics and Needs of Young Adolescent Students (continued)
Physical Characteristics Physical Educational Implications

Students Students
• are experiencing rapid and uneven growth rates • need frequent opportunities for movement, rest,
• may have an abundance of energy and low and change
tolerance for fatigue • respond well to an activity-oriented approach to
• may be clumsy and awkward in appearance and learning
performance or perceive themselves that way • avoid sitting for long periods of time
• may worry incessantly about appearance • require daily physical activity
• are experiencing the onset of puberty and sexual • need information about and opportunities to
feelings discuss diet and nutrition, personal hygiene, and
physical changes
Social Characteristics Physical Educational Implications

Students Students
• are searching for greater autonomy and • need choices and increased opportunities for
independence decision making
• are focussing on friendship and social acceptance • need frequent opportunities to work with peers in
by peers small group learning activities
• are influenced by peer pressure • need to be exposed to a diversity of cultures
• have a growing interest in the larger world • need positive role models
• are developing a sense of identity • need to explore ways of dealing with various
• are developing personal and social values social situations
*(Adapted from Current and Emerging Research on Successful Junior High Schools: The Middle Years, Nova Scotia
Department of Education and Culture, 1997.)

INTRODUCTION
Developmentally To develop the knowledge, skills, and attitudes that lead to regular
and enjoyable participation in physical education, students should
Appropriate Physical be provided with developmentally appropriate physical education
Education that provides
• a balanced curriculum requiring activity from all movement
categories
• frequent and meaningful practice opportunities for students to
develop movement concepts and build competence and
confidence in their ability to perform a variety of motor skills
• activities that support and enhance students’ cognitive
development
• opportunities for learners to work together to improve social and
co-operative skills
• activities that promote an active, healthy lifestyle
• physical education as a part of an integrated curriculum
• assessment based on progress and achievement, not on the
learner’s ability in a sport or fitness test scores
• regular participation in scheduled classes to ensure that students
will not be excluded because of their lack of academic
achievement or ability
• learning experiences that meet the programming needs of
students
• an environment in which male and female students are equally
encouraged and supported towards success
• small numbers in teams to promote mass participation
• activities that promote participation and self-improvement rather
than winning and losing
• a safe environment

INTRODUCTION
A Supportive With the principles of learning in mind, teachers and administrators

must plan a supportive environment for students in which they
Learning interact with learners in positive ways, guiding, facilitating,
Environment directing, and extending their learning.
Students need an environment rich in opportunities to use physical
education in an ever-expanding variety of school and community
contexts. The wider community offers students multiple
opportunities to experience natural and alternative settings for
physical activity and to network with community groups that offer
students opportunities to apply and extend their learning.
Physical education provides a supportive environment where risk
taking and experimentation are recognized as integral to learning. As
well, an inviting environment is promoted where discussion and
sharing of ideas are common and valued experiences. An active,
healthy environment immerses learners in the widest possible range
of situations and physical activity. Learning environments for active,
healthy living are characterized by an emphasis on inquiry,
interaction, and collaboration. Balanced, challenging learning
experiences are supported by a wide range of resources, including
technology.
When planning balanced learning experiences, it is important that
teachers include
• physical activities that enhance students’ growth and
development
• opportunities for learners to access information on a variety of
physical activity environments
• opportunities for physical and intellectual involvement in
individual, paired, small-group, and large-group activities
• experiences designed, selected, or directed by the teacher
• experiences designed, selected, or directed by the student
• assessment procedures to gather information on all areas of
physical education

INTRODUCTION
Equity and Diversity The intent of this curriculum is the achievement of equity in
physical education. There is a place for the interests, values, and
experiences of every student and of the many groups within our
regional, national, and global communities. Nova Scotia, like all of
Canada, is linguistically, racially, culturally, and socially diverse. It
includes differences in gender, abilities, values, lifestyles, and
languages. In a learning community characterized by mutual trust,
acceptance, and respect, student diversity is both recognized and
valued. All students are entitled to have their personal experiences
and their racial and ethno-cultural heritage valued within an
environment that upholds the rights of each student and requires
students to respect the rights of others.
Physical education teachers are entrusted with responsibilities for
the physical, emotional, and social growth and development of
learners. It is the responsibility of teachers to be aware of any
barriers that may interfere with learning or growth.
Equity plays an important role in increasing the range of
opportunities for young people to participate in activities of their
choice. Increased opportunities for independence will enhance their
competence, self-esteem, and health.
Teachers are concerned with the well-being of all students; and
equity is an integral part of the nurturing of human social values
and the preservation of human rights and freedoms.
Language is a powerful, descriptive tool reflecting attitudes and
beliefs. Teachers can be powerful role models in consistently using
inclusive language and encouraging others to use respectful,
thoughtful, gender-fair language in all types of communication
(teacher to student, student to student, teacher to teacher).
To contribute to the achievement of equity in education, the
curriculum must
• reflect students’ abilities and accommodate their diverse learning
styles
• expect that all students will be successful, regardless of gender,
racial and ethno-cultural background, social class, lifestyles, or
abilities
• enable students to value individual variation among members of
their classroom community
• ensure a safe learning environment for all students

INTRODUCTION
Teachers are regularly faced with equity issues, and reflective practice
engages teachers in examining their own values and beliefs. Such
reflection can help teachers to identify biases, societal, social or
cultural stereotyping, and blind spots.
Teachers have a responsibility to
• be role models who exemplify fairness and self-control
• set learning goals that focus on human needs and values as well
as on fitness and sport skill
• offer programs that allow choices and are not dominated by
competition
• recognize that enjoyment should be an aspect of all program
goals
• ensure an appropriate ratio of positive to corrective feedback
• recognize that the enhancement of self-esteem should be an
aspect of all program goals
• define success so that its focus is individual improvement and
effort rather than peer comparisons of abilities
• help students make responsible choices
Students learn from their differences as well as their similarities to
peers. To enhance their abilities to appreciate diversity, students need
opportunities to
• communicate and interact with others who may differ in
attitude, knowledge, point of view, and dialect
• examine critically different experiences and perspectives within
social and cultural contexts
• examine critically ways in which language and images are able to
create, reinforce, and perpetuate gender, ability, culture, and
other forms of stereotyping and biases
• challenge prejudice and discrimination
Instructional and assessment practices should
• be free of racial, ethnic, cultural, gender, ability, and socio-
economic bias
• recognize and address materials, resources, and experiences that
exhibit racial, ethnic, cultural, gender, ability, and/or socio-
economic biases or that students, parents, or teachers perceive to
exhibit those biases
• promote equity by giving each student optimal opportunity to
learn and to demonstrate what he/she knows and can do
• use inclusive language in all communication

INTRODUCTION
Inclusion Inclusive schooling facilitates the participation and learning of all

students in school programs and activities. Physical education, with
its emphasis on exposure to and participation in a wide variety of
activities, provides excellent opportunities for the inclusion of all
students. All students have the right to be provided with an equal
opportunity to physically participate in the curriculum, to learn
about the benefits of being physically active throughout their
lifetime, and to be educated to make wise lifestyle choices.
The curriculum outcome statements in this guide are considered
important for all learners and provide a framework for a range of
learning experiences for all students, including students with special
needs. For students who require individual program plans, the
general curriculum outcomes provide a framework for program
planning. For further information, refer to the Special Education
Policy Manual (Nova Scotia Department of Education and Culture,
1996). Some students will require adaptations of learning
environments, instructional approaches and assessment strategies
and/or evaluation methods. Learners will benefit from a well-
planned physical education program that addresses motor skill
development, fitness, and social skills and leads to an increased
knowledge of the benefits of an active lifestyle. “Modify only when
necessary, to the extent necessary, and without jeopardizing the
integrity of the activity.” (National Education Steering Committee
of the Moving to Inclusion Initiative on behalf of Active Living
Alliance for Canadians with a Disability 1994)
Safety Physical activity, by its very nature, involves a certain element of risk
and danger. Programs should not be restricted but rather be
carefully planned for all participants to ensure that activities are age
appropriate, developmentally appropriate, and conducted in a clean,
safe environment. The precautions necessary to ensure safety in a
physical education program setting are the same for all students.
However, restrictions to participation may apply to some students
with special needs (refer to the Opportunities for Students with
Special Needs section in this guide). Students should be encouraged
to participate in activities when they are ready and feel comfortable.
Physical activity should never be used as a punishment for poor
performance, lack of effort, or inappropriate behaviour.
When designing learning experiences and selecting learning
environments, teachers should consider health and safety, special
needs, and gender and cultural issues.

INTRODUCTION
Creating a Safe Learning It is essential that teachers address the following questions prior to,
Environment during, and after activity:
• Is the activity appropriate to the student’s physical age and mental
and physical condition?
• Has the instruction been sequenced progressively to ensure safety?
• Have students been given specific instruction about how to use
and handle the equipment appropriately?
• Is the equipment in good repair, and has it been suitably arranged?
• Are the facilities in good repair?
• Are the students being properly supervised?
Teachers should ensure that the following safety practices are
implemented. This list is not an all-inclusive, but is intended as a
guide to help teachers establish a safe learning environment for
physical education.
Students should
• wear clothing and footwear appropriate for the activity
• follow established rules and routines
• respond appropriately to control signals
• select tasks that are within their ability and comfort zone
• move in the designated space with control and respect for others
• recognize hazards in the play areas
• follow fair-play principles
When planning instructional activities to meet the learning needs of
the students, teachers should always select appropriate activities that
reflect safe practices in physical education.
Students should learn and use safe stretching exercises.
When organizing activities in which contact or collisions occur (e.g.,
basketball, wrestling, football, rugby, hockey, soccer) or that require
spotting (e.g., weight lifting and gymnastics), teachers should
consider
• the basic skills students require to participate safely in the activity
• appropriate teaching progressions (instructional sequence)
• the students’ height, weight, and eyes
• students’ ability, confidence level, and interest in participation

INTRODUCTION
Challenge Experiences that challenge learners are essential to their

development. Students need to experiment with movement and try
out new ideas. When students test their limits, they may make
mistakes, but in a supportive environment, they will take learning
risks and learn without undue anxiety.
Within an inviting and stimulating environment, all students must
be continually challenged to
• expand their knowledge base and physical skill acquisition
• develop a range of strategies for knowing, doing, and valuing to
enhance an active, healthy lifestyle
• respond to physical challenges from progressively more
sophisticated perspectives
• develop increasing confidence with their physical well-being
(including level of comfort, willingness to risk and extend,
adaptability, flexibility, valuing, and appreciating)
These purposes are best accomplished through meaningful learning
experiences that balance and integrate the processes of the physical
education curriculum.

CURRICULUM OUTCOMES
Curriculum Outcomes
Essential Graduation Essential graduation learnings are statements that describe the
knowledge, skills, and attitudes expected of all students who
Learnings graduate from high school.
Achievement of the essential graduation learnings will prepare
students for continuous, lifelong learning. These learnings describe
expectations not in terms of individual school subjects but in terms
of knowledge, skills, and attitudes developed throughout the
curriculum. They confirm that students need to make connections
and develop abilities across subject boundaries if they are to be ready
to meet the shifting and ongoing demands of life, work, and study
today and in the future.
Essential graduation learnings are cross-curricular, and curriculum
in all subject areas is focussed to enable students to achieve these
learnings.
Curriculum Curriculum outcomes are statements that articulate what students are
expected to know, to be able to do and to value in particular subject
Outcomes areas. These outcomes statements also describe what knowledge, skills,
and attitudes students are expected to demonstrate at the end of
certain key stages in their education as a result of their cumulative
learning experiences at each grade level in the primary to grade 12
continuum. Through the achievement of curriculum outcomes,
students demonstrate the essential graduation learnings.
The physical education curriculum is organized around eight general
curriculum outcomes for grade primary to grade 12. This section of
the physical education curriculum guide outlines these general
curriculum outcomes as well as key-stage curriculum outcomes that
students are expected to achieve by the end of grade 9.
The outcomes are organized around the processes of knowing, doing,
and valuing. It is important, however, to recognize that these processes
are interrelated and can be developed most effectively as integrated
rather than as discrete processes.

CURRICULUM OUTCOMES
Connections The curriculum outcomes of physical education are intended to

contribute to students’ attainment of the essential graduation
learnings.
Essential Graduation Curriculum Outcomes

Learnings
Aesthetic Expression
Graduates will be expected to The physical education curriculum provides many experiences that
respond with critical awareness to involve students in using physical education for aesthetic expression.
various forms of the arts and be For example, the study and enjoyment of dance, gymnastics, and
able to express themselves through other movement forms cultivate students’ aesthetic awareness and
the arts. strengthen their creative and critical thinking abilities. Physical
education can enhance creative processes by quickening
concentration and mental agility and by offering learners
opportunities for powerful expressions of creativity and of aesthetic
appreciation. The curriculum offers students opportunities to use
and respond to a range of aesthetic communication forms and to
explore and describe their qualities.
Citizenship
Graduates will be expected to assess The wide range of experiences and resources in physical education
social, cultural, economic, and broadens students’ knowledge and appreciation of social, historical,
environmental interdependence in geographical, and cultural diversity and enables students to conceive
a local and global context. of places and conditions different from their own.
Students experience the games and dances of many cultures and
investigate how these games and dances are constructed by
particular social, historical, political, and economic contexts. Such
activities develop students’ sense of cultural identity and promote
their understanding of the contribution of diverse cultures to
society. Inquiry into a range of issues enables students to consider
issues and experiences from a range of viewpoints, to explore their
own identities and values, and to reflect on the bonds they share
with members of diverse communities.
Learning experiences in physical education generate a sense of
collective activity, community and belonging, important to all
learners and especially to young adolescents. Through the primary–
grade 12 continuum, students are active members in communities
including family, school, local, provincial, national, and global.

CURRICULUM OUTCOMES
Communication
Graduates will be expected to use Using movement to think, learn, and communicate is of central
the listening, viewing, speaking, importance in the physical education curriculum. Students use
reading, and writing modes of movement in formal as well as informal situations to express,
language(s) as well as mathematical extend, clarify, and reflect on their thoughts, ideas, and experiences
and scientific concepts and symbols and to consolidate their learning. The curriculum builds students’
to think, learn, and communicate awareness of the movement skills, strategies, and processes they use
effectively. to learn and of the ways they use movement to extend and
demonstrate their learning in other subject areas.
The curriculum emphasizes verbal and non-verbal communication
that is precise, clear, and engaging. The ability to communicate
clearly and effectively involves the correct and appropriate use of
language and movement conventions and mechanics. Students’
learning about these elements enables them to become increasingly
competent in communicating with confidence.
Personal Development
Graduates will be expected to Physical education and active, healthy living are essential for success
continue to learn and to pursue an in life, including further education, work, and social interaction.
active, healthy lifestyle. Well-developed movement knowledge and abilities are essential for
the lifelong learning required to live and work in a changing world.
The physical education curriculum offers opportunities for
experiences that foster students’ growth as collaborative and
independent learners who can take responsibility for their own
health and lifestyle. Physical education experiences help students to
build strong relationships and to put them in touch with themselves
and others. The ability to co-operate, negotiate, and operate
effectively is developed in this curriculum. Physical education offers
students important opportunities to develop individual and team
skills and to share success and failure in a controlled and safe
environment.
Enjoyment of active healthy living pursuits can lead to enriched use
of leisure time. The curriculum provides students with
opportunities to develop the habit of being active on a daily basis
and to recognize activity as a rewarding pursuit that enhances a
healthy lifestyle. Learning experiences focus on the student’s ability
to value the importance of personal physical fitness for active,
healthy living.

CURRICULUM OUTCOMES
Problem Solving
Graduates will be expected to use The physical education curriculum builds students’ awareness of a
the strategies and processes needed range of strategies and processes used to solve problems. Students
to solve a wide variety of problems, apply critical, analytical, and creative thinking to identify and solve
including those requiring language, problems, making decisions collaboratively and independently. They
mathematical, and scientific engage in thinking about and discussing problems and issues that
concepts. concern them.
This curriculum invites students to think about, discuss, and solve
problems, both physically and intellectually, using a variety of
processes, resources, and technologies.
Technological Competence
Graduates will be expected to use a Students use a range of technologies in the process of learning in
variety of technologies, demonstrate physical education. They can use computer technology for fitness
an understanding of technological assessment and nutrition comparison and analysis. Students have
applications, and apply appropriate the opportunity to explore the technology of equipment used in the
technologies for solving problems. fields of physical activity and health and debate the societal issues
related to the use of technology in society.
The curriculum offers students the opportunity to use computers,
software, databases, electronic mail, and emerging features of
telecommunications and audio and video production and playback.

CURRICULUM OUTCOMES
Organizing Strands The physical education curriculum has three organizing strands:
• knowing
• doing
• valuing
Each organizing strand has general curriculum outcomes, followed
by key-stage curriculum outcomes, identifying what students are
expected to know and be able to do by the end of grade 9. The key-
stage curriculum outcomes are followed by specific curriculum
outcomes, by grade level and movement category.
The three strands are interdependent and interrelated, and together
they help to form a physical education curriculum shaped by the
vision of learners experiencing purposeful physical activity and
developing knowledge, skills, and attitudes related to the health
benefits of a physically active lifestyle.
The movement categories that support a balanced program ensure
that students receive instruction in a variety of movement forms.
The movement categories are active living, outdoor activities, dance,
educational gymnastics, and sport experience.

CURRICULUM OUTCOMES
Graphic Organizer
EGLs
Essential Graduation Learnings
GCOs
General Curriculum Outcomes
Knowing Doing Valuing
KSCOs
Key-Stage Curriculum Outcomes
SCOs
Specific Curriculum Outcomes
Educational
Active Living Outdoor Activities Dance Sport Experience
Gymnastics
(walk, fitness) (cycling, hiking) (polka, jive) (volleyball, track)
(roll, balance)

CURRICULUM OUTCOMES
General Curriculum Physical education is holistic and embraces knowledge, activity, and
values.
Outcomes
The following general curriculum outcome statements identify what
students are expected to know, to be able to do, and to value upon
completion of study in physical education.
Knowing Through active living, students will know how to make appropriate
choices and set personal goals that enhance the quality of their lives.
They will understand the implications of, and the benefits from,
involvement in physical activities.
The student will be expected to
• demonstrate an understanding of the concepts that support
human movement
• demonstrate a knowledge of the components and processes
needed to develop and maintain a personal level of functional
fitness
Doing Movement provides a unique medium in which students can be

physically active and creative; students participate in a wide range of
activities that promote well-being. Maintaining personal fitness is an
inherent part of every doing outcome.
• demonstrate motor skills in all movement categories using
efficient and effective body mechanics
• participate regularly in a variety of activities that develop and
maintain personal physical fitness
• demonstrate creativity in all movement categories
Valuing Students will develop positive personal and social behaviours and
interpersonal skills through active involvement in a variety of
physical activities. Students will be expected to develop respect for
themselves and for others through activity, co-operation, and
communication.
• demonstrate positive personal and social behaviours and
interpersonal relationships
• demonstrate positive attitudes toward and an appreciation of
physical activity through participation
• demonstrate awareness of career and occupational opportunities
related to physical activities

CURRICULUM OUTCOMES
Key-Stage The following key-stage curriculum outcomes identify what

students are expected to know, to be able to do, and to value by the
Curriculum end of grade 9 as a result of their cumulative learning experiences in
Outcomes physical education.
The ordering of key-stage curriculum outcomes is not intended to
suggest any priority, hierarchy, or instructional sequence. While
these outcomes provide a framework on which teachers may base
decisions concerning instruction and assessment, they are not
intended to limit the scope of learning experiences in any key stage.
Although it is expected that most students will be able to achieve the
key-stage curriculum outcomes, some students’ performance will
range across key stages. Teachers should take this variation into
consideration as they plan learning experiences and assess students’
learning. Students’ experiences, knowledge, abilities, and
engagement in learning will also influence their ability to achieve the
key-stage curriculum outcomes.
The manipulation of instructional variables, such as time, classroom
organization, teaching techniques, and assessment strategies, may be
necessary to enable students to meet or extend their learning beyond
the expected learning outcomes. When the manipulation of
instructional variables is not sufficient to address student needs in
the context of the prescribed curriculum, an individual program
plan (IPP) should be developed within the context of the general
curriculum outcomes. For further information on program
adaptation and IPPs, refer to the Special Education Policy Manual
(Nova Scotia Department of Education and Culture 1996).

CURRICULUM OUTCOMES
Knowing
Students will be expected to demonstrate an understanding of the concepts that support human movement.
By the end of grade 9, students will be expected to have achieved the

outcomes for previous key stages and to
• understand the role of body parts in movement
• plan appropriate warm-up and cool-down activities
• demonstrate knowledge of outdoor living skills and sensitivity to
the environment
• explain the relationship between changes in body growth and the
effects on movement skills and concepts
• plan activity-specific motor skills in all movement categories and
alternative environments
• identify certification opportunities in selected areas related to
physical activity
Students will be expected to know the components and processes needed to develop and maintain a personal
level of functional fitness.
By the end of grade 9, students will be expected to have achieved the

outcomes for previous key stages and to
• identify and describe the benefits of active, healthy living
• plan and assess activity programs to develop personal physical
fitness for active, healthy living
• analyse and explain the effects that nutrition, fitness, and physical
activity have on body systems before, during, and after exercise
• identify and describe factors that affect choices of physical activity
for life
• understand the concepts of time and effort as they relate both
physically and mentally to the effectiveness of a personal fitness
program
• identify appropriate activities for personal stress management and
relaxation
• design, analyse, and modify nutritional programs for self and
others

CURRICULUM OUTCOMES
Doing
Students will be expected to demonstrate motor skills in all movement categories using efficient and effective
body mechanics.
By the end of grade 9, students will be expected to have achieved the outcomes for
previous key stages and to
• apply movement sequence skills and concepts in a variety of activities
• select, perform, and evaluate movement sequences using a variety of small
and large apparatus
• demonstrate manipulative skills with increased speed, accuracy, and
distance
• apply and participate in activity-specific motor skills in all movement
categories
• apply the principles of mechanics to improve performance in all
movement categories
Students will be expected to participate regularly in a variety of activities that develop and maintain personal
physical fitness.
• participate in activities that develop personal physical fitness for active,
healthy living
• lead appropriate warm-up and cool-down activities with peers
Students will be expected to demonstrate creativity in all movement categories.
• perform dances alone and with others in a variety of dance forms
• research and present a dance, game, or activity from another culture to
classmates and other audiences

CURRICULUM OUTCOMES
Valuing
Students will be expected to demonstrate positive personal and social behaviours and interpersonal
relationships.
• select and apply rules, routines, and procedures of safety in a variety of
activities from all movement categories
• demonstrate positive behaviours that indicate self-respect and self-
confidence when participating in physical activity
• demonstrate appropriate social behaviour when working co-operatively in
group activities
• demonstrate positive behaviours that indicate respect for the abilities,
interests, and cultural backgrounds of others
• describe and apply leadership skills related to physical activity
Students will be expected to demonstrate positive attitudes toward and an appreciation of physical activity
through participation.
• demonstrate and promote etiquette and fair play
• value participation in a wide range of activities
• value the importance of personal physical fitness for active, healthy living
Students will be expected to demonstrate awareness of career and occupational opportunities related to
physical activities.
• identify the knowledge, skills, and personal attributes required to qualify
for specific careers related to physical activity

CURRICULUM OUTCOMES
Specific Curriculum Specific curriculum outcomes are statements that identify what
students are expected to know, be able to do, and value at a
Outcomes by Grade particular grade level. They contribute to the achievement of the
key-stage curriculum outcomes, and it is important to note that
these outcomes represent a continuum of learning. Although the
specific curriculum outcomes that follow are organized by grade
level and by movement category (active living, outdoor activities,
dance, educational gymnastics, and sport experience), classroom
experiences should develop these processes in an integrated manner.
Description of Movement
Categories
Active Living Active living is a way of life that values physical activity and its
integration into daily routines and leisure pursuits. Physical
education provides opportunities for students to participate in
physical activities that promote well-being and a personal functional
level of physical fitness. Through active living, students have
opportunities to make appropriate choices and set personal goals
that enhance their quality of life.
Outdoor Activities Through participation in a variety of activities in natural or

alternative settings, students develop safety, survival, and
orienteering skills and an understanding of the use and preservation
of natural resources. They also identify nutritional and fitness levels
required to participate effectively in alternative-environment
activities and discover links between active living and their
environment. Activities can take place in a variety of settings and
locations.
Dance Dance has an important place within youth culture. Through dance
experiences, students gain an awareness of their own culture and
other cultures, enhance their self-esteem, solve problems, express
feelings, and co-operate with others. Students are encouraged to
create the more complex movement sequences used in different
dance forms (e.g., folk, square, multicultural, jazz) in response to a
variety of stimuli. Dance activities require students to work
individually, with partners, and in small and large groups.

CURRICULUM OUTCOMES
Educational Gymnastics Using themes (e.g., balance, shape, weight transfer, travel, flight,
take-off, and landing) to develop gymnastic skills, students gain
total body awareness and co-ordination that is transferable to all
movement categories. Students begin working on floor mats, then
progress to small and large apparatus. Movement challenges
promote problem-solving and critical-thinking skills. Safety
procedures must be emphasized and applied at all times.
Sport Experience Sport and games activities play an important role in a student’s
development and are an integral part of any physical education
program. This movement category has a broad spectrum which
includes low-organized, co-operative, and recreational games and
sport. Sport and games allow for physical and social skill
development, enjoyment, co-operative learning, and the
development of a sense of fair play though competition.

CURRICULUM OUTCOMES
Grade 7
Active Living Outdoor Activities Dance

The student will be expected to The student will be expected to The student will be expected to
• set and modify goals to • know and practise safety • perform a variety of individual
develop personal fitness to procedures and routines in a novelty dances (e.g., Y.M.C.A.,
maintain a healthy lifestyle variety of outdoor activities Macarena, line dance, limbo)
• categorize activities and • find a desired direction of • perform an aerobic dance
exercises according to travel by taking a compass sequence to music
cardiovascular benefits bearing • demonstrate the use a variety
• describe and practise relaxation • know and understand the of objects (e.g., fans, drums,
techniques for stress concept of reading a map hats) to create dances
management • participate in activities or • perform a variety of line,
• describe the relationship games that demonstrate circle, and square dances
between nutrition and activity sensitivity towards the learned in elementary school
• explain the benefits of and environment (e.g., school • create and perform movement
demonstrate warm-up and grounds clean-up) sequences to a variety of music
cool-down activities • participate in at least one land- and rhythmic forms
• participate in activities that based (e.g., hiking,
enhance cardiovascular fitness, orienteering) and one water-
muscular strength, endurance, based (e.g., swimming,
and flexibility canoeing) seasonal activity that
• identify resources in the practises environmental safety
community that contribute to
active living

CURRICULUM OUTCOMES
Grade 7
Specific Curriculum Outcomes (continued)
Educational Gymnastics Sport Experience

The student will be expected to The student will be expected to
• demonstrate safety procedures and practices to • demonstrate sport specific skills and be able to
avoid unnecessary risks break them down into their components:
• perform correct techniques for basic gymnastics preparation, action, follow through
skills (e.g., rolls, cartwheels, handstands) • participate in a wide variety of sports and games
• demonstrate travel, balance, and weight transfers • demonstrate an understanding of rules with
on the floor and on small and/or large equipment regard to safety
• demonstrate an understanding of rules in game
situations
• demonstrate positive personal and social
behaviours that emphasize fair play

CURRICULUM OUTCOMES
Grade 8

• use relaxation techniques for • practise the sport of • demonstrate learned
stress management orienteering in a controlled traditional, line, circle, and
• design and analyse a personal environment square dances from previous
nutritional plan • know and understand the grades
• analyse activities and exercises concept of reading a map • practise new traditional, line,
according to benefits to • participate in activities or circle, and square dances
muscular strength, games that demonstrate • create, with a partner, an
cardiovascular fitness, sensitivity towards the aerobic dance sequence to
flexibility, and endurance environment music
• explain the benefits of and • participate in at least one land- • dramatize through dance such
demonstrate warm-up and based (e.g., hiking, things as historical events,
cool-down activities orienteering) and one water- movie themes, poetry, or art
• participate in activities that based (e.g., swimming, • choreograph movement
enhance muscular strength, canoeing) seasonal activity that sequences using elements of
cardiovascular fitness, practises environmental safety movement and basic dance
flexibility, and endurance • review and practise the use of a steps and patterns
• plan how to utilize community compass
resources

CURRICULUM OUTCOMES
Grade 8

• demonstrate safety procedures and practices to • refine sport specific skills through practice and
avoid unnecessary risks repetition
• experience individual, partner, and small-group • demonstrate the discipline and attitude required
balance and counterbalance to master a skill
• develop and perform, with a partner, a sequence • demonstrate an understanding of positioning in
containing basic gymnastic skills on the floor and offensive and defensive situations
on small and/or large equipment • participate in sport and games using modified
rules
• maintain the safety of game play when rules are
modified

CURRICULUM OUTCOMES
Grade 9

• use relaxation techniques for • create a map and design an • research and share with peers
stress management orienteering course on your dances from other countries
• design a nutritional plan school grounds or in a local and/or cultures
appropriate for a specific park • create and teach an aerobic
activity (e.g., cross-country • develop map-reading skills as dance sequence to a small
skiing, weight lifting, aerobics) an aid to navigation group or the class
• participate in activities that • develop compass-reading skills • integrate sports themes and
develop personal fitness for as an aid to navigation music to create dances (e.g.,
active, healthy living • participate in at least one land Sweet Georgia Brown and
• plan and participate in based (e.g., hiking, basketball, victory dance and
personal fitness and activity orienteering) and one water- football, slow-motion replay
programs, using the principles based (e.g., swimming, and martial arts)
of training canoeing) seasonal activity that • create, choreograph, and
• design a circuit that includes practises environmental safety perform dances for self and
activities to develop muscular • know and practise safety others in a variety of dance
strength, cardiovascular fitness, procedures and routines in a forms
flexibility, and endurance variety of outdoor activities • apply the principles of
• set specific goals that use mechanics to improve
community resources or performance in dance activities
facilities to enhance his\her
personal active-living goals

CURRICULUM OUTCOMES
Grade 9

• demonstrate safety procedures and practices to • play a variety of games putting several sport
avoid risks specific skills into practice
• create and perform group sequences using basic • identify the relationship between body mechanics
gymnastics skills on the floor and on small and/or and performance
large equipment • apply game strategies in a variety of sports and
• demonstrate balance and body control as they games
relate to sport (e.g., snowboarding, heading a • demonstrate an understanding of the role that
soccer ball, and catching balls in the air) leadership plays in sport experiences
• modify rules of games for a variety of purposes
• demonstrate an understanding of rules through
officiating

CURRICULUM OUTCOMES

CURRICULUM OUTCOMES
Specific Curriculum
Outcomes by
Movement Category
Introduction The physical education curriculum is described in five movement

categories:
• active living
• outdoor activities
• dance
• educational gymnastics
• sport experience
These categories provide a framework for the curriculum. Within
each category, specific curriculum outcomes reflect the knowledge,
skills, and attitudes that students are expected to know, to be able to
do, and to value.
In a balanced physical education program, the outcomes for all three
curriculum organizers, knowing, doing, and valuing, are realized
through a broad selection of activities from all five movement
categories.
Time Allotment Two period per week or per cycle is the most common time
allotments for physical education in schools in Nova Scotia.
Young adolescents
• need frequent opportunities for movement, rest, and change
• cannot sit for long periods of time
• require daily physical activity
(NSDOEC 1997)
It is therefore recommended that school boards, together with the
school administration and teachers, make every effort to provide
daily physical education to students to achieve health benefits.
It is suggested that sport experience, active living, and outdoor
activities take up approximately 75 percent of the time allocated,
and that dance and educational gymnastics take up the remaining
25 percent of the time. The time allotment for each movement
category should be based upon available resources and facilities.

CURRICULUM OUTCOMES
Activity Ideas*
Fitness Aquatics Body Awareness Contemporary
• cardiovascular • water adjustment • body parts • line
• muscular strength • survival techniques • body shape • jive
• endurance • stroke development • body movements • partner
• flexibility • skills application • •
• • snorkelling • •
• • water games
Space Awareness Jazz
• diving
Safety • self/personal space • traditional
• synchronized
• rules/procedures • general space • hip-hop
swimming
• personal safety • directions • funk
• underwater games
• • levels •
•
• • pathways •
•
•
Lifetime Activities Ballroom
Land-based •
• aerobics • waltz
• hiking
• rope jumping Effort •
• backpacking
• walking • speed •
• rock climbing
• jogging • force
• camping
• lap swimming • flow
• orienteering
• cycling •
• snowshoeing
• using exercise •
• skiing
equipment Relationships
• snowboarding
• weight training
• skating • to self
• martial arts
• horseback riding • to others
• self-defence
• • to objects
• wrestling
• • to the environment
• fencing
•
• archery Water-based
•
• bocce • canoeing
• bowling • rowing Creative
• curling • kayaking • interpretive
• golf • sailing • modern
• dancing • sailboarding •
• • •
• • Multicultural
• folk
Healthy Habits for
• First Nations
Active Living • African
• nutrition
• Acadian
• rest
•
• exercise
•
• hygiene
•
•
* THE ABOVE LISTS ARE SUGGESTED ACTIVITY IDEAS. TEACHERS MAY USE THE EMPTY BULLETS TO INCLUDE ADDITIONAL
ACTIVITIES.

CURRICULUM OUTCOMES
Activity Ideas* (continued)

Themes Locomotor Skills Formative Games
• shape • walk • schoolyard and backyard
• balance • run • chasing
• weight transfer • turn • throwing
• travel • jump • kicking
•
• flight • hop
•
• take-off and landing • gallop
• locomotion • slide Innovative Games
• • skip • creative or novel games
• initiative tasks
• • dodge
• co-operative games
Rhythmic • leap • challenges
• • parachute activities
• hoop
• •
• ball
• ribbon Non-Locomotor Skills Bat and Ball Games
• clubs • rock • softball
• scarf • roll • cricket or rounders
• rope • balance • T-ball
• • weight transfer •
•
• •
• Territorial Games
Acrobatic • soccer
• tumbling Manipulative Skills • basketball
• pyramids • send • touch football
• trampoline • receive • hockey (field, floor, ice)
• • trap • team handball
• • strike • lacrosse
• dribble • rugby
Artistic • ultimate frisbee
• carry
• floor exercises •
•
• vault box •
•
• pommel horse Net and Wall Games
• balance beam Individual Manipulative • volleyball
• • juggling • tennis
• • skipping • badminton
• hacky sack • pickle ball
• • table tennis
• • handball
•
Athletics (Track and Field) •
• runs Multicultural Games
• jumps • First Nations
• throws • African
• • Acadian
• •
•
* THE ABOVE LISTS ARE SUGGESTED ACTIVITY IDEAS. TEACHERS MAY USE THE EMPTY BULLETS TO INCLUDE ADDITIONAL
ACTIVITIES.

CURRICULUM OUTCOMES
Specific Curriculum Outcomes:

Active Living
Grade 7 Grade 8 Grade 9
• set and modify goals to • use relaxation techniques for • use relaxation techniques for
develop personal fitness to stress management stress management
maintain a healthy lifestyle • design and analyse a personal • design a nutritional plan
• categorize activities and nutritional plan appropriate for a specific
exercises according to • analyse activities and exercises activity (e.g., cross-country
cardiovascular benefits according to benefits to skiing, weight lifting, aerobics)
• describe and practise relaxation muscular strength, • participate in activities that
techniques for stress cardiovascular fitness, develop personal fitness for
management flexibility, and endurance active, healthy living
• describe the relationship • explain the benefits of and • plan and participate in
between nutrition and activity demonstrate warm-up and personal fitness and activity
• explain the benefits of and cool-down activities programs, using the principles
demonstrate warm-up and • participate in activities that of training
cool-down activities enhance muscular strength, • design a circuit that includes
• participate in activities that cardiovascular fitness, activities to develop muscular
enhance cardiovascular fitness, flexibility, and endurance strength, cardiovascular fitness,
muscular strength, endurance, • plan how to utilize community flexibility, and endurance
and flexibility resources • set specific goals that use
• identify resources in the community resources or
community that contribute to facilities to enhance his/her
active living personal active-living goals

CURRICULUM OUTCOMES
Grade 7
Active Living
Outcomes Suggestions for Teaching and Learning
The student will be expected to Teachers can have students

• set and modify goals to develop • identify foods that enhance a healthy lifestyle
personal fitness to maintain a • discuss how the body uses food for physical
healthy lifestyle activity
• categorize activities and exercises • discuss and review the benefits of physical activity
according to cardiovascular (e.g., physical, social, economic, intellectual)
benefits • identify activities that promote fitness (e.g.,
• describe and practise relaxation running, walking, skipping, posture)
techniques for stress management • participate in an exercise program
• describe the relationship between • monitor heart rate during different activities
nutrition and activity • list resources in the community that contribute to
• explain the benefits of and active living
demonstrate warm-up and cool-
down activities
• participate in activities that
enhance cardiovascular fitness,
muscular strength, endurance, and
flexibility
• identify resources in the
community that contribute to
active living

CURRICULUM OUTCOMES
Grade 7
Active Living
Suggestions for Assessment Notes
• Have students record their physical activity goals in their

journals.
• Have students identify foods that promote good nutrition (e.g.,
written test, preparation of nutritious snacks for the class, a
grocery list).
• Assign students to work with a partner to create a poster, chart,
or other visual representation showing the relationship between
physical activity and fitness.
• Have students identify personal fitness goals and record and
evaluate their progress.
• Have students demonstrate stress management techniques (e.g.,
breathing, stretching during cool-down), and write in their logs
or journals the relaxation techniques that they liked the most,
and how they felt before and after.

CURRICULUM OUTCOMES
Grade 8
Active Living

• use relaxation techniques for stress • identify what feelings are stressful
management • discuss appropriate nutrition and physical activity
• design and analyse a personal for a healthy lifestyle
nutritional plan • monitor and assess individual nutrition and
• analyse activities and exercises activity levels for a short period of time (e.g.,
according to benefits to muscular lunch for one week)
strength, cardiovascular fitness, • identify and participate in activities that promote
flexibility, and endurance muscular strength (e.g., lifting own body weight,
• explain the benefits of and rowing)
demonstrate warm-up and cool- • plan and lead warm-up activities and participate
down activities in a training program, recording heart rates
• participate in activities that before, immediately after, and one minute after
enhance muscular strength, exercise
cardiovascular fitness, flexibility, • create a graph of the number of activity programs
and endurance available in their community
• plan how to utilize community • identify and apply relaxation techniques for stress
resources management (e.g., visualization)
• identify, through a needs assessment, what
community resources are available and needed

CURRICULUM OUTCOMES
Grade 8
Active Living
• After reviewing the principles of warm-up and cool-down

activities, have students work in pairs to plan, demonstrate, and
lead class activities. Have students explain how their activities
meet the following criteria:
– warm-up—raises heart rate, creates movement in the joints,
stretches large muscle groups
– cool down—decreases heart rate, stretches small and large
muscle groups, relaxes mind and body
Have students use demonstrations that are easy to follow, are
within the skill levels of all class members (may include
modifications for different levels), and include activities that are
interesting and engaging.
• Have students develop a personal active-living portfolio,
recording
– a personal definition of active living in words and pictures or
symbols
– evidence of their own active living under headings such as
Extra-curricular Activities, Intramural Activities, Volunteer
Work, Family Pursuits, Organized Clubs or Sports, Activities
with Friends, and Individual Leisure Activities
– an analysis of the physical, emotional, social, and intellectual
benefits of each activity
– a summary of the strengths and weaknesses of their current
approach to active living (this could be done with a partner)
• Have students update the assessment of their personal active
living participation at intervals during the school year. At each
update, identify any changes and explain the effects.

CURRICULUM OUTCOMES
Grade 9
Active Living

• use relaxation techniques for stress • identify and practise relaxation techniques for stress management
management • discuss appropriate nutrition and physical activity for a healthy
• design a nutritional plan lifestyle
appropriate for a specific activity • identify and participate in activities that develop personal fitness
(e.g., cross-country skiing, weight for active, healthy living
lifting, aerobics) • create personal fitness logs that include specific exercises
• participate in activities that incorporating the principles of training: frequency, intensity,
develop personal fitness for active, time (FIT)
healthy living • discuss and review the principles of cardiovascular fitness,
• plan and participate in personal flexibility, muscular strength, and endurance
fitness and activity programs, • list and participate in community activities that meet their
using the principles of training personal active-living goals
• design a circuit that includes
activities to develop muscular
strength, cardiovascular fitness,
flexibility, and endurance
• set specific goals that use
community resources or facilities
to enhance his/her personal
active-living goals

CURRICULUM OUTCOMES
Grade 9
Active Living
• Have students identify an aspect of nutrition that is important to

them. For example, they may focus on how their current eating
habits affect their energy level. They can record their daily food
intake for two weeks. They can then research current information
on their particular nutritional interest and develop a set of
guidelines related to it. Specify the requirements of the
assignment, such as length, format, and criteria for scoring, and
explicit connections between nutrition and body systems.
• Have students analyse their eating habits and identify at least two
changes that would help them address their concerns (this can be
done as a cross-curricular activity with the Personal Development
and Relationships course).
• Have students record their personal involvement in community
active-living activities.
• Have students participate in a pre- and post-fitness task,
monitoring improvement.

CURRICULUM OUTCOMES
Sample Learning Experiences

Movement Category: Active Living Grade 7
Specific Curriculum Outcome
• participate in activities that enhance cardiovascular fitness, muscular strength, endurance, and flexibility
Equipment—stopwatches
Area—gymnasium, multi-purpose room
Learning Experiences Teaching Points

Warm-up
• Have students take their own pulse before each • Demonstrate the two major pulse points: radial and
activity: carotid.
– sitting • Have each student count his/her heart rate for 10
– walking (one minute) seconds following each activity.
– jogging (one minute)
Development
• Have students perform • Students should rest two minutes between activities.
– jumping jacks (25)
– step-ups (one minute)
– skip (one minute)
Closure
• Have students record their heart rate every two • Have each student graph his/her heart rate for each
minutes until resting heart rate is reached. activity on a chart in his/her journal and compare
the rates for each activity.
Extension Activities • Have students prepare a list of activities they enjoy that will help them improve
their cardiovascular fitness.

CURRICULUM OUTCOMES

• explain the benefits of and demonstrate warm-up and cool-down activities
Equipment—
Area—classroom, gymnasium, multi-purpose room

Warm-up
• Have students perform a two-minute jog. • Have students warm up before stretching.
• Have students demonstrate the importance of a • Avoid over-stretchings to prevent serious injuries.
pre-stretch to avoid injury and enhance
performance.
Development
• Have students engage in an intense cardiovascular • Examples include
activity for which warm-up and cool-down are very – running
important. – skipping
– aerobics
– dance
• Have students participate in activities outside of the
controlled environment of the gymnasium when
possible.
Closure
• Students will be expected to know the importance • The student should be able to know when his/her
of and participate in the cool-down activity to own heart rate is back down to normal or reaches
lower their heart rate and to cool down muscular maximum.
activity to avoid cramping.
Extension Activities • Have students demonstrate stretching for different sports (e.g., hockey, volleyball,
running).

CURRICULUM OUTCOMES
Sample Learning Experience

• design a circuit that includes activities to develop muscular strength, cardiovascular fitness, flexibility, and
endurance
Equipment—mats, skipping ropes, benches, hoops, chalk (fingers), stop watch


Warm-up
• Have students perform a general warm-up, • Stress the importance of program warm-up.
including stretching to prepare for the activity.
Development
• Have students set up stations, using task cards • Allow students a one-minute rest between activities.
provided, that target cardiovascular flexibility, • Have students perform two activities from each
muscular strength, and endurance. fitness component.
Closure
• Have students record a graph or statistics in their • Have the students set up their own stations.
personal journals (e.g., heart rate, flexibility,
strength).
Extension Activities • Have students work on stations set up by their peers.

CURRICULUM OUTCOMES

Outdoor Activities
The student will be expected to The student will be expected to The students will be expected to
• know and practise safety • practise the sport of • create a map and design an
procedures and routines in a orienteering in a controlled orienteering course on your
variety of outdoor activities environment school grounds or in a local
• find a desired direction of • know and understand the park
travel by taking a compass concept of reading a map • develop map-reading skills as
bearing • participate in activities or an aid to navigation
• know and understand the games that demonstrate • develop compass-reading skills
concept of reading a map sensitivity towards the as an aid to navigation
• participate in activities or environment • participate in at least one land-
games that demonstrate • participate in at least one land based (e.g., hiking,
sensitivity towards the based (e.g., hiking, orienteering) and one water-
environment (e.g., school orienteering) and one water- based (e.g., swimming,
grounds clean-up) based (e.g., swimming, canoeing) seasonal activity that
• participate in at least one land- canoeing) seasonal activity that practises environmental safety
based (e.g., hiking, practises environmental safety • know and practise safety
orienteering) and one water- • review and practise the use of a procedures and routines in a
based (e.g., swimming, compass variety of outdoor activities
canoeing) seasonal activity that
practises environmental safety

CURRICULUM OUTCOMES
Grade 7
Outdoor Activities

• know and practise safety • participate in season-appropriate activities such as
procedures and routines in a – winter—snowshoeing, cross-country skiing, skating,
variety of outdoor activities snowboarding
• find a desired direction of travel, – spring—bird watching, orienteering, canoeing, kite flying
taking a compass bearing – summer—swimming, hiking, rock climbing
• know and understand the concept – fall—cross-country running, camping
of reading a map • use videos, posters, or personal experiences to develop class lists
• participate in activities or games of safety and survival skills in different environments
that demonstrate sensitivity • make a poster listing responsible behaviour in outdoor situations
towards the environment (e.g., (e.g., emergencies, travelling, building shelters or fires, disposing
school ground clean-up) of human and other waste, general courtesies)
• participate in at least one land- • research, discuss, and demonstrate a variety of safety techniques
based (e.g., hiking, orienteering) useful for outdoor activities
and one water-based (e.g., • list and perform various exercises and drills that would help
swimming, canoeing) seasonal prepare them for activities in outdoor settings (e.g., exercises to
activity that practises strengthen quads for skiing activities, stretching and running
environmental safety activities for hiking and orienteering, upper-body exercises for
canoeing or hiking)
• know and understand how to read and use a compass
• use maps and compasses to follow an orienteering course
• identify, while on a hike, signs of human disruption of nature
(e.g., clear-cutting, garbage, abandoned camp sites)
• identify study in other courses related to maintaining or
improving the environment (e.g., science, social studies)
• plan and take part in an overnight camping trip

CURRICULUM OUTCOMES
Grade 7
Outdoor Activities
• Have students work in groups to assist in planning and to

participate in an outdoor experience such as hiking, cycling, or
skiing. Students will identify, assess and demonstrate specific
motor skills used in the activity; carry out the preparatory work
needed to ensure a safe and enjoyable experience (e.g., water-
based activity requires passing a swim test); practise survival
skills; and identify emergency procedures.
• Have students work in groups to plan an outdoor activity, then
write a quiz to demonstrate their understanding of safety rules
and ethics for the activity (e.g., orienteering, hiking, skating).
• Test students’ knowledge of the directions—north, south, east,
and west.
• Test students on their ability to read and follow a compass
bearing (vital for safety).
• Assess the accuracy and clarity of student-generated maps.
• Have students maintain a checklist of environmental concerns.
• Have students participate in various outdoor activities and
record their experiences in their journals.

CURRICULUM OUTCOMES
Grade 8
Outdoor Activities

• practise the sport of orienteering • use videos, posters, or personal experiences to develop class lists
in a controlled environment of safety and survival skills in different environments
• know and understand the concept • make a poster listing responsible behaviour in outdoor situations
of reading a map (e.g., emergencies, travelling, building shelters or fires, disposing
• participate in activities or games of human and other waste, general courtesies)
that demonstrate sensitivity • research, discuss, and demonstrate a variety of safety techniques
towards the environment useful for outdoor activities
• participate in at least one land- • list and perform various exercises and drills that would help
based (e.g., hiking, orienteering) prepare them for activities in outdoor settings (e.g., exercises to
and one water-based (e.g., strengthen quads for skiing activities, stretching and running
swimming, canoeing) seasonal activities for hiking and orienteering, upper-body exercises for
activity that practises canoeing or hiking)
environmental safety • plan and take part in an overnight camping trip
• review and practise the use of a • practise reading and using a compass by locating north, south,
compass east, and west
• use a map and compass to follow an orienteering course in the
gymnasium or on the playing field
• move through the gymnasium/field in pairs recording the
compass bearing that takes them from station one to two, two to
three and so on
• read and follow a map of the gymnasium, school, or playing field
that includes the following parts:
– scale
– symbols
– legend
– direction
• identify examples of human disruption/interference of the
natural environment at a local park, hiking trail, or recreation
facility
• participate in season appropriate activities such as
– winter—snowshoeing, cross-country skiing, skating,
snowboarding
– spring—camping, bird watching, orienteering
– summer—swimming, hiking, rock climbing
– fall—cross-country running, camping
• plan a field trip that involves studying another subject while
taking part in an outdoor activity
• (e.g., hiking—geography, cross-country skiing—science)

CURRICULUM OUTCOMES
Grade 8
Outdoor Activities
• Have students work in groups to plan and participate in an

outdoor experience such as hiking, cycling, or skiing. Students
will identify, assess, and demonstrate specific motor skills used in
the activity; carry out the preparatory work needed to ensure a
safe and enjoyable experience (e.g., water-based activity requires
passing pass a swim test); practise survival skills; and identify
emergency procedures.
and ethics (e.g., orienteering, hiking, skating).
• Test students’ knowledge of the directions—north, south, east,
and west—in familiar surroundings without a compass.
• Have students record information/answer questions at check
points during gymnasium/field activities and then exchange and
correct them as a class.
• Have students create maps, then exchange them with peers to
check for the necessary ingredients (e.g., scale, symbols, legend,
direction).
• Have students record in thier journals/logbooks observations of
human disruption of the natural environment.
• Have students record in their journals participation in various
outdoor pursuits.
• Have students complete activity worksheets for related studies
(e.g., science, health, mathematics).

CURRICULUM OUTCOMES
Grade 9
Outdoor Activities

Specific Learning Outcomes
• create a map and design an • use videos, posters, or personal experiences to develop class lists of
orienteering course on your safety and survival skills in different environments
school grounds or in a local park • make a poster listing responsible behaviour in outdoor situations
• develop map-reading skills as an (e.g., emergencies, travelling, building shelters or fires, disposing
aid to navigation of human and other waste, general courtesies)
• develop compass-reading skills • research, discuss, and demonstrate a variety of safety techniques
as an aid to navigation useful for outdoor activities
• participate in at least one land- • list and perform various exercises and drills that would help
based (e.g., hiking, orienteering) prepare them for activities in outdoor settings (e.g., exercises to
and one water-based (e.g., strengthen quads for skiing activities, stretching and running
swimming, canoeing) seasonal activities for hiking and orienteering, upper-body exercises for
activity that practises canoeing or hiking)
environmental safety • plan and take part in an overnight camping trip
• know and practise safety • review survival skills using videos, simulations, charts, books, or
procedures and routines in a guest speakers
variety of outdoor activities • design, in small groups, orienteering courses and then have others
in the class participate in each orienteering activity
• complete a teacher-designed orienteering course on school
grounds or at a local park or recreation facility
• develop, in small groups, a checklist of environmental concerns
• conduct a survey and develop a checklist of school/community
facilities and resources in outdoor settings
• participate in various outdoor pursuits (activities in which
students did not participate in previous grades)
• work in groups to plan and participate in an outdoor experience
(e.g., hiking, cycling, skiing), and to identify, assess, and
demonstrate specific motor skills used in the activities
• carry out the preparatory work needed to ensure a safe and
enjoyable outdoor experience
• invite resource people to give information regarding the
environment (e.g., Nova Scotia Department of Natural Resources,
Nova Scotia Department of Fisheries and Aquaculture)

CURRICULUM OUTCOMES
Grade 9
Outdoor Activities
• Have students work in groups to plan and participate in an

outdoor experience (e.g., hiking, cycling, skiing), recording the
preparatory work needed to ensure a safe and enjoyable
experience, practise survival skills, and identify emergency
procedures.
and ethics (e.g., orienteering, hiking, skating).
• Have students work in groups to create task requirements and
criteria for an orienteering course, then exchange specifications
with another group. Have groups of students draw maps of the
courses and return them to the original groups for assessment
and feedback. Have students submit their original courses, peer
evaluations, and revised courses to you for marking. After
revision, the courses can become part of an orienteering activity.
• Students can be timed and score sheets used to evaluate
performances in an orienteering activity.
• Have students use the survey results from the checklist of school/
community facilities to write articles for the school newspaper.
• Have students record their activities in their journals,
commenting on and rating the activities on a scale of one to
three (one referring to low enjoyment and three to high
enjoyment). From time to time, you may wish to have students
review their records and summarize their ideas by responding to
prompts such as
– The activity(ies) I enjoyed most was (were) because ...
– The activity(ies) I enjoyed least was (were) because ...
– The most useful activity was ...
– A new activity I would like to try is because ...
– To do that, I would have to ...
• Have students carry out self-assessments on their ability to
– read a compass
– read a map
– create a map
– design an orienteering course

CURRICULUM OUTCOMES

Movement Category: Outdoor Activities Grade 7
• participate in at least one land-based (e.g., hiking, orienteering) and one water-based (e.g., swimming, canoeing)
seasonal activity that practises environmental safety
Equipment—paper for each student

Area—outdoors

Warm-up
• Discuss with students how humans • Have students close their eyes and visualize a world
have an impact on the natural without humans. Ask, “what is missing?”
environment. • Review with students, rules for large group movement
(e.g., stay together, make little noise).
• Discuss with students, outdoor recreation facilities,
“How do we change the environment to suit our wants
and needs?”
Development
• Have students participate in a hike • Have students walk to a local park, beach, or trail and
and observe human impact on the ask them to record, with a partner, signs of human
natural environment. respect for the environment (e.g., wild areas, old
growth, no pesticides) and signs of disrespect for the
environment (e.g., garbage, pesticides, tree cutting).
• Emphasize that students should make little or no noise
as it has an impact on the environment.
Closure
• Gather observations from the • Use charts or a chalkboard to record what students
students. observed under the two headings respect and
disrespect.
• Have students create a display for the school of the
observations gathered during the hike (e.g., charts,
pictures).
Extension Activities • Have students identify ways they can help change the “signs of disrespect”
(e.g., garbage pickups, letters to Parks Canada and Nova Scotia Sport and
Recreation Commission).

CURRICULUM OUTCOMES

Movement Category Outdoor Activities Grade 8
• practise the sport of orienteering in a controlled environment
Equipment—class set of flags/pinnies, four pylons, master map of the gymnasium/field, copies of maps (one for every
two students), cue cards, and compasses (one for every two students)
Area—outdoors

Warm-up
• Have students play “British Bulldog”—modified tag • The safe area should be large enough to allow students
game played with flags/pinnies—using pylons to to over-run the line without hitting the wall or an
mark out the play area with a safe zone at each end of obstacle.
the field/gymnasium. • Select a player to be “it”; all others tuck a flag in the
back of their shorts, leaving 30 cm hanging.
• “It” shouts “1, 2, 3, British Bulldog”; players run from
one safe zone to the other without getting caught.
• Caught players become “it.”
• Continue playing until only one person has not been
caught.
Development
• Use the gymnasium or playing field to conduct a • Prepare a master map and a list of control descriptions.
point-to-point orienteering course. • Set out a course using markers identified with code
letters.
• Have students copy control descriptions on cue cards.
• Send students off in groups of two at one-minute
intervals.
• Record times and add a two-minute penalty for
mistakes or missed controls.
Closure
• The teacher can walk with the group to one or two • The teacher can identify marker, number, letter, and
control points. area descriptions with the students.
• Walk to the control(s) that may have been frequently
missed.
Extension Activities • Have students design their own course on a map and record the compass bearings for
start to one, one to two, two to three, to finish.

CURRICULUM OUTCOMES

Movement Category: Outdoor Activities Grade 9
• know and practise safety procedures and routines in a variety of outdoor activities
• participate in at least one land-based (e.g., hiking, orienteering) and one water-based (e.g., swimming, canoeing)
seasonal activity that practises environmental safety
Equipment—tent, three backpacks, three sleeping bags, first aid kit, 30 copies of shelter checklist, extra clothes
Area—sports field, large grassy area

Warm-up
• Have groups of students use a checklist to organize • Organize students into groups of three and give each
equipment for a shelter-building simulation. student an equipment checklist.
Development
• Have groups of students simulate • Use the strategy of a race car pit crew, setting up the
setting up a camping shelter or tent. shelter as quickly and efficiently as possible.
• Have student groups delegate responsibilities.
• Discuss with students items that may have been
forgotten; similarities and differences to the campsite.
Closure
• Have students simulate a campsite • Have students delegate responsibilities, clean up
clean-up. garbage, and leave the area the way they found it.
Extension Activities • Have students complete a written assignment to briefly describe an emergency
situation that could happen while camping, and explain what they would do.

CURRICULUM OUTCOMES

Dance
• perform a variety of individual • demonstrate learned • research and share dances from
novelty dances (e.g., Y.M.C.A., traditional, line, circle, and other countries and/or cultures
Macarena, line dance, limbo) square dances from previous with peers
• perform an aerobic dance grades • create and teach an aerobic
sequence to music • practise new traditional, line, dance sequence to a small
• demonstrate the use a variety circle, and square dances group or the class
of objects (e.g., fans, drums, • create, with a partner, an • integrate sports themes and
hats) to create dances aerobic dance sequence to music to create dances (e.g.,
• perform a variety of line, music Sweet Georgia Brown and
circle, and square dances • dramatize through dance such basketball, victory dance and
learned in elementary school things as historical events, football, slow-motion replay
• create and perform movement movie themes, poetry, or art and martial arts)
sequences to a variety of music • choreograph movement • create, choreograph, and
and rhythmic forms sequences using elements of perform dances for self and
movement and basic dance others in a variety of dance
steps and patterns forms
• apply the principles of
mechanics to improve
performance in dance activities

CURRICULUM OUTCOMES
Grade 7
Dance

• perform a variety of individual • participate in a class warm-up to music (may help break the ice)
novelty dances (e.g., Y.M.C.A., • clap and move to the beat of a familiar song (e.g., “Y.M.C.A.,”
Macarena, line dance, limbo) “Macarena,” line dance, limbo)
• perform an aerobic dance • perform dance steps without music, then with music
sequence to music • work with a partner or in a group performing novelty dances
• demonstrate the use a variety of • use objects such as fans, drums, and hats to create dances
objects (e.g., fans, drums, hats) to • move to a fast rhythmic beat (e.g., running on the spot, high knee
create dances raises, jumping jacks, hops, jumps)
• perform a variety of line, circle, • follow a sequence of movements (e.g., run, glide, hop, skip, and
and square dances learned in jump)
elementary school • learn an aerobic dance sequence to music
• create and perform movement • create a dance using objects (music may be used) with a partner or
sequences to a variety of music in small groups
and rhythmic forms • move around the gymnasium performing sport-related
movements without equipment, to a popular sports song (e.g.,
“Space Jam,” “Gonna Fly Now”)
• view a video of various dance steps
• perform movements using poetry as a stimulus

CURRICULUM OUTCOMES
Grade 7
Dance
• Videotape a dance of the students’ choice.

• Provide feedback to improve individual performances.
• Have students perform a learned dance as a class.
• Have students perform for you, a four-or five-component
aerobic sequence in groups.
• Have students present a learned or created dance to the class or
teacher.
• Work with small groups of students to develop guidelines for
such activities as rehearsals, presentations, and performances.
Prompt students to consider aspects such as co-operation, safety,
sensitivity, creativity (risk taking), support, and empathy.
• Ask students to keep a record of their participation and
accomplishments in selected activities or skills. The record
should include
– an assessment of their skill level at beginning
– a record of their practice (amount of time, practice strategies)
– comments on their progress
– plans or suggestions for improving, where appropriate
These records could be developed as part of dance portfolios or
journals or computer files.
• While students are rehearsing and performing a dance, use a
checklist or simple rating scale (e.g., strong, satisfactory, needs
improvement) to record observations about dance skills, use of
safe movement, and concentration and perseverance.

CURRICULUM OUTCOMES
Grade 8
Dance

• demonstrate learned traditional, • practise various dance steps led by the teacher and/or students, or
line, circle, and square dances dance instructor
from previous grades • practise dance steps in specific formations (e.g., couple, circle,
• practise new traditional, line, line, individual)
circle, and square dances • practise dance steps without music, then with music
• create, with a partner, an aerobic • review aerobic steps and sequences
dance sequence to music • design an aerobic dance sequence as an individual, with a partner,
• dramatize through dance such or in a group
things as historical events, movie • research appropriate themes (e.g., “Rocky,” “Titanic,” Halifax
themes, poetry, or art Explosion) and discuss appropriate resources and music in order
• choreograph movement sequences to create a dance based on a theme of his/her choice (e.g.,
using elements of movement and individual, partner or group)
basic dance steps and patterns • view a movie that contains dance (e.g., “Grease,” “Footloose”) and
write a report on the type of dance in their logs or journals
• perform dance steps from a variety of dance forms (e.g., jive, jazz,
social, folk, square, and line)

CURRICULUM OUTCOMES
Grade 8
Dance
• Have students perform dances learned during class.

• Have students carry out self-assessments of their dance
performance (e.g., movement that was easy, difficult, favourite
formation).
• Have students perform their dance for videotaping.
• Have students teach their dance to the class, a group, or an
individual.
• Have students perform created dances for the class or school
community.
• Have students analyse how themes being presented are portrayed
in movement.
• Have students critique their own dance from the videotape.
• Have students keep journals or portfolios where they record and
reflect on their experiences in dance. Work with students to
develop requirements and criteria. For example, you may wish to
occasionally review the journals or portfolios for evidence of
– daily assessment of effort
– accurate dance records of dance activities
– analysis of personal attitudes toward dance and dance class
– awareness of areas of personal strength and weakness
– specific assignments (e.g., analysis of presentation video)
– preparation and updating of a personal plan to improve one
component of fitness, skill, or performance
• As students rehearse, perform, and view dance, observe and
record the extent to which they demonstrate appropriate skills
and attitudes. Work with students to develop a list of specific
behaviours that can become the basis of a rating scale or
checklist. For example,
– working collaboratively to reach a group goal
– working to improve their own skills within a group
performance
– contributing ideas and feedback in a constructive manner
– seeking and using feedback from peers and others
– showing respect and appreciation for others’ contributions,
offering encouragement, or showing empathy as a member of
the audience
• Students can complete self-assessments of the same skills and
attitudes.

CURRICULUM OUTCOMES
Grade 9
Dance

• research and share with peers • invite community dance groups to make a presentation (e.g.,
dances from other countries Aboriginal, Acadian, Afro-Canadian, Indo-Canadian)
and/or cultures with peers • choose a dance from a culture/country, learn the dance, and
• create and teach an aerobic research its origin (e.g., stomp, limbo, tinikiling, Celtic steps)
dance sequence to a small group • review aerobic dance steps
or the class • create an aerobic dance sequence to music as an individual, with a
• integrate sports themes and partner, or in a group
music to create dances (e.g., • create dance movements in the theme at a particular sport (e.g.,
Sweet Georgia Brown and Olympic events, slow-motion replay)
basketball, victory dance and • perform without music, then with music
football, slow-motion replay and • experiment with different tempos of music
martial arts) • assist in the organization of a school dance festival
• create, choreograph, and • discuss appropriate social etiquette for dances from a variety of
perform dances for self and cultures
others in a variety of dance • design and undertake a research project that will extend and
forms demonstrate their understanding of dance in various cultures
• apply the principles of • represent their research findings in a variety of visual and written
mechanics to improve formats (e.g., sketches, photographs, videos, charts, brochures,
performance in dance activities journals)
• perform a dance for videotaping
• perform dances for the class
• analyse the movements in their dance associated with sport (e.g.,
body tension, facial expresssions, body position)
• participate in the development of a checklist or rating scale that
can be used by the teacher and the students to provide useful
feedback

CURRICULUM OUTCOMES
Grade 9
Dance
• Work with students to develop research project requirements.

Criteria might include
– thoroughness of research (have they considered all important
aspects of the topic?)
– effective use of sources, including print, people in the
community and information and technology
– sensitivity to cultural issues they uncover
– accuracy of the information presented
– clear connections to historical and social context
– articulation of similarities and differences both within and
across cultures
• As students participate in a wide range of dance experiences (e.g.,
guest instructors, classes outside of school, cultural festivals,
travel exchanges) observe and note evidence that individual
students
– are willing to participate in a range of activities
– collect and record information about what they are learning
– are able to adapt to other styles of dance
– share their information and insights with other students
• Have students self-assess their dances based on criteria set by you
e.g., originality, presentation, enjoyment.
• Have students work with a partner or small group to devise an
effective means of self-assessment that involves using advice and
feedback, their peers, the teacher, and others to refine their work.
Look for evidence of
– open attitude
– clear strategic plan (e.g., identification of goal(s), task(s) to be
completed)
– understanding of relevant criteria and requirements
– progress toward goals
– understanding of skill level attained
• While students are demonstrating techniques for specific genres
or styles, observe and record the extent to which individual
students are able to
– isolate body parts in movement (execute movements using
specified body parts)
– perform movement in time to music
– demonstrate appropriate dynamics for specific movements
– demonstrate appropriate spatial relationship to others in the
room
– perform movements using appropriate range of motion

CURRICULUM OUTCOMES

Movement Category: Dance Grade 7

• perform a variety of individual novelty dances (e.g., “Y.M.C.A.,” “Macarena,” line, limbo)
Equipment—tape player and cassettes of “Y.M.C.A.” and “Macarena”

Area—gymnasium, multi-purpose room, classroom

Warm-up
• Have students demonstrate the arm letter • Have students move to the music between
movements for “Y.M.C.A.” choruses.
• Have students practise the arm letter movements • Set the tape to the chorus and work with student
while jogging on the spot, then to music. timing of “Y.M.C.A.”
• Have students run, jog, hop, skip around the • Make sure that spacing is good.
gymnasium without the music and then with the • Lead the students through the first part of the
music, stopping to perform the movement for the song and then have them perform it on their
Y, M, C, A letters. own.
• When the verses of the music are playing, have
students move around the gymnasium in a variety
of ways (e.g., jog, dance) and when the chorus is
playing, have students perform the letters.
Development
• Have the students appropriately spaced. • During the introduction to the dance, encourage
• Demonstrate the steps to the “Macarena” first free movement of legs and arms.
without music, then with the music. • Have students continue until they have returned to
their original positions.
• The “Macarena” steps are as follows: right arm at
shoulder height, in front, left arm out, right palm
down, left palm down, right palm up, left palm up,
right palm to left shoulder, left palm to right
shoulder, right hand to right ear, left hand to left
ear, right hand on left hip, left hand on right hip,
right hand on right hip, left hand on left hip, wiggle
three times, quarter turn to the right, repeat.
Closure
• Discuss with students the benefits of dance (e.g.,
fitness, recreation) and the awareness of different
dances and music styles.
Extension Activities • Have students continue to learn a variety of novelty dances (e.g., limbo, twist) and some
basic steps of line dancing and tinikiling.

CURRICULUM OUTCOMES


• demonstrate learned traditional, line, circle, and square dances from previous grades
Equipment—tape player and cassettes for “I Feel Lucky” and “Oh! Susanna”

Warm-up
• Have students dance, “Oh! Susanna.” • Students stand beside their partners in a circle
formation, boy standing to girl’s right. Steps–face
partner, do-si-do to right then left; allemande left,
then right; swing left, then right; promenade
counterclockwise; face partner; grand chain; girls star
in the centre with left hand, then right; girls back to
circle; boys star in the centre with left, then right;
boys back to circle; repeat from the beginning; at the
end, instead of star, girls curtsy and boys bow.
Development
• Have students dance the “Cowboy Twist”: (use “I • Check to make sure the students’ steps are correct.
Feel Lucky” cassette) • Have students face a new wall.
• Have students form straight lines of about three or • Do the dance facing all four walls.
four and do the following steps: • Use a moderate pace.
– touch right toe to right side • Invite the students to dance on their own when ready.
– touch left toe to left side • Keep time to the music with the students.
– slide two steps to the left
– review from the beginning
– twist down for four counts
– twist up for four counts
– two heel digs in front with right foot
– two toe touches in back with right foot
– right foot stamp beside left
– review from the beginning
– after stamp, do quarter turn to right
– repeat the whole dance
Closure
• Discuss with students other dance forms asking them • Have students identify the names of a variety of dance
which dances they enjoy the most and why (e.g., forms.
square, folk, and modern). • Have students list basic steps and name the variety of
• Have students understand that basic dance steps can dances in which they can be used.
be used throughout a variety of dances.
Extension Activities • The pace of the dance can be increased by using a faster song (e.g., “Baby Likes to
Rock It”).
• Do more advanced dances that require partner, individual, and group formations.

CURRICULUM OUTCOMES
Sample Learning Examples

• integrate sports themes and music to create dances (e.g., “Sweet Georgia Brown” and basketball, victory dance and
football, slow-motion replay and martial arts)
Equipment—tape player and cassettes for “Gonna Fly Now” and “Space Jam”

Warm-up
• Have students listen to “Gonna Fly Now” Rocky • Have students move freely to the music.
theme song. • Discuss with students the emotions and feelings
• Have students scatter around the gymnasium. associated with this song.
• Play the music. • Encourage students to perform a variety of
movements such as jogging, arm waving, fist
pumping.
Development
• Play the music “Space Jam.” • Encourage the students to move freely with basketball
• Have the students stand in a circle. moves to the music.
• Stop the music and have the students go to baskets in • Lead the students through imaginary dribbling,
groups. shooting, passing to music.
• Play the music and repeat. • Suggest that students create a warm-up routine for a
game to music.
• Encourage students to try new moves (e.g., dunking,
spins).
Closure
• Have students listen to the music and be aware of • Have all students perform at the same time.
timing. • Invite groups to perform for the class if they wish.
• Observe students playing sports to see how body
movements can flow to the music.
• Have students be aware of the body’s effort when
participating in sport by viewing photographs or
videos of athletes in action.
Extension Activities • Have students further develop this theme (e.g., touchdown dance, celebration after
a goal).
• Have students perform to faster music, using music the students are familiar with
(e.g., modern dance mix tunes).

CURRICULUM OUTCOMES

Educational Gymnastics

Grade 9
• demonstrate safety procedures • demonstrate safety procedures • demonstrate safety procedures
and practices to avoid and practices to avoid and practices to avoid risks
unnecessary risks unnecessary risks • create and perform group
• perform correct techniques for • experience individual, partner, sequences using basic
basic gymnastics skills (e.g., and small group-balance and gymnastics skills on the floor
rolls, cartwheels, handstands) counterbalance and on small and/or large
• demonstrate travel, balance, • develop and perform, with a equipment
and weight transfers on the partner, a sequence containing • demonstrate balance and body
floor and on small and/or large basic gymnastic skills on the control as they relates to sport
equipment floor and on small and/or large
equipment

CURRICULUM OUTCOMES
Grade 7

• demonstrate safety procedures and • discuss and practise safety procedures
practices to avoid unnecessary • participate in discussions on equipment set up and spotting
risks techniques
• perform correct techniques for • discuss and demonstrate the role of trust in spotting
basic gymnastics skills (e.g., rolls, • discuss the risk of injuries on different apparatus
cartwheels, handstands) • discuss the risk in performing difficult tasks (e.g., handstands,
• demonstrate travel, balance, and mounts, dismounts)
weight transfers on the floor and • understand the changes in body weight in relationship to
on small and/or large equipment strength, control, and balance as they enter adolescence
• experiment with different rolls (e.g., forward, backward, kneel
out, layout)
• put a variety of rolls into a sequence
• learn and perform mounts into basic positions (e.g., knee
mounts, squats, straddle mounts)
• learn and perform dismounts (e.g., straddle, pike, spread eagle)
• swing on different pieces of apparatus (e.g., rings, bars, ropes)
• demonstrate proper hand grip on each piece of apparatus
• build and follow an obstacle course that allows for the specific
outcomes to be met (e.g., burning deck/pirate chase)
• perform a sequence on mats (e.g., balance, weight transfer, travel,
and change of direction)
• perform a sequence on apparatus that includes a mount, a
balance, and a dismount
• modify stations in consultation with you, so that all students feel
comfortable
• adjust heights and distances of equipment set-up in consultation
with you to meet the needs of all students

CURRICULUM OUTCOMES
Grade 7
• As students work on gymnastic movements, look for evidence

that students are
– committed to safety and aware of safety procedures (e.g.,
teacher evaluation)
– committed to improving their skill level (e.g., self-evaluation
on a checklist or in a journal entry)
– increasing in poise and confidence
– increasing their body awareness and control
• Provide feedback about given tasks.
• Have students develop gymnastic sequence cards that describe a
particular routine they have developed at a specific station. Post
these by grade level for others to try.
• Design contracts for students to work at their own level and
ability.
• Have students choose, practise, and demonstrate gymnastic
sequences for events or equipment that best suit their
capabilities. As they work on these activities, look for evidence
that individual students are
– challenging themselves
– committed to improving
– increasing poise and confidence
– increasing body control and balance
– aware of safety procedures
– increasing strength and flexibility
This information can assist students as they work to improve and
extend their skills. Teachers may keep a checklist or comment
form for recording their observations on an ongoing basis.

CURRICULUM OUTCOMES
Grade 8

• demonstrate safety procedures • discuss and practise safety procedures
and practices to avoid • participate in discussion on equipment set-up and spotting
unnecessary risks techniques
• experience individual, partner, • discuss the risk of injuries on different apparatus
and small-group balance and • discuss risks in performing difficult tasks (e.g., handstands,
counterbalance mounts, dismounts)
• develop and perform, with a • include recreational gymnastic activities (e.g., stunt-nastics, small
partner, a sequence containing pyramids, counterbalances, supports)
basic gymnastic skills on the floor • perform individual or partner balances using equipment (e.g.,
and on small and/or large hoops, bench, box horse, ropes)
equipment • perform controlled take-off and landings, rolls, and balances
• set up a sequence of floor routines using creative movements and
balances
• set up apparatus (small or large) in consultation with you, and
create a sequence of movements using the apparatus
• create group sequences using large and/or small equipment
experimenting with difficult formations (e.g., domino effect,
lapsit)
• perform balances in groups using equipment (e.g., small-group
balances on box horse)

CURRICULUM OUTCOMES
Grade 8

that students are
teacher evaluation)
– committed to improving, increasing in poise and
confidence, increasing their body awareness and control
(e.g., self-evaluation portfolio)
• Observe whether students can work co-operatively.
• Have students receive and compare feedback from peers and/or
the teacher.
• Design a checklist of stunts for students to perform.
• Have students keep a record of sequences they have created.
• Make a video sequence of students at the end of a unit.
• Discuss and provide copies of a rating sheet (see example
below) on which peer observers may rate and comment on
student demonstrations. The criteria chosen should fit the type
of gymnastics the class is working on. For each skill performed,
a peer observer rates each criterion using a three-point scale
(1—needs work, 2—competent, 3—strong). Teachers may
wish to specify other requirements (e.g., demonstrating a set
number of skills, choosing one skill on each apparatus,
choosing skills from different groupings provided by the
teacher).
Criteria Rating Comment

poise
grace
balance
rhythm
co-ordination
strength
difficulty level
safety

CURRICULUM OUTCOMES
Grade 9
These student will be expected to Teachers can have students

• demonstrate safety procedures • discuss and practise safety procedures
and practices to avoid risks • participate in discussion on equipment set-up and spotting
• create and perform group techniques
sequences using basic gymnastics • discuss the risk of injuries on different apparatus
skills on the floor and on small • discuss the risks in performing difficult tasks (e.g., hand-stands,
and/or large equipment mounts, dismounts)
• demonstrate balance and body • set up a sequence of floor routines using creative movements and
control as it relates to sport balances
• create and perform co-operative gymnastics stunts
• add music to routines
• arrange equipment in non-traditional fashions in consultation
with you, and perform independent and group activities
• select a skill and the appropriate equipment that best suits their
capabilities, practise creating a gymnastic sequence
• use ribbons, hoops, balls, or clubs to create rhythmic gymnastic
routines (e.g., ribbon movement on various planes, combined
with complementary body movement)
• catch, pass, strike a ball relative to different sports using various
apparatus (e.g., box horse, ropes, trampette)
• combine gymnastics skills with small equipment (e.g., roll and
pick up a ball)
• create shapes in the air (e.g., freestyle skiing forms (spread eagle),
snowboard moves (daffy))
• practise balance and body control through such activities as
snowboarding, heading a soccer ball, and catching balls in the air

CURRICULUM OUTCOMES
Grade 9

that students are
teacher evaluation)
– committed to improving, increasing in poise and confidence,
increasing their body awareness and control (e.g., self-
evaluation portfolios)
• Together with several students the teacher may complete
independent ratings and comments for the same performance
(live or videotape). Videotaping allows students to assess their
own performance. The teacher may then assess students’ ability
to evaluate a sequence by reviewing the rating sheets, looking for
– reasonableness of the ratings
– application of knowledge about mechanics in suggestions for
improvement
– evidence of understanding of the criteria
– clear suggestions or directions that would help the performer
improve
• As students practise, they receive feedback from their peers and
the teacher, or complete self-assessments based on these criteria:
– individual elements—difficulty, form, control
– sequence flow—smoothness of links between elements
• Have students keep a record of each gymnastic movement they
are able to perform. Each entry should be validated by an
observer —the teacher or another student. Columns may be
headed: Movement, Date, Observer, Comments. This activity
could be part of an ongoing activity portfolio, or connected to
goal-setting activities.

CURRICULUM OUTCOMES

Movement Category: Educational Gymnastics Grade 7
• demonstrate travel, balance, and weight transfers on the floor and on small and/or large equipment
Equipment—mats, box horse, benches, trestles, ruether boards, springboards


Warm-up
• Have students move freely around the gymnasium. • Keep students active.
• Have students use all parts of the floor and apparatus • Set up the apparatus in a pattern.
to climb on and off.
Development
• Have students compare mounts with different • Stress strong movement and soft landings.
apparatus (some may require flight, some climbing). • Have students set up a sequence of activities
• Have students make a static shape on the mat, on the requiring flight and landing with a partner or in a
apparatus, then in flight. group.
• Observe students travelling, weight bearing,
jumping, and landing.
• Music may be used.
Closure
• Have students play the “Burning Deck Game”: • Rotate students’ positions in the game.
– Have students move freely around the • Encourage students to finish at different levels (e.g.,
gymnasium. high, medium, low).
– When the whistle blows or music stops, they
must find a piece of equipment and perform a
balance.
Extension Activities • Prepare for a showcase or demonstration for the class, school, or community.

CURRICULUM OUTCOMES

• develop and perform, with a partner, a sequence containing basic gymnastic skills on the floor and on small and/or
large equipment
Equipment—mats, box horse, reuther board, benches


Warm-up
• Have students play “Pirate Chase Tag” using all of • Change the pirates every two minutes.
the apparatus in the gymnasium: • Encourage students to move to a more challenging
– All students must remain on the equipment area.
throughout the game.
– If a student is tagged by a pirate, or touches the
floor, he/she is captured and sent to a
designated area (the pirates’ den).
– If the pirate is tagged, all captured students are
free to rejoin the game.
Development
• Explain movement progressions to students. • Encourage students to experiment with and modify
• Have students develop a theme for their sequence these movements.
(e.g., body shape, body parts, directions). • Observe students and encourage them to be creative.
• With a partner have students mirror each other’s • Music can be incorporated.
movements. • Emphasize flow—mat to large apparatus, to mat to
small apparatus, to mat.
• Check areas that need spotting.
• Keep movements and sequences simple at first and
progress at a rate appropriate to the skill levels of the
students.
Closure
• Have students demonstrate their sequences for the • Videotape sequences and show them to the students.
class and/or teacher.
Extension Activities • Have students play their videos to their classmates with the view to sharing and
trying out each other’s ideas.

CURRICULUM OUTCOMES

• create and perform group sequences using basic gymnastics skills on the floor and on small and/or large
equipment
Equipment—mats and low benches


Warm-up
• Have students perform, using proper technique: • Stress to students the importance of stretching of
– neck stretches joints, working as individuals or with partners.
– cat stretch • Review spotting techniques.
– shoulder shrugs
Development
• Use progressions: • Have students spot on both sides.
– forward roll • Stress
– dive roll over a low bench – the importance of landing on the feet
– handstand on a low bench – forward motion with the hips
• Have students push from a standing position. – kick for height
• Remove the bench and have students add a run. – push with hands
– drive hips foward
– look at the far wall
• Encourage students progress to handsprings when
they feel ready.
• Keep the commands simple (e.g., push, reach, arch).
Closure
• Have students add a roll or cartwheel after the • Have students spot on both sides.
handspring to create a sequence. • Have students practise their sequences.
Extension Activities • Have students progress from mats and low benches to a low boxhorse.

CURRICULUM OUTCOMES

Sport Experience
• demonstrate sport-specific • refine sport-specific skills • play a variety of games putting
skills and be able to break through practise and repetition several sport-specific skills into
them down into their • demonstrate the discipline and practice
components: preparation, attitude required to master a • identify the relationship
action, follow through skill between body mechanics and
• participate in a wide variety of • demonstrate an understanding performance
sports and games of positioning in offensive and • apply game strategies in a
• demonstrate an understanding defensive situations variety of sports and games
of rules with regard to safety • participate in sport and games • demonstrate an understanding
• demonstrate an understanding using modified rules of the role that leadership plays
of rules in game situations • maintain the safety of game in sport experiences
• demonstrate positive personal play when rules are modified • modify rules of games for a
and social behaviours that • demonstrate positive personal variety of purposes
emphasize fair play and social behaviours that • demonstrate an understanding
emphasize fair play of rules through officiating
• demonstrate positive personal
and social behaviours that
emphasize fair play

CURRICULUM OUTCOMES
Grade 7
Sport Experience

• demonstrate sport-specific skills • learn and practise the preparation phase for a variety of skills (e.g.,
and be able to break them down grip, stance, balance, foot position, hand position)
into their components: • learn and practise the action phase for a variety of skills (e.g.,
preparation, action, follow action of wrist, weight transfer, movement of legs, contact area)
through • learn and practise follow-through for a variety of skills (e.g.,
• participate in a wide variety of direction of target, angles of release)
sports and games • give feedback to peers based on defined criteria of a specific skill
• demonstrate an understanding of as set by you
rules with regard to safety • discuss the components of fair play (e.g., respect for teammates,
• demonstrate an understanding of coaches, rules, officials, opponents, practice of self-control, and
rules in game situations equal chance to participate)
• demonstrate positive personal and • provide adequate skill development and practice time before
social behaviours that emphasize applying skills to the larger game
fair play • participate in games and activities to promote fair play and co-
operation (e.g., five pass basketball, over and under soccer-
baseball)
• participate in team and individual sports (e.g., volleyball, floor
hockey, badminton, table tennis, lacrosse, rugby, handball,
ultimate frisbee)
• participate in low-organized games (e.g., soccer-baseball, tag)
• participate in co-operative games (e.g., human knot, initiative
tasks)
• practise proper use of safety procedures during games and
activities (e.g., goggles, stick below waist)
• participate in a discussion of rules for a variety of sports

CURRICULUM OUTCOMES
Grade 7
Sport Experience
• Develop a criteria checklist or rubric for peer or teacher

evaluation for the preparation, action, and follow-through phases
of skills (e.g., preparation phase, receiving the shuttle).
• Observe students combining the three phases of skill
performance with efficiency (preparation, action, follow-
through).
• Have students complete a self-evaluation using a five-point scale
based on the following:
– attitude 1–5
– effort 1–5
– participation 1–5
– co-operation 1–5
• Have students demonstrate preparation, action, and follow-
through of a skill in a sport of their choice.
• Observe students playing a game with efficiency putting several
skills into practice.
• Develop a checklist of skills to be assessed (e.g., using the bounce
pass in basketball, or the hurdle technique in track and field,
paying specific attention to trailing leg in track).
• Have students maintain log books or journals as they participate
in various activities. They may respond to the following:
– The activity I enjoyed most was because ...
– The activity I enjoyed least was because ...
– A new activity I would like to try is because ...
– A new skill I learned or improved upon was and this
occurred because ...
• Have students identify situations where fair play has been
observed in different settings (e.g., home, gymnasium,
classroom, playground).
• Have students complete lists or create posters that address the
issue of safety for a variety of activities (e.g., pre-class routine,
working with partners or in a large group).
• Have students write tests on rules based on game situations.

CURRICULUM OUTCOMES
Grade 8
Sport Experience

• refine sport-specific skills through • participate in a variety of activities that refine a sport-specific
practice and repetition skill, moving from individual stationary, to individual moving, to
• demonstrate the discipline and partner, to small group, and to game situations
attitude required to master a skill • use stations to practise skills (e.g., dribbling around cones,
• demonstrate an understanding of shooting at a target)
positioning in offensive and • demonstrate, with efficiency and form, ways to send, receive,
defensive situations project, and retain possession of a variety of objects (e.g., puck,
ball, shuttle)
• adapt activity-specific motor skills to game situations (e.g., set a
ball to a spiker)
• learn a new skill (e.g., juggling)
• demonstrate defensive positioning (e.g., soccer—mirroring,
jockeying—not charging, between opponent and goal, eye on
mid-section, proper spacing)
• demonstrate offensive positioning and concepts (e.g., football—
running pass patterns)
• define roles of offensive positions (e.g., volleyball—middle, setter,
power)
• demonstrate appropriate defensive positions in small-sided game
situations (e.g., five-a-side soccer, seven-a-side rugby)

CURRICULUM OUTCOMES
Grade 8
Sport Experience
• Define criteria for a specific skill such as basketball dribble

– speed (fast/slow)
– in a variety of ways (cross-over, left and right hand, reverse)
• Develop a rating scale based on criteria for self-assessment or peer
assessment such as the following:
– outstanding—demonstration of skill meets all elements with
no apparent errors, consistent in performance and
effectiveness
– good—demonstration of skill gives general impression of
good form, but minor variations exist, consistent in
performance and effectiveness
– satisfactory—can verbally correct form or visually recognize
correct form; consistent, but lacks smoothness when
performing the skill; and ease or lack of control in one or two
respects, that affects skill as a whole
– needs practice—acceptable, but executes skills with many
errors that result in inconsistency in performance and
effectiveness; is unable to verbally or visually identify correct
form or technique
• Have students keep a log of their progress in learning a new skill
(e.g., practice time, improvement, feelings of success).
• Through demonstration, class discussion, or written tests, have
students match appropriate offensive and defensive plays (e.g.,
What defense would you use against a fast break in basketball?
What do you do on offense on a power play in hockey?).

CURRICULUM OUTCOMES
Grade 8
Sport Experience (continued)

• participate in sport and games • participate in games with modified rules (e.g., bucketball, line-
using modified rules soccer, soccer-baseball)
• maintain the safety of game play • participate in modified game situations (e.g., one-on-one, two-
when rules are modified on-two, volleyball on a badminton court)
• demonstrate positive personal and • participate in field days and special event days
social behaviours that emphasize • practise proper use of safety procedures during games and
fair play activities (e.g., goggles, stick below waist)
• discuss safety considerations appropriate for specific activities
(e.g., mass participation; games and activities using equipment)
• design and perform warm-up activities that emphasize safety,
preparation for activity, and injury prevention
• participate in activities that have a minimum number of rules
(e.g., low-organized games, co-operative games)
• work with partners or small groups to create a co-operative game
emphasizing fair play

CURRICULUM OUTCOMES
Grade 8
• When students create low-organized games, have them develop a

checklist of modifications used (e.g., number of players, size of
playing area, equipment, scoring, and rules). Students can identify
how modifications changed the game in relation to fair-play
principles. Observe that all students have had equal opportunity
to participate and experience success. If not, challenge the
students to re-modify the game by reflecting on the following:
– The most surprising aspect of this activity/project for
me was ...
– I would like to find out more about ...
– If I were to do this activity/project again, I would ...
– I could help a student who is doing a similar activity/project
by ...
– The biggest problem I had was ...
– I solved this problem by ...
– What I enjoyed most about this activity/project was ...
• Have students check off the fair-play principles evident in the
games they created (e.g., respect the rules, respect the officials and
their decisions, respect their opponents, give everyone an equal
chance to participate, maintain self-control at all times).
• Have students self-evaluate by keeping daily journals or
reflections. Use prompts such as
– Today we talked/learned/participated in ...
– I tried to ...
– I asked ...
– I found out ...
– I wish I had ...
– One question I’m taking away to think more about is ...
– The steps I took to participate effectively were ...
– The problems I encountered were ...
– To solve these problems I ...
– The resources and people I used to help were ...

CURRICULUM OUTCOMES
Grade 9
Sport Experience

• play a variety of games putting • review and practise previously learned skills
several sport-specific skills into • participate in a variety of individual and team sports and games
practice emphasizing techniques and mechanics
• identify the relationship between • relate skill components to performance result (e.g., body angles,
body mechanics and performance body position, accuracy, speed)
• apply game strategies in a variety • discuss the role of body type on the performance of a skill (e.g.,
of sports and games endomorph, shot put, ectomorph, long-distance running)
• perform a variety of game strategies (e.g., four-two in volleyball
(offense), 2-1-2 zone in basketball (defense))

CURRICULUM OUTCOMES
Grade 9
Sport Experience
• During game play in class, you and peer observers can look for
and document evidence of specific behaviours and skills such as
the following:
– efficiency and form in sending, passing, receiving,
projecting, shooting, and retaining possession of the ball,
puck, or other object
– footwork
– teamwork
– offensive strategies (e.g., moving into positions, passing)
– defensive strategies (e.g., anticipating, adjusting, reacting,
maintaining position or territory, checking)
– concentration and anticipation
• Observers can rate or comment on each aspect of the player’s
performance, and then give the recording sheet to the player,
who can add comments or explanations before placing it in his/
her journal or portfolio. You can spot-check peer observations
to ensure that all students are applying similar standards.
• At the beginning of each unit, have students identify a skill they
wish to improve or extend. At the end of the unit, have students
rate or comment on their level of success and effort, using a
three- to five-point scale. Provide opportunities for students to
demonstrate their chosen skills, and add your rating to the
students’ sheets. These records may be placed in the students’
journals or portfolios.
• You can list ways of changing mechanics to increase students’
performance results (e.g., two-handed versus one-handed
backhand in tennis and have students list the pros and cons of
each.
• Have students watch videotapes of elite performances of a
variety of sports. Have them analyse the performance and write
a report in terms of body mechanics (balance, motion, force,
levers) or technique and style. Their analyses should include
– a description of the body mechanics involved in performing
the skill
– strengths of the performance
– suggestions that could improve performance

CURRICULUM OUTCOMES
Grade 9

• demonstrate an understanding of • in a small group, create and present a modified game to their own
the role that leadership plays in class or to another group in the school
sport experiences • officiate games to demonstrate a working knowledge of the rules
• modify rules of games for a in a class or intramural setting
variety of purposes • organize a game using the official rules, providing opportunities
• demonstrate an understanding of for all students to officiate, score, coach, and play in a variety of
rules through officiating positions
• demonstrate positive personal and • identify fair ways of selecting teams (e.g., number 1, 2, 1, 2;
social behaviours that emphasize light- and dark-coloured shirts)
fair play • identify the etiquette for a variety of recreational venues (e.g.,
baseball, golf, curling)

CURRICULUM OUTCOMES
Grade 9
• Have students complete self-assessment and peer assessment As an enrichment activity, students
sheets that list attributes of leadership (e.g., accepts could research the history of a
responsibilities, good communicator, respect for others, self recreational activity or sport and
confidence). present their findings to the class
• Have students assess presentation of their game or activity (e.g., video, poster, oral or
through discussion (e.g., Was it fun? Was everyone included?). multimedia presentation)
• During the student’s presentation of a created game, look for the
following:
– the group members appeared to be prepared and organized
– each member appeared knowledgeable about his/her
particular section
– the group members worked together as a cohesive unit
– the group facilitated active participation
– each group member demonstrated patience and helpfulness
with others
– the group used a variety of techniques to present the topic/
information/concept
• Have students participate in officiating assessments through
– writing tests on rules/situations and appropriate calls
– conducting practical demonstrations of hand signals
– generating checklists of calls during a game that was
officiated by a student

CURRICULUM OUTCOMES

Movement Category: Sport Experience (Soccer) Grade 7

• demonstrate positive personal and social behaviours that emphasize fair play
Equipment—cones, soccer balls

Area—playing field, gymnasium, multi-purpose room

Warm-up
• Have students play “Ball Tag.” • Students with the soccer balls need to “help” the
– Appoint two students to be “it.” students being chased by passing the ball to them.
– Give two other students a soccer ball each. – If students are tagged, they go down on one knee
until someone frees them by touching them on
one of their hands.
– Students can’t get tagged if they have the soccer
ball in their hands.
Development
• Have students play “Target Soccer.” • Game rules:
– Have students make up four teams. – no hands
– Each team will have a goal line with four cones – work together to protect their cone
and a ball on the top of each. – work together to get others’ cones
– The object is to work together to knock off the
other teams’ soccer balls.
– If one team is eliminated, those players can join
another team and help them.
Closure
• Have students clean up the equipment as a group. • Ask students what the “theme” of the warm-up and
game was.
Extension Activities • Create two teams to simulate the actual game of soccer.

CURRICULUM OUTCOMES


• participate in sport and games using modified rules
Equipment—three soccer balls for each game (one in each game should be a different colour)
Area—playing field, gymnasium, multi-purpose room

Warm-up
• Play “Follow-the-Leader,” with or without a soccer • Give students examples of things they may do,
ball. such as
– run backwards
– side step
– do three push-ups
Development
• Have students play “multi-ball Soccer”: • Have students
– may have two games at once (use half of the field – work as a team
for each) – use the skills practised in previous lessons
– teams of six or seven – use all the space on the field
– three balls in each game • The nets should be cones; goals should be below the
– the different coloured ball is worth two points if waist.
you score
Closure
• Have students clean up equipment as a group. • Ask students if they used a different strategy with the
coloured ball? Why? Did the strategy work?
Extension Activities • Have students play small-sided games with one ball.

CURRICULUM OUTCOMES

Movement Category: Sport Experience (Football) Grade 8
• demonstrate an understanding of positioning in offensive and defensive situations
Equipment—one football per group of five students, pass pattern cards, group formation cards
Area—gymnasium, multi-purpose room, field

Warm-up
• Have students work in groups of five or six throwing • Have students move around the gymnasium using
and receiving footballs. passing and catching skills.
• Blow the whistle and have one student put the ball
on the floor; another group member picks it up and
they continue to pass.
Development
• Review offensive positions with students and discuss • Positions—quarterback, centre, halfback, fullback,
roles. wide receivers.
• Invite individual students to demonstrate running • Patterns—fly arrow, curl, 90° run post, corner show
patterns. pass, pattern skills.
• Have students set up positions to run and practise the • Give each group one cue card pattern to work on.
different patterns. Rotate positions and pass the card to another group.
• Have students analyse and discuss group pass
formations.
• Invite groups to demonstrate their formations to the
class.
Closure
• Add defense when students perform formations • Give each group a formation and pattern to run.
and patterns. Number students’ positions so that everyone has an
opportunity to play in every position.
• Have students identify which patterns the individual
students are running.
• Observe students moving around a defender to an
open space.
Extension Activities • Have students play small sided games without patterns and compare to the pattern play.

CURRICULUM OUTCOMES

• play a variety of games putting several sport specific skills into practice
Equipment—cones for goals, one ball between two students

Area—playing area, gymnasium, multi-purpose room

Warm-up
• Have students practise a stationary instep pass in • Review the instep pass with students:
twos. – non-kicking foot beside the ball
• As students progress, have one partner moving so – kicking foot strike a ball with the inside of the
that the other student is a moving target. foot with toe up
• Ask students “How many passes can you get to
your partner?”
Development
• Have students play “Three-on-Three Micro Soccer”: • Have students use all of the space available.
– Each team has a goal approximately 2 m wide. • Encourage students to try to find an open teammate
– Each team plays another team of three players per to complete a good pass.
team on a field approximately the size of half a • Goals are scored by passing the ball through the goal.
basketball court.
– Play a game 3 minutes long.
• Have teams rotate to play against another team.
Closure
• Have students clean up the equipment as a group. • Ask students
– What skill was stressed?
– Why is passing important?
Extension Activities • You may add a “neutral” player to play on both teams (this is probably a more skilled
player who can help “control” the game by giving and receiving good passes).
• Organize students into larger teams to play against each other.

CURRICULUM OUTCOMES

Movement Category: Sport Experience Grade 9
• demonstrate an understanding of the role that leadership plays in sport experience
Equipment—student choice for next class, pen and working sheet


Warm-up
• Have students participate in “Silent Co-operative • Students are not permitted to speak or make
Line-up”: students line up according to age, height, sounds.
or shirt colour. • Identify the role of each student and his/her task
• Have students create a “Human Knot”: groups of (e.g., creator, leader, comedian).
6–9 students hold hands while standing in a circle
formation. They must untangle the knot without
releasing hands.
Development
• Have students create or modify a game that will be • Have students define the roles they took at different
presented to your class or another group in the school times during the creative process (e.g., facilitator,
(can be co-operative, low organized, or a twist on a idea person, or creator).
traditional sport).
• Have students write down the purpose, rules,
equipment needed, number of players, duration, and
space required to play the game.
• You must ensure games are safe and apply the fair
play concepts.
Closure
• Facilitate a class discussion using a household • Give all students an opportunity to share their ideas.
appliance simile (e.g., “I’m like a toaster because
when people give ideas I don’t like, I pop early and
indicate they are not done yet”).
Extension Activities • Have students present their games to the class or another group in the school.

CURRICULUM OUTCOMES

Movement Category: Sport Experience (Badminton) Grade 7
• demonstrate sport specific skills and be able to break them down into their components, preparation, action, and
follow through
Equipment—badminton racquets, shuttles, hoola hoops, nets and posts, cones

Area—

Warm-up
• Have students play “Carry-the-Bird Relay”: • Have students keep gentle control of the shuttle.
– teams of four to six players–shuttle formation • Have students keep the shuttle up 1m above racquet.
– take turns carrying the shuttle on the racquet,
passing it to the next person
– repeat, now bouncing the shuttle on the racquet
using both front-hand and backhand
– walk around cones bouncing the shuttle
Development • Technique for backhand push-serve:

• Demonstrate (you or a capable student) the short – Preparation
serve (backhand push-serve)—player has several » racquet foot forward
shuttles and practises short-serve technique. » racquet head below the wrist
• The server’s partner in the opposite corner retrieves » handshake grip
the shuttle and then serves it back. » weight on balls of feet
• Have three to five people on each side of the net. » hold shuttle by the feathers with racquet hand
• Have students serve into a hoop placed on the floor – Action
just over the short service line. » drop shuttle and push racquet forward and
• Make it competitive by having two points for serving parallel to the floor
into hoop, one point for serving into the court. » transfer weight
• Have students experience serving short serves to » eyes on the shuttle
various places in the opposite court. – Follow-through
• Have students experience serving gently to specific » in the direction of the corners in the opposite
areas. court
• Have students experience competition by playing » minimal, not extended
against another team. » flight path of shuttle close to net
» return to neutral positions ready for the return
Closure
• Have students play “Badminton Golf ”:
– teams of two or more
– four hoola hoops on each side of the net in the four
corners of the double court
– start at a particular hoop and serve in that direction
until all eight hoops have been served to
– teams collectively serve and total their scores
– the lowest collective score wins
Extension Activities • Play a game of Badminton with modified rules (e.g., Goodminton).

CURRICULUM OUTCOMES

Movement Category Sport Experience (Badminton) Grade 9
• apply game strategies in a variety of sports and games
Equipment—mats, racquets, shuttles, hula hoops, nets and posts


Warm-up
• Have students complete a fitness circuit with a • Place the cards in different areas of the gymnasium
partner: and have students rotate from one station to the
– Place cards at each station explaining simple next.
exercises.
– Students do the exercises for one minute at each
station.
Development
• Explain to students how to use a drop-shot as a game • Have students maintain the proper position on
strategy. court.
• Demonstrate for students techniques of a drop shot. • Have students make the shot deceptive by
• Have one partner serves a high clear and after a – slice-full smash or clear motion contacting the
couple of returns, the other partner tries a front-shot. shuttle with the racquet facing sideways
• Have students use hoops placed in various areas of – drop shot—same set-up as smash or clear except
the front court to practise drop shots. on contact, decrease force, and follow through
• “Quickies”: • Have students coax the shuttle over the net with a
– Keep the shuttle moving over the net with low soft shot.
soft drop shots.
– Stand close to the net facing a partner on the
opposite side.
Closure
• Have students play “Bird in the Hoop”: • Have students use wrist control to change the
– Place three hoops across the front of the net. direction of the shuttle.
– The player tries to place drop shot into a hoop. • Have students list a selected number of shots
• Score: and keep a record with a partner or a team of
– five points for outside hoops how many different shots they use.
– three points for inside hoop
– one point for shuttle in the court area
Extension Activities • Play a tournament accentuating use of a drop shot as a game strategy.

CURRICULUM OUTCOMES

Movement Category: Sport Experience (Track and Field) Grade 7
• demonstrate an understanding of rules with regard to safety
Equipment—12 hoola hoops, four 400/600g javelins, five pylons

Area—sports field, large grassy area

Warm-up
• Have students participate in co-operative stunts that • Have students work with a partner about the same
warm up the body (e.g., stubborn donkey, size and try to do the stunt together.
centipede). • Invite one pair of students to demonstrate for the
class, then everyone can try it.
Development
• Review the safety rules for throwing a javelin. • Review safety rules with students:
– Throw the javelin away from other students.
– The thrower retrieves the javelin after all throws
have been made.
– All throwers throw at the same time.
– Walk with the javelin point up and carry it
straight up and down.
• Organize students into groups of four to eight.
• Use pylons to set up throwing line 10m from soccer
mid-field line.
• Place hoola hoops every ten metres.
• The first hoop is worth two points, the second hoop
is worth three points, and the third hoop is worth
five points.
• When every team member has completed two
throws, calculate a team total.
• Inform students that the contest is for accuracy.
Closure
• Have students repond to questions in their journal. • Did you like throwing the javelin? Why?/Why not?
• What do you feel you do well when you throw the
javelin?
• What do you feel you need help with when throwing
the javelin?
• Name two of the javelin safety rules.
Extension Activities • Organize an intramural activity—team javelin throwing.

CURRICULUM OUTCOMES

Movement Category: Sport Experience (Track and Field) Grade 8
• refine sport skills through practise and repetition
Equipment—hockey sticks, chairs, pylons, tape, and tape player


Warm-up
• Have students jog to music for three minutes • Play fast-paced aerobic style music.
and stretch. • Have students stretch each step to the fullest.
• Have students line up and stride to opposite • Have students emphasize the lead leg and trail leg.
ends of the gymnasium.
• Have students jog back to place pretending to
jump over obstacles.
Development
• Have students • Have students kick one leg out in front (lead leg) and
– stand in an open space bend other leg at knee and step forward (trail leg).
– walk forward using the hurdle technique (lead • Encourage students to use their arms and focus their
leg, trailing leg) eyes forward.
– line up behind hockey sticks on the floor • Have students run over sticks to experience the event
– walk over the sticks as running not jumping.
– jog over the sticks • Have students keep the same lead and trail leg.
– work at a higher level (sticks on chairs or cones) • Have students concentrate on high lead leg kick and
stamp.
• Stress that the knee of the trailing leg should be at a
right angle.
• Coach students to use proper arm motion.
• Ask students to concentrate on keeping proper
technique (lead leg, trail leg).
• Have students repeat the technique until they are
comfortable with this event.
Closure
• Review the hurdle technique with students. • Allow students to choose their own groups.
• Have students run over two to three hurdles to the
other end of the gymnasium.
• Have students race in groups of three or four.
Extension Activities • Provide students the opportunity to work with proper hurdles.
• Space the hurdles properly, and set at the correct height.

CURRICULUM OUTCOMES

Movement Category: Sport Experience (General) Grade 7
• participate in a wide variety of sports and games
Equipment—16 bean bags, six hoops, pinnies, four cones, garbage can, 4 soccer balls
Area—gymnasium

Warm-up
• Have students play “Thief ”: • The object of the game is to have all of the other
– Place four hoops in the four corners with four team’s bean bags in one of your hoops.
bean bags in each hoop.
– Randomly place another hoop on each half of the
floor.
– Form two teams, one on each half of the
gymnasium.
– Students are allowed to remove only one bean
bag at a time.
– Students cannot be tagged on their half of the
gymnasium or while they are in a hoop on their
opponent’s side.
– If tagged, the student is frozen but may be freed
by a teammate touching his/her hand.
– If a student is holding a bean bag when he/she is
tagged, the bean bag must be returned to the
appropriate hoop.
Development
• Have students play “Oscar the Grouch”: • Demonstrate the procedure using the first kicking
– Form two teams. group.
– Set up a baseball diamond with cones; place a • Remind students of the scoring
large garbage can in the middle of the diamond. – four points to home
– There are four pitchers and four batters. – three points to third
– Four batters kick the soccer ball at once and run – two points to second
to first base and continue to run towards home – one point to first
until all the balls have been picked up and placed • Change pitchers each time the game begins again.
in the garbage can.
– Students must be on a base when you signal stop
or they are out.
– Total the points.
Closure
• Have students discuss what strategies were used for
“Thief ” and “Oscar the Grouch.”
Extension Activities • Have students play “Thief,” removing the extra hoop.

CURRICULUM OUTCOMES

• participate in sport and games using modified rules
Equipment—30 clothespins, nine hole markers (paper), tacks, tape, nine Frisbees
Area—

Warm-up
• Have students play “Clothespin Tag.” • Give every student a clothespin to clamp to his/her
shirt.
• Have students try to steal as many clothespins as
they can in five minutes.
• Switch the game around so that students can try to
clamp their clothespin on others.
• The object this time is to try to end up with no
clothespins.
Development
• Have students play “Frisbee Golf.” • Arrange students in groups of four.
• Review throwing and catching techniques.
• The game is played by a group members alternating
shots, trying to hit each tree/object marked as a
hole.
• Set up nine holes.
• Start each group at a different hole; all groups begin
to play at the same time.
• Groups total their score, and the lowest score wins.
Closure
• Have students play “Electric Shock.” • Have students form one or two circles where all hold
hands.
• Place one student in the middle.
• An “electric shock” is passed by squeezing the hand
of a student on either side of you.
• The student in the middle watches and tries to guess
who has the shock.
• When the student guesses correctly, he/she joins the
group, and another student goes to the middle.
Extension Activities • Give students a chance to play the game with other appropriate equipment
(e.g., soccer balls, footballs).

CURRICULUM OUTCOMES


• demonstrate sport specific skills and be able to break them down into their components: preparation, action, follow
through
Equipment—one softball per pair, one softball glove per player, several softball bases
Area—gymnasium, multi-purpose room, outdoor playing field

Warm-up
• Have students participate in a “Round-the- • Emphasize the use of safe stretching exercises.
bases-relay.”
• Have students stretch for softball.
Development
• Have students throw from a sitting position. • Have students grip the ball with two or three fingers
• Have students throw from both knees. across the wide part of the seams with the thumb
• Have students throw from one knee (the throwing under the ball.
side knee stays on the ground). • Have students start the arm action by taking the ball
• Have students throw at a target (the target could be back to full extension with the wrist locked
partner’s glove or the middle of his/her body). underneath the ball.
• As the arm comes forward, the student keeps the
elbow higher than the shoulder.
• Have students step forward on the foot opposite to
the throwing arm.
Closure
• Have students play “Around the World.” • Organize students into groups of five players: one
batter, one catcher, and three base players.
• The batter tries to run and touch a foot to all the
bases before the base players can throw the ball
around the world.
• Have students rotate positions after each turn.
Extension Activities • Extend “Around the World” by making the teams larger, five to seven players, and using
the extra players outfield.
• Give students the opportunity to play a full game.

OUTCOMES—MOVEMENT CATEGORIES

STUDENTS WITH SPECIAL NEEDS
Students with Special Needs

Opportunities for The goal of inclusive schooling is to facilitate the membership,
participation, and learning of all students in school programs and
Students with activities. The support services that are designed to meet students’
Special Needs diverse learning needs should be co-ordinated within the school and,
to the extent possible, within grade level/subject area classrooms. For
further information, refer to the Special Education Policy Manual
(Department of Education and Culture 1996).
Curriculum must be adapted to meet the varying rates, patterns, and
needs of all students. Good teaching practice necessarily includes the
use of a variety of teaching strategies to enable students to meet or to
extend their learning beyond the designated outcomes. The
manipulation of additional variables such as time, classroom
organization, assessment techniques, and evaluation practises will also
be necessary to meet individual student needs. Provided the
designated outcomes are not substantially altered, these procedures
do not require an individual program plan, although specific changes
should be documented in the student’s cumulative file (e.g., oral
evaluation in place of written evaluation, curriculum compacting; see
Special Education Policy Manual 2.2, Stage 4).
An individual program plan (IPP), based on the student’s strengths
and needs, must be developed and implemented for every student
who needs additional outcomes, the deletion of outcomes, or
outcomes at a substantially different specific outcome level. It is the
responsibility of the school program planning team to develop an IPP.
Policy 2.3 of the Special Education Policy Manual states that each
school board will establish procedures and guidelines for the
development and implementation of individual program plans. “The
responsibility for ensuring appropriate programs are provided for all
students, including those with special needs, lies with the principal.”
The planning and implementation of programs should be
accomplished through a team process. The core team should consist
of the school principal or vice-principal, teachers involved (e.g.,
classroom teachers, specialist teachers, resource teachers), parents/
guardians, and students, as appropriate. Selection of additional
members will depend on the special needs of the student and on the
personnel resources of the school board and the community.

Additional members may include

• special services supervisor
• school counsellor
• school psychologist
• speech-language pathologist
• itinerant teacher
• representatives of other agencies
In an inclusive program
• activities are adapted and individualized as necessary
• expectations are realistic, yet challenging
• assistance is provided only to the degree required
• dignity of risk and availability of choices are respected and
fostered
Inclusive physical education recognizes the inherent value of each
student, the right to take risks and make mistakes, the need for
independence and self-determination, and the right of choice. A
student with special needs benefits from a quality physical education
program as much as any other student.
Inclusive physical education
• is a step-by-step process
• includes all students
• provides a range of activities and supports
• is based upon the needs, strengths, and interests of the students
(National Education Steering Committee of Moving to Inclusion
Initiative 1994)

Program Planning The process of program planning outlined in the Special Education
Policy Manual focusses on the student’s strengths and needs. It is
designed to be collaborative in nature and is carried out by a
program planning team consisting of the principal, teachers directly
involved with the student, the parents/guardians, and the student, as
appropriate. The process is outlined in policy 2.2 of the manual.
Considerations The following are some considerations when planning collaboratively

for students with special needs:
• student’s strengths and needs
• programming decisions:
– adaptations to assist the student in remaining within
provincially approved curriculum outcomes
– individual program plan because provincially approved
curriculum outcomes are not attainable/applicable
• parental involvement
• student input
• materials/techniques/strategies/supports
• responsibilities for planning, implementing, evaluating
• strategies for implementing programming: when?/where?
• fostering generalization/transfer/application of skills and strategies
• student evaluation
• program evaluation
• review date
At the middle/junior high level, student input into the IPP
development process should be encouraged and increased.
Program planning in an inclusive model should be only as special as
necessary. Reflection upon the following questions can assist in
ensuring implementation of this principle.
• What is the student able to do and/or participate in independently
within the regular class setting?
• What is the student able to do and/or participate in with the
assistance of the natural supports of the classroom?
• What is the student able to do and/or participate in with the
assistance of additional supports in the classroom?
• Which curriculum outcomes cannot be met by the student and
what individualized outcomes will replace them?
• What level of support is required to assist the student in achieving
the individualized outcomes, keeping in mind that the support
should be only as special as necessary (natural supports in
classroom, additional classroom supports)?
• Are there services that are best provided in a setting other than the
classroom itself? If so, how can they be scheduled to be least
disruptive to the student’s inclusion in his/her class?

Sample Inclusive
Teaching Strategies
Active Living—Grade 7
For a Student Who Is in a Health Considerations

Wheelchair • Student may be removed from chair only if the condition allows
(recommendation from physician required?)
• Personal safety/space must be larger during active situations.
• Possible skin irritations from the use of a wheelchair may be
present.
• Check student’s personal file for other considerations.
• Consider personal hygiene (e.g., is a catheter used?).
• People with spinal cord injuries can sweat only from non-
paralysed body parts, therefore these keep individuals well
hydrated (ensure they drink plenty of fluids, have water bottle
handy).
• Obtain a written description from physician with regard to rods.
• Shunts are common among students with spina bifida. Be aware
of the following symptoms: headaches, pain in the neck,
puffiness or swelling along the lines of the shunt tubing (behind
the ear, back of the neck), personality changes. Symptoms should
be reported to the school nurse, primary caregiver, or the
classroom/resource teacher.
Annual Individualized Outcomes (key stage, end of grade 9)

• demonstrate self-confidence while participating in physical
activity
• demonstrate skills to enhance muscular strength and flexibility,
endurance, and cardiovascular fitness
• identify factors that contribute to a safe environment for all
physical activity
Specific Individual Outcomes (grade 7)

• categorize activities and exercises according to fitness benefits
• set and modify goals to develop personal fitness and motor
abilities and to maintain a healthy lifestyle
• participate in activities to enhance cardiovascular fitness,
muscular strength, endurance, and flexibility
• identify resources in the community that contribute to active
living

Social Considerations
The student may
• experience a sense of isolation
• experience fatigue from trying to keep up with other students
• have a fear of missing something
• be embarrassed by the wheelchair
• be affected by past experiences in physical education
Strategies
• Use demonstrations instead of long verbal explanations.
• Remove any restrictions from the chair that may limit mobility
without increasing safety risks.
• Try pairing students for dance activities.
• Make referee and opposing team members aware of any rule or
boundary modifications.
Wheelchair Etiquette
• Focus on the person, not the disability. Here are some examples
of how to refer to people with disabilities:
– person with a disability
– person with cerebral palsy
– person with limited mobility
• Always ask if assistance is needed before you help—it may or
may not be needed.
• Always respect the personal space of people who use wheelchairs.
For example, don’t hang or lean on the wheelchair.
• Speak directly to people who use wheelchairs, not to the space
around them.
• In conversation, consider sitting down or kneeling so that you
and the person who uses a wheelchair are both at the same level.
• When a person who uses a wheelchair transfers to, for example, a
chair or a car, make sure that the wheelchair stays within reach.
• When looking for an activity area, choose one with a flat, hard
surface (this sometimes means using a gymnasium instead of a
field).
• Wheeling on rough terrain is hard work. Offer assistance until
you get to the playing field so that the student isn’t too tired to
participate in the planned activity.
• When planning your outdoor jogging course, choose an area
with level, smooth terrain.

• Offer to hold open heavy gymnasium doors for students who use
wheelchairs.
• Involve everyone in the group in a quick double-check of games
and activities. For example, do the instructions support
everyone’s participation? Is there anything else we can do as a
group to make the activity or game more inclusive?
• Be aware of the capabilities of students who use wheelchairs.
Many can walk with an aid and can move about quickly in their
chairs to participate in sport.
• It’s fine to use terms like “running along” when speaking to
people who use wheelchairs—they’re likely to express things the
same way.
• Encourage open, honest communication about disabilities and
wheelchairs—they are not “secrets” that need to be hidden.
• Be aware that using a wheelchair gives people independence,
providing them with freedom and allowing them to move about
quickly.

Dance—Grade 8
For a Student Who is Visually Health Considerations

Impaired • Request a medical release from the student’s ophthalmologist.
• Be aware of a detached retina.
• Look for unusual (cloudy/discolored) discharge from eyes.
• Be aware of the affect on sun and glare on the student’s visual
acuity.
• Check the student’s personal file.
• Understand the degree of visual impairment.

• understand the role of body parts in movement
• identify appropriate activities for personal stress management
and relaxation
• participate in activities that develop personal physical fitness for
active, healthy living
• perform dances alone or with others in a variety of dance forms
Specific Individual Outcomes (grade 8)

• review/learn traditional line, circle, and square dances
• create an aerobic dance sequence to music
• dramatize through dance such things as historical events, movie
themes, poetry, and art
The student may
• have fears or inhibitions about performing publicly in class
• have mannerisms such as rocking, wringing hands, bending head
forward, or rolling head
• feel insecure and disoriented at times
• be affected by past physical education experiences
Strategies
• Although good posture is important and should be encouraged,
some awkward-looking positioning may be necessary for better
vision and should not be discouraged.
• Actively discourage other mannerisms; a gentle touch may be
reminder enough.

• Use the “buddy” system whenever necessary and encourage

rotation of buddies so the student will have a better opportunity
to become acquainted with all his/her classmates.
• Don’t leave the student alone with nothing to do. Involve the
student in the activity.
• New locomotor patterns may have to be learned, at a walking
pace initially. It may be helpful to beat out the rhythm of the
various patterns such as the step-hop step-hop rhythm of
skipping. The student could use a musical instrument such as a
tambourine to facilitate these actions.
• Props such as scarves or hoops may facilitate twisting and
turning actions by giving the student a concrete object to focus
upon. By making the prop twist and turn, the actions required to
make the body twist and turn may become more clear.
• Ask the students to move in a predictable pathway to decrease
the likelihood of collisions (e.g., clockwise around the
gymnasium). Be sure the student explores moving backward and
sideways. These directions are typically not used in daily activity,
yet are very important for the development of good balance.
• The use of music greatly enhances the student’s understanding of
the nature of sustained versus sudden movement when he or she
may not be able to see the difference in the movement qualities.
Try music of various tempos and intensities to see what result it
brings.
• Musical instruments can be used here. The teacher can beat out
the rhythm for the student to interpret, or the student could have
the instrument to incorporate into his\her movements.
Handmade shakers can be quickly assembled.
• This area should require no modifications at all. Working in
partners is a good strategy for the student who is visually
impaired, and with the preparatory work completed in previous
lessons, the student should do very well here.
• Don’t limit your imagination. Try new ideas—use some of your
own modifications.
(Moving to Inclusion, The Student with a Visual Impairment,
CAHPERD 1994, pp. 59–63)

Sport Experience—Grade 9
For a Student with an Health Considerations

Intellectual Disability • At the beginning of the school year, each parent/guardian should
fill out a medical form for his/her son/daughter.
• Be aware of any restrictions or modifications to activities that
students may require.
• Know what to do if a seizure occurs.
(Moving to Inclusion, The Student with an Intellectual Disability,
CAHPERD 1994, p. 31)

• plan or assist in planning appropriate warm-up and cool-down
activities
• plan or assist in planning activity programs to develop personal
physical fitness for active, healthy living
Specific Individualized Outcomes (grade 9)

• demonstrate manipulative skills related to specific activity (e.g.,
dribble in basketball)
• officiate and score a game with assistance
• develop personal and social behaviours, through knowledge and
the practice of fair play
• understand the rules of games/activities and appreciate that the
intent of those rules are for co-operation with maximum
participation in a safe environment
The student may
• tend to withdraw or avoid participation
• have increasingly low fitness and self-esteem
• experience social isolation and display behaviour difficulties or
aggression
• be slow to initiate tasks
• be affected by past experiences in physical education

Strategies
• Establish a positive classroom environment.
• Adjust behaviour expectations and consistent consequences
where necessary.
• Establish a peer support network.
• Be flexible and prepared to use a variety of teaching and
discipline techniques.
• Provide a safe space for the student to practise his/her skills.
• Baseline the student’s initial attempts at various skills and
encourage improvement.
• Use positive reinforcement generously.
• Provide more practice time when necessary.
• Promote encouragement from peers.

Sport Experience
For a Person with an

Intellectual Disability
Checklist
Student’s Name: Grade:
Working on Achieved
Working with with
Achieved On Assistance Assistance
Catching
• holds hands correctly
• steps toward the ball
• reaches for the pass by using the arms and legs
Chest Pass
• holds ball at chest height with fingers spread,
thumbs together behind ball
• pushes arms out to release
• on follow-through, steps toward target
Bounce Pass
• uses chest pass
• pushes ball slightly forward, waist high or lower
• bounces the ball three quarters way toward target
Dribbling
• pushes ball with fingerpads, wrist controls bounce
• looks around while dribbling, not at ball
• moves while dribbling, with head up
Lay-up
• uses opposite foot/arm shot
• keeps eye on basket, fully extends arms, and
reaches toward basket
• dribbles ball to basket, attempts lay-up
Notes
• use a buddy system to complete
• use a lighter or smaller sized ball
• use a lower net for lay-up

IPP Development
120
Student’s Name:
Annual Individualized Outcome:
Educational Strategies
Specific Outcomes (Instruction and Evaluation) Materials/Equipment Personnel
PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

ASSESSMENT AND EVALUATION
Assessment and Evaluation

Assessing and Within the framework of provincial and board policies, schools
develop their own policies and procedures for assessing, evaluating,
Evaluating Student and reporting on student learning. The following pages are intended
Learning to assist administrators and teachers in reflecting on the processes,
strategies, and practices they use to assess, evaluate, and report on
students’ progress and achievement in physical education.
The outcomes in this curriculum guide will assist teachers in
Assessment is the systematic process of
measuring what students know, are able to do, and value as a result
gathering information on student
of their participation in a quality physical education program.
learning.
It is important that knowledge, skills, and attitudes are included in
any reporting, as all three are reflected in every curriculum outcome;
Evaluation is the process of analysing, physical education is holistic and provides students with the
reflecting upon, and summarizing opportunity to demonstrate their knowledge, skills, and attitudes.
assessment information and making
Assessment and evaluation are essential components of teaching and
judgments or decisions based upon the
learning. Without effective assessment and evaluation it is
information gathered.
impossible to know whether students have learned, whether
teaching has been effective, and how best to address student learning
Reporting involves communicating the needs. The quality of the assessment and evaluation in the
summary and interpretation of educational process has a profound and well-established link to
information about student learning to student performance. Research consistently shows that regular
various audiences who require it. Teachers monitoring and feedback are essential to improving student
have a special responsibility to explain learning. What is assessed and evaluated, how it is assessed and
accurately what progress students have evaluated, and how results are communicated send clear messages to
made in their learning and to respond to students and others about what is really valued, what is worth
parent and student inquiries about learning, how it should be learned, what elements of quality are
learning. considered most important, and how well students are expected to
perform.
Teacher-developed assessments and evaluations have a wide variety
of uses such as
• providing feedback to improve student learning
• determining whether curriculum outcomes have been achieved
• determining whether students have achieved certain levels of
performance
• setting goals for future student learning
• communicating with caregivers about their child’s learning
• providing feedback on the effectiveness of instruction, of the
program, and of the learning environment
• meeting the needs of guidance and administration personnel

Assessment To determine how well students are learning, teachers need to design
assessment strategies to systematically gather information on the
achievement of the curriculum outcomes. In planning assessments,
teachers should use a broad range of strategies in an appropriate
balance to give students multiple opportunities to demonstrate their
knowledge, skills, and attitudes. Many types of assessment strategies
can be used to gather such information including, but not limited to
• formal and informal observations
• work samples
• anecdotal records
• conferences
• teacher-made and other tests
• portfolios
• learning journals
• reflections
• questioning
• performance assessment
• peer assessment and self-assessment
Evaluation Evaluation involves teachers and others in analysing and reflecting

upon information about student learning gathered in a variety of
ways. This process requires
• developing clear criteria and guidelines for assigning marks or
grades to student work
• synthesizing information from multiple sources
• weighing and balancing all available information
• using a high level of professional judgment in making decisions
based upon available information
Reporting Reporting on student learning should focus on the extent to which

students have achieved the curriculum outcomes.
Narrative reports on progress and achievement can provide
information on student learning that letter or number grades alone
cannot. Such reports might, for example, suggest ways in which
students can improve their learning and identify ways in which
teachers and caregivers can best provide support.
Effective communication with caregivers regarding their child’s
progress is essential in fostering successful home-school
partnerships. The report card is one means of reporting individual
student progress. Other means include the use of conferences, notes,
and phone calls.

Guiding Principles In order to provide accurate, useful information about the

achievement and instructional needs of students, certain guiding
principles for the development, administration, and use of
assessments must be followed. Principles for Fair Student Assessment
Practices for Education in Canada (Joint Advisory Committee 1993)
articulates five fundamental assessment principles:
• Assessment strategies should be appropriate for and compatible
with the purpose and context of the assessment.
• Students should be provided with sufficient opportunity to
demonstrate the knowledge, skills, attitudes, or behaviours being
assessed.
• Procedures for judging or scoring student performance should be
appropriate for the assessment strategy used and be consistently
applied and monitored.
• Procedures for summarizing and interpreting assessment results
should yield accurate and informative representations of a
student’s performance in relation to the curriculum outcomes for
the reporting period.
• Assessment reports should be clear, accurate, and of practical
value to the audience for whom they are intended.
These principles highlight the need for assessment practices which
ensure that
• the best interests of the students are paramount
• assessment informs teaching and promotes learning
• assessment is an integral and ongoing part of the learning process
and is clearly related to the curriculum outcomes
• assessment is fair and equitable to all students and involves
multiple sources of information
While assessments may be used for different purposes and
audiences, all assessments must give each student optimal
opportunity to demonstrate what he/she knows, is able to do,
and values.

Assessing Student The assessment program should reflect the full range of student
learning in physical education. It involves the use of a variety of
Learning in Physical information-gathering strategies that allow teachers to address
Education students’ diverse backgrounds, learning styles, and needs and that
allow students a variety of opportunities to demonstrate their
learning.
This variety of assessment strategies should
• enable teachers to assess student performance on specific tasks
• provide information about how students learn, as well as what
they learn
• take into consideration students’ abilities both to learn and to
apply their learning
• enable teachers to observe overall performance
• provide multiple indicators of student performance
• reflect curriculum emphases
• reflect that experimentation, risk taking, and creativity are valued
• enable students to discover their own interests, strengths, and
needs
• engage students in assessing, reflecting upon, and improving
their own learning
• engage students in assessing their own and others’ skills in co-
operative and collaborative projects
Consistent and constructive feedback is particularly important to
help students develop good motor skills, as well as a positive and
enthusiastic attitude towards lifelong active, healthy living. Helping
students to set personal goals for their own physical development
and healthy lifestyle choices, and working with them to monitor
their progress toward achieving their goals are important
responsibilities of all physical education teachers.
Involving Students in the When students are aware of the outcomes for which they are
Assessment Process responsible and the criteria by which their work will be assessed,
they can make informed choices about the most effective ways to
demonstrate what they know, are able to do, and value.
It is important that students participate actively in the assessment of
their own learning, developing their own criteria and learning to
judge different qualities in their work. To get an idea of some
possible criteria, students may benefit from examining various
scoring criteria, rubrics, and sample pieces of work.

To become lifelong learners, students need to wean themselves from

external motivators like grades or marks. They are more likely to
perceive learning as its own reward when they are empowered to
assess their own progress. Rather than asking teachers, What do you
want? students should be asking themselves questions such as, What
have I learned? What can I do now that I couldn’t do before? What
do I need to learn next? Assessment must provide opportunities for
students to reflect on their progress, evaluate their learning, and set
goals for future learning.
Assessment
Activities and
Strategies
Performance Assessment By using performance assessment, teachers are able to observe

directly the students’ application of knowledge and skills.
Performance assessment in physical education focusses on the
process as well as on the product. It involves
• presenting students with an activity-based task, problem, project,
or investigation
• observing what students do and say, watching for selected/
particular characteristics, and making anecdotal records
• interviewing students during or after the task, problem, project,
or investigation
• developing and applying criteria to assess student performance
using scoring tools such as rubrics, rating scales, task-specific
guides, and checklists (Samples can be found in Appendix II.)
• developing criteria for product assessment to provide students
with a clear focus on requirements and expectations to guide
their work
• examining what students produce and applying criteria to assess
what they actually know, are able to do, and value
• identifying future instructional and learning needs
Observations of students’ performance and completion of tasks,
together with student and teacher reflection on the learning
involved, can provide specific information that will allow student
progress to be assessed. This information can be used by teachers to
design and revise instructional approaches and by students to
improve, reinforce, and extend their learning.

Performance assessment provides information about a student’s

ability to
• use active, healthy living concepts, skills, and language
• raise questions
• reason logically
• think flexibly, changing strategies when a particular approach
does not work
• actively accomplish complex and significant tasks
• use prior knowledge, recent learning, and relevant skills
• design and conduct activity-based investigations
• persist, concentrate, and work independently, with partners, in
small groups, and in large groups
• solve realistic or authentic problems
• take responsibility for personal health habits, attendance, and
participation
Problem Solving Projects and investigations involve explorations of active, healthy

living questions and issues that help students to make connections
to areas of other curricula and to pose and solve real-world
problems. Projects and investigations provide information about a
student’s ability to
• identify and define a problem
• create, test, and revise a plan
• collect, record, and organize needed information
• discuss, review, revise, explain, and report solutions
Projects and investigations allow students to demonstrate their
• creativity and initiative
• group participation, leadership, and co-operation
• flexibility and open-mindedness
• willingness to go beyond the problem/task at hand to extend
their learning

Listening and Observing Listening to and observing students in a variety of physical

education environments will provide daily opportunities for
informal assessment.
Systematic listening and observation of students provide
information about their
• thinking processes
• preferred learning styles
• persistence
• attitudes toward a physically active lifestyle
• feelings about and perceptions of themselves as learners
• specific areas of strength and areas where improvement is needed
• development and understandings of concepts, procedures, and
routines
• independent problem-solving abilities
• work habits
• social development (e.g., ability to work collaboratively and
co-operatively)
Similarly, interviews and conferences with students are valuable
sources of such information. Teachers may find it helpful over time
to use checklists, questions, and/or learning logs to focus and guide
observation, interviews, conferences, and record keeping.
Oral and Written Oral and written communication are important aspects of
Communication Tasks assessment in physical education, involving students in talking and
writing both to clarify their ideas and to communicate with others.
Oral communication tasks may require students to
• define problems and tasks
• describe and explain procedures or strategies
• articulate their thought processes
• synthesize and summarize their own or their group’s thinking
• reflect on their learning processes and experiences
Focussed writing tasks should address a range of purposes and
audiences and include a variety of forms. Such tasks may include
• participation logs/journals
• a variety of ways to organize and record information (e.g., note
taking, generating charts, outlining, concept mapping, creating
summaries)
• reports of investigations
• explanations of the steps/processes used in solving a problem
• responses to open-ended questions
• written argument that requires thoughtful inquiry about active,
healthy living

Students should be provided with the opportunity to use

computers for
• log entries and journal entries
• research
• fitness assessments
• skill analysis
• facility and service access and evaluation
• statistical analysis
In responding to and assessing student writing, teachers should
consider appropriate comments and assessment criteria in terms of
the nature and requirements of the writing task, its purpose, and its
intended audience.
Questioning Effective questioning allows teachers to identify what the student

knows and what the student needs to learn. Effective high-level,
open-ended questions challenge students to use cognitively complex
skills—to think.
The sorts of questions teachers ask send powerful messages about
what they really value. Questions and tasks that demand higher-level
thinking demonstrate to students that teachers value this type of
thinking. Questions and tasks that require students to apply their
skills and knowledge to new situations develop higher-order
thinking.
Open-ended questions require students to respond to questions for
which a variety of successful responses are possible. Open-ended
questions give information about a student’s ability to
• organize and interpret information
• make generalizations
• clarify and express their own thinking
• understand concepts
• demonstrate originality/creativity
Questionnaires, Inventories, Well-designed questionnaires, inventories, and surveys reveal

and Surveys students’ feelings and attitudes toward different aspects of physical
education. Information gathered through well-designed surveys can
help teachers
• tap into students’ habits, interests, and attitudes
• build on students’ strengths and expand their interests
• elicit students’ perceptions about their learning

Tests Testing is only one means of collecting assessment data: a test

measures achievement at a specific point in time. Tests play a minor
role in the total assessment program and should be used in
appropriate balance with other assessment practices. This balance is
to ensure that students have frequent and varied opportunities to
demonstrate their levels of performance in relation to physical
education curriculm outcomes.
Tests should be designed to encourage thinking and problem solving
rather than memorization and recall of factual information. Test
items signal what the teacher considers to be important.
Questions on tests should be framed so that they are relevant, clear,
and specific. As with other assessment procedures, teachers should
refer to physical education curriculum outcomes in developing test
items. Selected-response formats (multiple choice, true-false,
matching) have limitations in measuring learning outcomes in
physical education. Selected-response items tend to assess knowledge
of factual information and the application of basic skills in isolated,
decontextualized ways, instead of assessing the application of
knowledge and higher-order skills in meaningful, real-world
situations.
Fitness Testing Fitness testing should be a component of a total program with the
goal of encouraging students to engage in exercise, fitness, and
physical activity as part of a healthy lifestyle. To ensure
developmentally appropriate practices, fitness tests should be
administered in a humanistic testing environment for a specific
purpose such as to
• focus on individual progress
• teach safety precautions
• encourage self-testing
• provide useful feedback
• reward effort and celebrate achievement
Self-Assessment In the process of learning, students need various forms of feedback

about their work from their teachers and their peers; however,
students learn best when they have frequent opportunities to assess
their own learning and performance.
Student self-assessment promotes the development of
• metacognitive ability (the ability to reflect critically on one’s own
reasoning)
• responsibility for and ownership of learning
• independence of thought and action

Enhancing students’ abilities to assess their own progress is an

important goal of the assessment program in physical education.
Students need frequent opportunities to reflect on what they know
and can do and what they need to learn. When students are engaged
in applying criteria for self-assessments (and for peer assessments),
they begin to internalize elements of quality and performance
standards that can lead to significant improvements in the quality of
their work and learning.
Self-assessment activities include the use of
• questionnaires (e.g., following a collaborative activity or project
to determine how well the group functioned as a team and how
well the individual student participated and contributed to the
effectiveness of the process/product)
• learning logs/journals
• periodic reflective writing or group discussion to identify ways in
which students have demonstrated progress toward achievement
of learning outcomes
• peer feedback: giving constructive comments on one another’s
work helps students to set standards for their own performance
• student-teacher interviews and conferences
• collaborative course planning involving students in identifying
their own strengths and needs, forming options for future
learning experiences, and making decisions about what they will
do to achieve the curriculum outcomes
Teachers can use student self-assessments to determine
• whether there is change and growth in the students’ attitudes,
understanding, and achievements
• whether students’ beliefs about their performances correspond to
the actual performances
• whether the students and the teacher have similar views of
expectations and criteria for assessment

Student Folders and Collections and selections of student work represent rich sources of
Portfolios authentic information on
• what strategies the student can use
• the level of skill development
• the best work the student can produce
• the student’s growth as a learner
The process of selecting samples of student work and achievement,
(e.g., certification in refereeing, coaching, lifeguarding) to assemble
portfolios for various purposes and audiences is a valuable
educational activity.
The portfolio is a selection of student work that might include
pieces of writing, drawings, journal and log samples, media products
and other productions, or records that establish what the student
knows, is able to do, and values. Portfolios could include
• learning logs (e.g., what I did, what I learned, what questions I
still have)
• nutrition and activity logs
• personal background inventory (health status, growth, and
development)
• responses to learning experiences
• a variety of ways to organize and record information (e.g., notes,
charts, outlines, graphs, concept maps, summaries)
• explanations of the steps/processes used in performing a physical
activity
• responses to open-ended questions
• a video of a dance or a game created
• contracts for physical activity
• checklists
• self-evaluations
• health/fitness profile data
• likes, dislikes, other surveys
• teacher anecdotes
• photographs of or written reflections on family and community
experiences
• computer assignments (e.g., heart-rate monitors)
• individual fitness profiles
Schools and teachers may do many different things with portfolios,
depending on their purposes and the co-ordination of portfolios
with other activities for learning, assessment, and evaluation.
Portfolios may, for example, be very selective and contain only one
kind of work or only certain samples of work. A portfolio may
contain items that the students and the teacher consider
representative of the best the students can produce. The process of

selection of a student’s best efforts should involve students in

reflecting on their progress and achievement in reference to specific
curriculum outcomes.
Indicators of Positive personal and social behaviours and interpersonal

relationships are developed through active involvement in a variety
Personal and Social of physical activities in all movement categories. Students develop
Development respect for themselves and others as they learn and practise the skills
of communicating and co-operating. Students acquire leadership
skills and an understanding of the benefits of physical education as a
part of the total educational experience. Positive personal and social
behaviours and interpersonal skills in physical education include
• looking forward to physical education classes
• willingly choosing a variety of partners using a variety of criteria
• identifying the ways in which physical activity is part of their
daily lives
• identifying feelings that result from participation in physical
education classes
• using equipment assigned by the teacher in a safe/careful manner
• demonstrating an understanding the health benefits of physical
activity
• observing the work of others and giving positive feedback that
shows respect and appreciation for their work
• knowing and applying fair-play rules
• taking personal responsibility for holding equipment still while
directions are given
• taking responsibility for the set-up and return of physical
education equipment in a safe organized manner
• identifying inclusive physical activities available in the
community
• analysing potential risks associated with physical activities
• celebrating personal successes and achievements and those of
others
• recognizing the issues related to gender equity and valuing the
participation of both male and female students in physical
education classes
• accepting and respecting the decisions made by game officials,
whether they be students, teachers, or officials from outside the
school
• recognizing that skill improves with practice and being prepared
to invest the time necessary for improvement
• communicating effectively with peers and teachers
• being willing to try new ideas

RESOURCES
Resources
This curriculum envisages a network of physical and human
resources extending throughout the school, into the community,
and beyond. The range of resources must
• reflect the diversity of learners’ interests, needs, abilities, and
experiences
• support the achievement of the curriculum outcomes
• be available to all learners
• include appropriate equipment and supplies
• include a variety of appropriate technology
This curriculum emphasizes the importance of human resources
because of the social nature of physical education learning. Students
need to experience human interaction and social contexts.
Criteria for Selecting While not all resources will meet all the selection criteria, the range
of resources used at any given level should be balanced to reflect
Resources specific guidelines. Resources should
• provide motivating and challenging experiences suitable for the
learner’s age, ability, and social maturity
• elicit personal, thoughtful, and critical responses
• offer a variety of experiences and values that reflect the diversity
of learners’ interests, needs, and competencies
• broaden students’ understanding of social and cultural diversity
in a physical education context
• develop a sensitivity to and an understanding of individual
differences
The Range of Physical education classrooms, activity facilities, and school resource
centres/libraries need a wide array of learning resources for student
Resources choice and use. The range of available resources should permit the
flexibility and choice necessitated by the differing instructional
needs of students, such as
• print, computer software, audio, visual texts (illustrations,
photographs, film, video), information
• communication technologies (Internet connections, bulletin
boards), and multimedia
• texts at different levels of difficulty and reflecting different
cultural and social perspectives

RESOURCES
• reading material such as books, magazines, instructions,

brochures, and posters
• resources for the professional development of teachers
• resources that reflect the culture of the Atlantic region
• activity-related equipment such as mats, bats, and balls that are
appropriate for a wide range of activities
Community This curriculum removes the isolation of the teacher and the
students in the self-contained classroom and takes them as active,
Resources healthy learners to people and places in the broader community.
Students can draw on a variety of community resources to support
and enhance their learning including
• family members
• sports organizations
• peers, athletes, coaches, and volunteers
• performers and cultural organizations in the community
• guest speakers who offer a range of perspectives
• community members involved in and committed to active,
healthy living practices
• parents, seniors, older students, student teachers, and other
adults
• teacher assistants and tutors
• individuals, groups, or classes with whom students can share
performances, activities, and ideas in a variety of areas of physical
education
• municipal parks and recreation departments
• health professionals
• students and classes contacted through computer networks that
provide communication venues and exchanges
• experts and other sources who can be consulted through
traditional and electronic means such as listservs and news
groups
• local, national, and international audiences with whom to share
their products via mounted multimedia or hypertext on the
World Wide Web

RESOURCES
Learning Resources Appropriate resources that reflect the scope and intent of this
curriculum, are listed in the Authorized Learning Resources (Nova
Scotia Department of Education and Culture 1998). The Junior/
Senior High 7–12 Level Catalogue Curriculum Media Resources (Nova
Scotia Department of Education and Culture, Learning Resources
and Technology 1998) includes a list of authorized videos. These
lists will be updated and expanded upon on a regular basis.
A selection of books has been given to each board to support the
implementation process.
Canadian suppliers of current, affordable, physical education
resources include the following:
Active Living Alliance for Canadians with a Disability
1101 Prince of Wales Drive, Suite 230
Ottawa ON K2C 3W7
Phone: (800) 771-0663
Fax: (613) 723-1060
The Canadian Association for Health, Physical Education,

Recreation and Dance (CAHPERD)
1600 James Naismith Drive
Gloucester ON K1B 5N4
Phone: (613) 748-5622
Fax: (613) 748-5737
The Canadian Intramural and Recreation Association (CIRA)

1600 James Naismith Drive
Gloucester ON K1B 5N4
Phone: (613) 748-5639
Fax: (613) 742-5467
Canadian Red Cross

1940 Gottingen Street
Halifax NS B3J 3Y2
Phone: (902) 423-3680
CanEd Media
43 Moccasin Trail
Don Mills ON M3C 1Y5
Phone: (416) 445-3900
Fax: (416) 445-9976

RESOURCES
Dance Nova Scotia

1809 Barrington Street
Halifax NS B3J 3L7
Phone: (902) 422-1749
Fax: (902) 422-0881
Health Canada
1557 Hollis Street
Suite 702
Halifax NS B3J 3V4
Phone: (902) 426-2038
Human Kinetics Publishers, Inc.

475 Devonshire Road, Suite 100
Windsor ON N8Y 2L5
Phone: (519) 971-9500
Fax: (519) 971-9797
Nova Scotia Department of Health

1690 Hollis Street
Halifax NS B3J 3J9
Phone: (902) 424-5818
Fax: (902) 424-5579
Recreation Association of Nova Scotia

5516 Spring Garden Road
Halifax NS B3G 1B6
Phone: (902) 425-5450
Fax: (902) 425-5606
Sport Nova Scotia

Halifax NS B3G 1B6
Phone: (902) 425-5450
Fax: (902) 425-5606
Nova Scotia Sport and Recreation Commission

Halifax NS B3G 1B6
Phone: (902) 424-7512
Fax: (902) 424-0520

APPENDICES
APPENDICES
Appendix I
Sample Learning Experiences Template

APPENDICES

APPENDICES
Movement Category: Grade:
Specific Curriculum Outcome(s):

•
Equipment—
Area—

Warm-up
Development
Closure
Extension Activities:

APPENDICES
Appendix II
Sample Rubrics and Portfolio Ideas

APPENDICES
Movement Category: Sport Experience

Basketball
Student’s Name: Grade: Date:
Working on Achieved
Catching
• holds hands correctly
• steps toward the ball
• absorbs the pass by using the arms and legs
Chest Pass
• holds ball at chest height with fingers spread, thumbs together
behind ball
• pushes arms out straight and snaps wrist, thumb down
• follows through, stepping toward target
Overhead Pass
• steps toward target, holds ball overhead
• holds the ball with fingers spread, thumbs together behind ball,
arms above head, and elbows bent
• pulls arms through, straightens elbows, snaps wrist, follows through
Bounce Pass
• uses chest pass
• bounces the ball three quarters of the way toward target
Dribbling
• pushes ball with fingerpads, wrist controls bounce
• looks around while dribbling, not at the ball
Chest Shot
• holds ball at chest height with fingers spread, thumbs together
behind ball
• bends knees and pushes up with legs
• releases ball when arms are fully extended, backspin on the ball
Lay-up
• uses opposite foot/arm shot
• keeps eye on basket, fully extends arms, and reaches toward basket
• dribbles ball to basket, executes shot with proper form and
technique

APPENDICES
Movement Category: Educational Gymnastics

Gymnastics Sequence
Task: Design a gymnastics sequence that includes a

balance, a roll, and a travelling action on your mat.
Using a stick figure draw your beginning shape.
Describe in sequence the rest of your routine:

1. forward roll
2. balance into a v-seat, legs straddled
3. sideways pencil roll to a front support
4. tuck jump to a stand
5.
6.
Using a stick figure draw your ending shape.
Check for
definite beginning and ending position Yes No
at least one roll Yes No
at least one balance Yes No
at least one travelling action Yes No
smooth transitions Yes No
appropriate for my skill level Yes No

APPENDICES
Movement Category: Active Living

Jogging Criteria
Student 1: Date:
Student 2: Class:
Student 1 (Observer): Give student 2 some pointers about his/her jogging form. Use the tips below to help
you. Try to be friendly.
Student 2 (Jogger): Jog at a moderate pace. When the teacher signals, slow down, then change roles.
Student 1 Student 2
Yes No Yes No
1. runs tall, leans slightly forward
2. swings legs from hip, knees bent
3. lands on heels with weight rolling along the outside portion

of foot to toes
4. points toes straight shead, lands heel directly under knee
5. swings arms straight forward and backward, hands relaxed
6. breathes from stomach in an even rhythm

APPENDICES
Movement Category: Active Living

Self-Check: Flexibility
Student’s Name: Date:

Class:
Directions: Follow the steps listed below. Practise each exercise five times on each leg. Check ( ) the box to
the right after completion.
Feels
Hamstring Stretch OK uncomfortable
1. Sit with one leg extended; bend right leg at the knee. Place
sole on the floor near the knee of the extended leg.
2. Flex the foot of the extended leg, toes up, against a wall, box,
or other support.
3. Bend forward from the hips, keeping the lower back straight.
The bent knee may rotate slightly outward.
4. Relax and breathe normally. You should not feel pain!
5. Hold the stretch for 15 seconds. Repeat with the opposite leg.

APPENDICES
Movement Category: Dance
Below is an example of a checklist that a student, peer, or teacher could complete.
Working on Achieved
Movement Skills
• I can skip in two different directions.
• I can slide in a zigzag pathway.
• I can do three different turns in self space.
• I can gallop leading with either leg in a curved pathway.
• I can jump in a pattern of forward, backward, side, side.
• I can use my upper body to draw curved pathways while using my lower
body to move in a straight pathway.
Conceptual Skills
• I can demonstrate correct alignment, using elements of space for support.
• I can move in three different pathways through space.
• I can demonstrate the difference between self-space and general space.
• I can demonstrate the difference between size and level.
• I can demonstrate the six different directions.
Social Skills
• I can move with a partner into a big and little space.
• I can be a responsible leader when mirroring or shadowing.
• I can follow a leader’s movement when mirroring or shadowing.
• I can work together with two other dancers to create a movement phrase.
Affective Skills
• I have a good attitude in dance class.
• I work hard and try to do my best.
• I can express my feelings verbally.
• I can dance expressively.
Cognitve Skills
• I can describe the difference between level and size.
• I can name four self-space movements and four general space movements.

APPENDICES
Movement Category: Dance

In the note below, circle how many sets of eight beats of music were used in
• the sequence taught

• the sequence you and your partner have created
Count how many sets of 8 beats

of music were used:
1-8 9-16 17-24 25-32
33-40 41-48

APPENDICES
Sports/Games Trivia
Can you list examples of each game and sport category here? Time yourself. How quickly did you finish?
1. A game that uses some kind of ball:
2. A game where players are in a circle formation:
3. A game usually played indoors:
4. A game usually played outdoors:
5. A sport where the size of players is important:
6. A sport usually played in winter:
7. A sport usually played in summer:
8. A game where a net is needed:
9. A game where special equipment is necessary:
10. A game needing no equipment of any kind:
11. A sport involving some kind of animal:
12. A game one person can play by himself/herself:
Develop your own trivia questions below:

•
•
•
•
•
•

APPENDICES
Writing Prompts
I think ...
I feel ...
I know ...
I wonder ...
What I like most about physical education is ...
The most important thing I learned in physical education this week was ...
If physical education could be a sound (or shape, or animal), it would be ... because ...
I used to think ... but now I know ...
I was surprised to learn that ...
My body feels like ... when I ...
The perfect physical education class would ...
Three words that best describe my performance are ...
Physical education is frustrating when ...
I learn best in physical education when ...
I found it easy to ...
Next time I would ...

APPENDICES
My Favourites
My favourite physical activity that I do in school physical education is ...
because ...
My favourite physical activity that I do at home with my friends is ...
because ...
My favourite physical activity that I do by myself is ...
because ...
PE Central Catching Assessment

(http://www.chre.vt.edu/~/PE.Central/)
APPENDICES
Interest Survey
1. What kinds of things do you like to do in physical education class?
2. What organized athletic activities do you do outside of school?
3. What do you like to do at home?
4. What are your favourite games to play at home?
5. What careers interest you?
6. Is there anything else you would like me to know about you and your interests?

APPENDICES
Monthly Review
1. What was your biggest achievement this month?
2. What was your favourite activity this month? Why?
3. In what area did you improve the most? What improvement(s) did you make?
4. In what area do you feel the need for the most help?
5. Write one goal for next month and tell how you plan to reach it.

APPENDICES
My Informal Report to My Family

The most important thing in physical education class that I am trying to do well is ...
This is important to me because ...
Two things that I have done well this reporting period are ...
One thing that I need to work harder at is ...
Something that I am proud about this reporting period is ...
My goal(s) for next term is (are) ...
Attached are some examples of my work. Please notice that ...

APPENDICES
Co-operative Group Skills Checklist
Please write the number that best represents your skills or performance in group activities.
Scale: 1 = hardly ever
2 = some of the time
3 = most of the time
4 = all of the time
an r as
n y s fo g de on
e s i a e n I
g s z i s s
u ra n s vely gree le W ari and ize Per
b c
co rs iste nti isa ea mm rst riti the
En the L tte D gre Su nde C ot
Names O A A U N Comments

APPENDICES
My Group Skills or Performance
Please circle the number that best represents your skills or performance in group activities.
Scale: 1 = hardly ever
2 = some of the time
3 = most of the time
4 = all of the time
1. I have made it a point to listen as much as I talk. 1 2 3 4

2. I try to look others in the eye when speaking to them. 1 2 3 4
3. I try not to interrupt when others are speaking. 1 2 3 4
4. I encourage others to participate in the discussion. 1 2 3 4
5. I try to do my share when working on a group activity. 1 2 3 4
6. I use “I messages” instead of “you messages,” especially when
expressing my feelings. 1 2 3 4
7. I tell the group when something is bothering me. 1 2 3 4
8. I try to respect others’ feelings even when I disagree with them. 1 2 3 4
9. I try not to be aggressive to get my way. 1 2 3 4
10. I praise others when appropriate. 1 2 3 4
11. I try to share my ideas and feelings. 1 2 3 4
(May or may not be applicable depending on cultural expectations.)
Complete the following unfinished sentences:

• My two greatest strengths from the above list are
1.
2.
• The two skills I have to work on from the above list are
1.
2.

APPENDICES
Participation Profile
Class: Date:
Activity(ies):
Students’ Names
Effort/
On-Task
Encourages Others
to Participate
Enjoys
Participating
Participates
Willingly
Participates when
Encouraged
Reluctant to
Participate

APPENDICES
Portfolio Entry Conference
To be used for activities participated in outside of school.

Project:
Student’s Comments
Two reasons I chose this activity are

1.
2.
I want you to notice

Next time I might
Other comments:
Teacher’s Comments
Two positive things I noticed were

1.
2.
One specific area to work on is
Other comments:

APPENDICES
Active Living
BPM = beats per minute

RHR = resting heart rate
Your RHR is BPM.
A range of 50–100 BPM has been established as normal by the Heart and Stroke Foundation of Canada.
Activity Heart Rate

Walking
Skipping
Jogging
Playing Soccer
Living actively means participating in activities that increase your heart rate for a continued period of time.
Simple activities such as shovelling snow and cycling are excellent ways of living actively.
In the space below, write all the things you do outside of school that help you lead an active lifestyle.
How I Live Actively
The following formula can be used to obtain (1) the lower level of target heart rate and (2) the upper limit of
your target heart rate:
1. [(220 - age) - resting heart rate] x 60 percent + resting heart rate = lower level of target heart rate zone
2. [(220 - age) - resting heart rate] x 90 percent + resting heart rate = upper limit of your target heart rate zone

APPENDICES
Assessment in the Affective Domain

Responsibility
• always appropriately dressed • appropriately dressed most of the time

• always on time • teacher must sometimes pursue explanation for
Personal
• absences are always explained on the day of or absence

prior to the absence • usually on time
• always volunteers to set up equipment • usually volunteers to set up equipment
• always demonstrates proper care of equipment • usually demonstrates proper care of equipment
• always treat teachers and peers with respect • usually treats teachers and peers with respect
• always behaves and speaks politely to others • usually behaves and speaks politely to others
– always listens when others are speaking/ – usually listens when others are speaking/
presenting presenting
– always considerate of others’ feelings – usually considerate of others’ feelings
– always displays positive body language – usually demonstrates positive body language and
– always encourages others verbally verbal responses
Self-discipline
• always able to understand the tasks being – usually encourages others verbally
explained • demonstrates limited understanding of the tasks
• always shows self-control during class (thinks to be done and requires some supervision to
before speaking or acting, resists participating in complete them
negative behaviours of peers) • usually shows self-control during class (usually
• always able to predict expected behaviours for thinks before speaking or acting, usually resists
self and others participating in negative behaviours of peers)
• usually able to predict expected behaviours for
self and others
• always enthusiastic • usually enthusiastic

• always works hard at improving • usually works at improving but cannot maintain
(e.g., sustained effort) a sustained effort
• always shows consideration for the safety and • shows consideration for the safety and well-being
well-being of others of others but occasionally exhibits poor
• always willing to learn new methods of doing judgment
things • usually willing to learn new methods of doing
Participation
• always willing to change and adjust to new things

assignments or tasks • usually willing to change and adjust to new
• always willing to work with a wide range of assignments or tasks
peers, not just with close friends • usually willing to work with a wide range of
• always willing to share materials and ideas with peers, not just with close friends
others • usually willing to share materials and ideas with
• always exhibits appropriate work behaviours others
during times set aside for individual, partner, and • in most instances, exhibits appropriate work
group work behaviours during times set aside for individual,
partner, and group work

APPENDICES
Assessment in the Affective Domain (continued)

Responsibility
• dressed appropriately less than half of the time
• rarely on time
Personal
• most absences are unexplained, even if pursued by teacher

• rarely volunteers to set up equipment
• rarely demonstrates proper care of equipment
• shows little respect for staff and students
• frequently demonstrates inappropriate behaviour or speech

– frequently interrupts or distracts while others are speaking/
presenting
– is selective in the consideration of others’ feelings
– demonstrates discouraging communication skills (emphasizes
errors or faults of others, uses offensive or negative body language
Self-discipline
and verbal responses)

• requires extended explanations and close supervision in order to
complete tasks
• demonstrates lack of self-control during class (speaks or acts
inappropriately or at inappropriate times, participates in negative
behaviours of peers)
• unable or finds it difficult to predict expected behaviours for self
and others
• willing to try a limited range of activities or tasks

• needs a great deal of encouragement and monitoring to sustain effort
• shows lack of consideration for the safety and well-being of others
• requires a great deal of encouragement and monitoring to try new methods
of doing things
• often resists change and has difficulty adjusting to new assignments or
tasks
Participation
• often selective about working with those other than close friends
• often resists sharing materials and ideas with others
• work behaviours tend to be inappropriate during times set aside for
individual, partner, and group work

APPENDICES
Assessing Group Presentation or Games
Title of Presentation: Date:

Group members:
Poorly Thoroughly
• The group members appeared to be
prepared and organized. 1 2 3 4 5 6
• Each member appeared knowledgeable
about his/her particular section. 1 2 3 4 5 6
• The group members worked together as a

cohesive unit. 1 2 3 4 5 6
• The group facilitated active participation
from the remainder of the class. 1 2 3 4 5 6
• Each group member demonstrated
patience and helpfulness with others. 1 2 3 4 5 6
• The group used a variety of techniques to
present the topic/information/concept. 1 2 3 4 5 6
Positive components of this presentation:
Suggestions for improvement (e.g., content, style):

APPENDICES
Rating Scale for Small Group Learning
Student’s Name:
Date or time period of assessment:
never seldom often always

• The student offers resources and ideas to
support the group effort.
• The student listens actively and responds
constructively to the views of others.
• The student follows rules as established for the
learning activity.
• The student fulfils his/her assigned roles and
responsibilities in the group.
• The student contributes ideas to discussions.
• The student is willing to “give and take” to
move the group forward.
This instrument may be adapted for use as a checklist.
The student contributes to the decision-making process and supports the results.

APPENDICES
Student Interest Inventory

Rate each activity according to the following scales:
Activities I am I would like to learn more
1 = a beginner 1 = yes
2 = intermediate 2 = not sure
3 = advanced 3 = no thanks
Aerobics classes
Archery
Backpacking
Bowling
Badminton
Baseball
Basketball
Billiards
Curling
Camping
Canoeing
Cross-country skiing
Diving (springboard)
Diving
Downhill skiing
Dancing
Distance running
Educational gymnastics
Fencing
Field hockey
Floor hockey
Football
Golf
Horseback riding
Hacki sacking
Handball

APPENDICES
Student Interest Inventory (continued)

Rate each activity according to the following scales:
Activities I am I would like to learn more
1 = a beginner 1 = yes
2 = intermediate 2 = not sure
3 = advanced 3 = no thanks
Hiking
Ice hockey
Kayaking
Lacrosse
Martial arts
Orienteering
Rappelling
Racquetball
Ringette
Rugby
Squash
Soccer
Snowshoeing
Swimming
Slow pitch
Tennis
Trap shooting
Volleyball
Weight lifting
Water polo
Wrestling

APPENDICES
Physical Education Self-Assessment
Unit:
Team Members:
Social Development Assessment

Date:
Rate yourself in the following categories on scale of 1–5 (1 being the lowest and 5 the highest).
1. encouraged other students

2. played games fairly
3. helped others improve
4. shared responsibility in games
5. resolved conflicts in a positive way
6. showed respect for rules
7. showed respect for officials and their
decisions
8. showed respect for opponents
9. gave everyone an equal chance to
participate
10. maintained self-control at all times

APPENDICES
Criteria Sheet: Volleyball Forearm Pass
Preparation Action Follow-through
Exemplary (E) Exemplary (E) Exemplary (E)

• anticipates where to be to • contacts ball low and generally • platform always directed
receive serve, arrives there directs ball high to target area toward target
ahead of the ball, and sets • passes to target area perfect • weight transfer forward
position before playing ball most of the time • no follow-through of arms
• feet shoulder width apart;
waits for ball to drop low;
keeps arms parallel to thighs
and uses body well to provide
force
• eyes concentrate on ball
before, during, and after
contact
Acceptable (A) Acceptable (A) Acceptable (A)

• anticipates where to be for • controls ball with poling • hands remain joined
efficient serve reception and action • weight transfer more upward
moves to that position, often • pass usually setable but not than forward
arriving at same time as the always to the desired target • platform follows ball to target
ball area
• feet shoulder width apart;
bends at the knees; plays the
ball too close to the body and
too soon
• eyes focus on ball but switch to
target prior to contact
Needs Improvement (NI) Needs Improvement (NI) Needs Improvement (NI)

• attempts forearm pass on most • hands often apart
• too much arm swing
receptions; occasionally, when • weight transfer often backward
• arm swing instead of leg
not in correct position, • arms finish higher than
extension to impart force
attempts overhead pass shoulder level
• feet too far apart; gets low by
bending at hips; plays ball too
close to body

APPENDICES
Tennis Performance Assessment

Reason for Assessment: Evaluate the overhand tennis service.
Part I: Clarifying Performance Part II: Developing Exercises

A. Nature of Performance A. Nature of Exercises
Behaviour: Student will successfully serve 3–5 Structured assignment: skill involved in service
serves into the proper service court (serving to the Naturally occurring event(s): using service in
right and left service courts). game, observation by instructor
Product: Student will apply the skill learned to B. Content of Exercises
play a tennis game, set, and match.
Specify target: successfully placing 3–5 serves in
B. Focus of Assessment the proper service court
Individual Define conditions: If you can successfully place
C. Performance Criteria 3–5 serves, you will be able to start a game of
Tennis Serve Checklist of Skills (see below) tennis.
Specify standards: Check off skills on
performance criteria.
C. Number of Exercises
3–5 serves each side of the court (e.g., left and
right service courts)
This can be done on a daily basis at the start of
each class period.
Tennis Serve Checklist

Directions: Check + or - for each area of the serve in tennis. Make constructive comments and give student a
personal checklist; squad leader or other students in class may assist and work with one another.
Student Self-Evaluation Form

Ready Position +/- Comments
Grip
Stance
Toss
Cocking Racket (backswing)
Hit
Follow-through
Recovery

Appendix III
Intramurals and Extra-Curricular Activities
APPENDICES

APPENDICES
Introduction Intramurals are programs in which students have an opportunity to

choose from a wide variety of activities offered during the school
year. Intramurals offer activities and leadership opportunities for all
students, regardless of ability.
These activities should be designed to reflect the curriculum
outcomes of physical education. They should emphasize fair play and
co-operation with minimal levels of competition.
When planning intramurals, educators should be sensitive to the
following considerations:
• Design programs that take into account the interests of female
and male students.
• Be sensitive to the cultural, racial, and social needs of the
community.
• Plan age appropriate and developmentally appropriate activities.
• Offer both group and individual activities.
• Allow students to have input into the planning and delivery of
intramural programs.
• Encourage student leadership.
From these considerations, intramurals should meet the following

general outcomes:
• Students will be able to choose from and participate in a wide
variety of activities.
• Students will be able to improve their physical fitness levels
through participation in the intramural program.
• Students will improve their understanding of and practices in the
areas of fair play and co-operative and interpersonal relationships.
Suggestions for Intramurals should not be confined solely to a noon hour time-slot.
The school administration, with the assistance of volunteer teachers,
Expanding parents, and students, can design enjoyable and beneficial
Intramural Time intramural programs.
A healthy school environment valuing physical activity will reflect
the use of all available facilities as much of the time as possible.
Flexible scheduling will allow teachers to provide cross-curricular
experiences via an intramural program each day. Teachers can plan
collaboratively with physical educators and other school colleagues
to provide intramural experiences for individual classes, grade levels,
or the entire school.

APPENDICES
Dimensions of Intramurals
Intramurals
special recreation clubs co-operative cross-curricular sports

days activities games experiences
before noon cross-curricular after

school hour experiences during school
instructional time
indoors outdoors
individual small-group large-group

activities activities activities

APPENDICES
Extra-Curricular Extra-curricular activities are an important part of the physical

education program at the junior high level. The activities can take a
Activity variety of forms such as competitive, non-competitive, or
recreational. Some of the benefits of an extra-curricular program
include enhancing self-esteem, building a positive school climate,
providing an opportunity for students to experience success,
providing different school environments in which social learning
can take place, and giving students a chance to practise previously
learned skills and to learn responsibility associated with
participation.

APPENDICES

BIBLIOGRAPHY
Bibliography
Active Living Alliance for Canadians with a Disibility. Moving to
Inclusion: The Student with a Visual Impairment. Gloucester ON:
Canadian Association for Health Education, Recreation and
Dance (CAHPERD), 1994.
Active Living Alliance for Canadians with a Disibility. Moving to

Inclusion: The Student with an Intellectual Disability. Gloucester
ON: Canadian Association for Health Education, Recreation
and Dance (CAHPERD), 1994.
Canadian Parks/Recreation Association. The Benefits of Parks and

Recreation. Gloucester ON: Park and Recreation Federation of
Ontario, 1992.
Calfas, K.J. and Taylor, W.C. “Effects of Physical Activity on

Psychological Variables in Adolescents.” Pediatric Exercise Science,
6 (1994): 406–423.
Chiropratic in Canada. A Dictionary of Facts. Ottawa: Canadian

Chiropratic Association, 1988.
Corbin, Charles B. and Robert P. Pangrazi. Physical Activity for

Children: A Statement of Guidelines. Reston, VA: National
Association for Sport and Physical Education, 1998.
DeMarco, T. and Sidney, K. “Enhancing Children’s Participation in

Physical Activity.” Journal of School Health, 59(8) (1989).
Fishburne, C.J. and Boras, C.M. “An Integrated Approach to

Learning: Issues in Teacher Education.” Proceeding of the 1989
Alberta Teacher Educators in Physical Education Annual Meeting
(1989).
Fishburne, G.J. and Harper-Tarr. “An Analysis of the Typical

Elementary School Timetable: A Concern for Health and
Fitness.” Sport and Physical Activity: Moving Toward Excellence
(1992): 132–137.
Fishburne, G.J. and Haslam, I.R. “Critical Issues in Elementary

School Education: Integration and the Curriculum.” Sport and
Physical Activity: Moving Toward Excellence (1992): 133–136.

BIBLIOGRAPHY
Guzman, C.A. “Related Benefits from Physical Activity Program

Interventions.” Active Living and Health Benefits and
Opportunities (1992).
Hale, M. “Sound Body, Sound Mind.” OPHEA Journal, (Fall

1989): 16–17.
Haslam, Ian R. “Active Living and the Conceptual Approach to

Meaningful Movement in School.” CAHPERD Journal, 62, 2
(Summer 1996): 4–7.
Health Canada. Report on the Health of Canadians. Ottawa: Health

Canada, 1995.
Heart and Stroke Foundation. Report Card on the Health of Canada’s

Kids. Ottawa: 1998.
Joint Advisory Committee. Principles for Fair Student Assessment

Practices for Education in Canada. Edmonton: Centre for
Research in Applied Measurement and Evaluation, 1993.
Kuntzleman, C.T. and Reiff, G.G. “The Decline in American

Children’s Fitness Levels.” Research Quarterly for Exercise and
Sport, 63 (2) (1992): 107–111.
Lechky, O. “Epidemic of Childhood Obesity May Cause Major

Public Health Problems, Doctor Warns.” Canadian Medical
Association Journal, 150 (1) (1994): 78–81.
Marsh, H. “The Effects of Participation in Sport During the Last

Two Years of High School.” Sociology of Sport Journal, 10 (1990):
18–43.
Maynard, E.J., Coonan, W.E., Worsely, A., Dwyer, T. and Baghurst,

P.A. “The Development of the Lifestyle Education Program in
Australia.” In B.S. Hetzel and G.S. Berenson (eds.),
Cardiovascular Risk Factors in Children, Epidemiology and
Prevention (1987): 123–142.
Mickleburgh, R. “Young Canadians Growing Fat, Not Fit. Coalition

Wants Physical Education Taught Daily in Schools.” The Globe
and Mail (January 7, 1994).
National Association for Sport and Physical Education. Moving into

the Future, National Standards for Physical Education: A Guide to
Content and Assessment. St. Louis MO: Mosby, 1995.

BIBLIOGRAPHY
National Education Steering Committee of Moving to Inclusion

Intitiative. Moving to Inclusion. Gloucester ON: Active Living
Alliance for Canadians with a Disability, 1994.
Nova Scotia Department of Education and Culture. Current and

Emerging Research on Successful Junior High Schools. Halifax: Nova
Scotia Department of Education and Culture (1997).
Nova Scotia Department of Education and Culture. Special

Education Policy Manual. Halifax: Nova Scotia Department of
Education and Culture (1996).
Nova Scotia Department of Health. Behind the Stories: Health Issues

in Nova Scotia. Halifax: Nova Scotia Department of Health,
1995.
Sallis, J.F. and Patrick, K. “Physical Activity Guidelines for

Adolescents: Consensus Statement.” Pediatric Exercise Science, 6
(1994): 302–314.

Physical Education Curriculum: Grades 7-9

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Physical Education Curriculum: Grades 7-9

Caricato da

Copyright:

Formati disponibili

CURRICULUM

Physical Education Curriculum:

© Crown Copyright, Province of Nova Scotia 1999

Main entry under title.

Physical education curriculum: grades 7-9 / Nova Scotia. Department of Education.--

1. Curriculum planning -- Nova Scotia. 2. Physical education -- Nova Scotia. 3. Physical

Junior High Physical Peter Bren Harry Savelle

Junior High Physical Catherine Baldwin Gordon DeCoste

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 III

Darren Haley Joan Robertson

Cindy Montgomerie Yves Theriault

IV PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

Introduction The Nature of Physical Education ................................................ 1

Curriculum Outcomes Essential Graduation Learnings ................................................... 21

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 V

Assessment and Assessing and Evaluating Student Learning ............................... 121

Resources Criteria for Selecting Resources ................................................. 133

Appendices Appendix I: Sample Learning Experiences Template ................. 139

Bibliography Bibliography ............................................................................. 177

VI PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

The Nature of Physical education is central to the balanced education and

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 1

2 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

Regular physical activity enhances academic performance.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 3

The provision of meaningful and involving activities

4 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

Physically active individuals generally have greater

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 5

Regular physical activity, when properly undertaken,

6 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

A Multiple Theories of multiple intelligence recognize that intelligences such as

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 7

A physically educated person is one who

8 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 9

10 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

This curriculum provides a basis for assessing student achievement.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 11

Characteristics and Needs of Young Adolescent Students*

Emotional Characteristics Physical Educational Implications

Intellectual Characteristics Physical Educational Implications

12 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

Characteristics and Needs of Young Adolescent Students (continued)

Physical Characteristics Physical Educational Implications

Social Characteristics Physical Educational Implications

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 13

14 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

A Supportive With the principles of learning in mind, teachers and administrators

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 15

16 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 17

Inclusion Inclusive schooling facilitates the participation and learning of all

18 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 19

Challenge Experiences that challenge learners are essential to their

20 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 21

Connections The curriculum outcomes of physical education are intended to

Essential Graduation Curriculum Outcomes

22 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9 23

24 PHYSICAL EDUCATION CURRICULUM: GRADES 7–9