PE - All Grades  2011-2012

It is great to be back to school and continuing adding fitness to our regular routines.  In the fall, this involves a combination of indoor and outdoor activities designed to increase cardiovascular endurance, sport-specific skills, and social development.

In term 1, the component of the “Safety, Fair Play, and Leadership” curriculum that is emphasized is “Safety”.  Rules and routines are introduced and diligently enforced.  Students are expected to listen to and implement safety rules involving movement and use of equipment. Students will be clearly reminded, when needed, to observe “stop and listen” signals. Additional requirements for fully meeting safety expectations are that students:

1. •wear appropriate athletic footwear with laces of the correct length and properly tied
   

2. •wear uniform PE clothing, including on non-uniform days
   

3. •have hair tied back so as not to impede vision or interfere with other students’ movement
   

4. •do not wear jewelry to PE class
   

To optimize use of movement in class time, each class begins with “Five Minutes of Fitness”.  During these sessions, different muscle groups are targeted, specific to the activities that will take place in that class (e.g., shoulders, back, chest and neck will be the focus prior to a gymnastics class).  Each fitness session begins with cardiovascular, followed by yoga and Pilates-based strength and flexibility exercises. All warm-up activities are adapted to offer variations to accommodate student age and ability levels. As students line up to leave the class, they are to implement the relaxation and deep breathing techniques covered, and to then drink water.

The BC Ministry of Education has divided its Physical Education curriculum evenly into 5 different movement categories: Individual and Dual Activities, Gymnastics, Games, Dance, and Alternative Environment Activities. 

http://www.bced.gov.bc.ca/irp/pdfs/physical_education/2006pek7.pdf

While providing experiences which encompass the movement categories, study units are also designed to create a scope and sequence of skill development that begins in Kindergarten and extends through to Grade 7.  These skills create “physical literacy” for children and are the foundation of physical skills and healthy living. Some examples of these fundamental skills include:  hand-eye and bodily coordination, spatial awareness, balance, muscular and cardiovascular endurance, flexibility, agility, and sport-specific skills (e.g., volleying a ball, doing a forward roll, etc).

The physical education objectives for term 1 are as follows:

Kindergarten

1. •Introduction to routines for exiting and entering class
   

2. •Introduction to whistle and hand signals for stopping procedures
   

3. •Running games and dramatic movement incorporating stopping according to a signal
   

4. •Introduction to simple gymnastic movement through balances and moving in different levels, directions
   

5. •Introduction to gymnastics using mats and simple apparatus such as balls and hula hoops
   

Grade 1

1. •Review of classroom procedures and expectations for indoors and outdoors
   

2. •Practice of following procedures through games involving “stop” signals
   

3. •Create balances at various levels and movement in different pathways and directions to create simple gymnastic sequences
   

4. •Create gymnastics sequences incorporating music and simple equipment such as balls and hoops
   

5. •Create simple gymnastics routines involving rolling and use of mats
   

Grade 2

1. •Review routines and expectations for indoor and outdoor lessons
   

2. •Introduction to outdoor tarmac games
   

3. •Advancing running games played in the gym or on the upper field
   

4. •Creating simple gymnastics routines incorporating levels, pathways, and directions with partners according to criteria
   

5. •Creating gymnastics routines with partners incorporating small equipment
   

6. •Creating mat sequences with partners according to criteria
   

7. •Introduction to dodgeball (with rules modified for maximum participation)
   

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Characteristics
of the 12-year-old

Music

PE

Grade 3

1. •Review routines and expectations for indoor and outdoor lessons
   

2. •Review and development of outdoor tarmac games
   

3. •Complex running games and drills played in the gym or on upper field
   

4. •Introduction to simplified volleyball skills through drills and build-up games
   

5. •Develop gymnastics skills and create routines with partners utilizing small equipment
   

6. •Develop simple tumbling routines with partners using the mats
   

7. •Review and play simple dodgeball (re-designed for full participation and movement at all times)
   

Grade 4

1. •Quick review of classroom routines and safety-specific expectations
   

2. •Develop basic volleyball skills of bumping, setting, and serving
   

3. •Participate in many volleyball drills and eventually games
   

4. •Develop and perform simple gymnastics routines in groups of 3-4 using music and small equipment
   

5. •Develop and perform gymnastics routines, according to criteria, with groups of 3-4 using large apparatus, mats, and music
   

6. •Begin varieties of dodgeball games, modified to include full participation of all students at all times
   

Grade 5

1. •Review expectations for indoor and outdoor classes
   

2. •Further develop volleyball skills of passing (bumping and setting), and serving
   

3. •Participate in skill-development drills and games
   

4. •Develop and perform simple gymnastics routines in groups of 4-5 using music and small equipment
   

5. •Develop and perform gymnastics routines, according to criteria, with groups of 4-5 using large apparatus, mats, and music
   

6. •Continue playing varieties of dodgeball games, modified to include full participation of all students at all times
   

Grade 6

1. •Review expectations for indoor and outdoor classes
   

2. •Refine volleyball skills such as  passing in different directions, serving both underhand and overhand, and introduction to blocking
   

3. •In groups of 6-7, create group gymnastics sequences according to criteria, which integrate music, small equipment, and mats 
   

4. •In teams of 4-5 create and lead fitness sequences that incorporate cardiovascular, muscular, balance, and flexibility exercises
   

5. •In small groups, design and lead modified dodgeball games according to criteria
   

Grade 7

1. •Review expectations for indoor and outdoor classes
   

2. •Review rules of tarmac games in order to support younger students during recesses and develop leadership skills
   

3. •Master volleyball skills of passing overhead and forearm in different directions and serving both underhand and overhand.  Further develop blocking skills, and begin playing according to pre-set plays and switching positions  
   

4. •In teams of 6-7 create group gymnastics sequences according to criteria, which integrate music, small equipment, and mats, and include a story or theme  
   

5. •In small groups create and lead fitness routines that use music and incorporate cardiovascular, muscular, balance, and flexibility exercises and focus on a given muscular group (e.g., abdominal/back, arms, or legs)
   

6. •In small groups, design, and possibly lead, modified dodgeball games that can be played by younger students
   

It remains a pleasure to teach this hard-working, respectful, and healthy group of students. Your support is most appreciated in the mission for every student to see herself or himself as capable of enjoying a physically-active lifestyle. 

Sincerely,

Mrs. Danielle Kozak