The American International School of Monrovia Physical Education Written Curriculum

The American International School of Monrovia Physical Education Written Curriculum The Physical Education Written Curriculum at the American International School of Monrovia (AISM), serving as a foundation for the different Physical Education classes offered at AISM, is built on the McREL standards framework (http://www2.mcrel.org/compendium/) and the mission of AISM. AISM s Mission: The American International School of Monrovia s mission is to offer its present and ever-changing student population a challenging curriculum (designed to meet or exceed U.S. Standards), while enabling AISM's student body to achieve their full social, intellectual, emotional and physical potential. Our intellectual community teaches values and good manners, is dedicated to academic excellence, demands responsibility and promotes the power of collaboration, creativity and critical thinking. AISM S common definition of curriculum includes: I. The What: The standards/outcomes/benchmarks II. The How: The teaching methodologies/strategies/best practices III. The Whether: The assessments used to measure learning IV. The Scope and Sequence: The Timeline of topics to be taught V. The Resources: Teaching and reference resources used to enhance learning VI. The Unit Plans*: A description of trimester unit plans * Separate Documents AISM Physical Education Written Curriculum 1

Physical Education Written Curriculum ECE I, II and III AISM S common definition of curriculum includes: I. The What: The standards/outcomes/benchmarks II. The How: The teaching methodologies/strategies/best practices III. The Whether: The assessments used to measure learning IV. The Scope and Sequence: The Timeline of topics to be taught V. The Resources: Teaching and reference resources used to enhance learning VI. The Unit Plans*: A description of trimester unit plans * Separate Documents I. THE WHAT - McREL Standards (PE ECE) ü The Standards, outcomes, and benchmarks ü All things that describe WHAT students will learn/be able to do 1. Physical Education By the end of each grade, students understand, use and are able to demonstrate the 5 MCREL standards as mentioned below of their high level/grades or above. 1. Uses a variety of basic and advanced movement forms 2. Uses movement concepts and principles in the development of motor skills 3. Understands the benefits and costs associated with participation in physical activity 4. Understands how to monitor and maintain a health-enhancing level of physical fitness 5. Understands the social and personal responsibility associated with participation in physical activity 2. Movement Forms AISM Physical Education Written Curriculum 2

By the end of each grade, student s uses a variety of basic and advanced movement forms at the high end of their level. Students can demonstrate basic and advanced movements at or above their grade. Standard 1. Uses a variety of basic and advanced movement forms Level Pre-K (Grade Pre-K) 1. Coordinates movements in space to accommodate objects and boundaries 2. Demonstrates a sense of balance (e.g., stands on one foot, walks on a balance beam) 3. Coordinates body movement in a variety of activities (e.g., climbing stairs, walking in different directions, jumping forward, galloping) 4. Demonstrates coordinated movements in kicking, catching, and throwing 5. Coordinates movement with a tempo or rhythm (e.g., marching to music, dancing) 6. Demonstrates strength and control to accomplish a variety of tasks 7. Uses hand-eye coordination to complete tasks (e.g., string beads, do puzzles, copy and trace a variety of figures) 8. Uses manual coordination to control tools (e.g., pencils, crayons, scissors) and manipulate objects (e.g., zippers, buttons, snaps) 3. Motor Skills By the end of their grade, students use movement concepts and principles in the development of motor skills of their level. Standard 2: Uses movement concepts and principles in the development of motor skills AISM Physical Education Written Curriculum 3

Level Pre-K (Grade Pre-K) 1. Not appropriate at this level 4. Benefits and cost of Physical activity By the end their grade, students understand the benefits and costs associated with participation in physical activity at their level or above. Standard 3. Understands the benefits and costs associated with participation in physical activity 5. Level of physical fitness Level Pre-K (Grade Pre-K) 1. Understands the need for exercise By the end their grade, students understand how to monitor and maintain a healthenhancing level of physical fitness at their level or above. Standard 4. Understands how to monitor and maintain a health-enhancing level of physical fitness Level Pre-K (Grade Pre-K) 1. Exercises through play and group games to increase strength, endurance, and flexibility 6. Personal responsibility by physical activity By the end of their grade, students understand the social and personal responsibility associated with participation in physical activity at their level or above. Standard 5. Understands the social and personal responsibility associated with participation in physical activity Level Pre-K (Grade Pre-K) AISM Physical Education Written Curriculum 4

1. Uses equipment (e.g., jungle gym, swings, tricycle) in a coordinated and safe manner II. THE HOW -Teaching Strategies and Methodologies (PE ECE) ü The methods/strategies/best practices ü HOW the students will learn/we will teach Depending on the grade and the level of students, the following teaching strategies and methodologies are used: Direct teaching Teacher feedback III. THE WHETHER - Assessment Methodologies (PE ECE) ü The Assessments used ü How we will know WHETHER the students have learned Observation gathered and recorded through checklist IV. THE SCOPE AND SEQUENCE (PE ECE) ü A timeline of topics/content ü Estimated amount of time - weeks, months, trimesters etc. The physical education program is designed from the results of classroom-based preassessments, MCREL Standards, and on two lessons per week, Trimester Plan timeline program. Students will participate in educational games, cooperative games, fitness games, dance, and educational gymnastics. Some skills are included in all units. AISM Physical Education Written Curriculum 5

Trimester 1 Different movements Personal space How to use equipment is a safe manner Rules and procedures during PE and/or when playing games Standard 2. Uses movement concepts and principles in the development of motor skills. ü Understand the different between fast and slow speeds ü Understand the different between heavy and light weights ü Understand how to balance your body ü Understand how to twist your body Standard 4. Understands how to monitor and maintain a health enhancing level of physical fitness. ü Exercise through play and group games to increase strength, endurance and flexibility. ü Participate in games that involve movement Standard 5. Understands the social and personal responsibility associated with participation in physical activity ü Uses equipment (scooter board, Skippy balls, jump rope, etc) in a coordinated and safe manner ü Follow rules and procedures with little reinforcement ü Understand the social contribution of physical activities (learning to cooperate and interact with others) Trimester 2 What is kicking and how do I kick a ball correctly? What is catching and how do I catch a ball correctly? AISM Physical Education Written Curriculum 6

What is throwing and how do I throw a ball correctly? Standard 1. Uses a variety of basic and advanced movement forms ü Demonstrate coordinated movements in kicking, catching and throwing: Catch a rolled ball Catch a thrown ball with two hands Kick a still ball Kick a rolling ball Kick a ball with some accuracy Throw a ball underhand Throw a ball overhand Throw a ball with some accuracy Standard 2. Uses movement concepts and principles in the development of motor skills ü Understand the critical elements of a variety of basic movement patterns such as throwing, kicking and catching: Understand the ready position in throwing, kicking and catching Understand arm preparation in throwing and catching Understand stepping with the leg opposite of the throwing arm Understand follow-through in throwing Understand the concept of accuracy in throwing, kicking and catching Standard 5. Understands the social and personal responsibility associated with participation in physical activity Understand that there is a reason for rules in games. Understand that the safety of those participating is one reason for rules in games Understand the social contribution of physical activities (learning to cooperate and interact with others) AISM Physical Education Written Curriculum 7

Trimester 3 How do I use two or more movement skills? (Incl locomotor, nonlocomotor, object control or rhythmical skills?) Why is it good to be active? (And having PE) How can I cooperate and interact with my classmates at PE? Standard 1. Uses simple combinations of fundamental movement skills (e.g. locomotor, non-locomotor, object control, body control and rhythmical skills) ü Demonstrate simple combinations of basic movement skills: Locomotor skills (running, skipping, hopping and sliding) Non-locomotor skills (bending, twisting, stretching, turning and lifting) Object control skills (underhand throw, overhand throw, catch, hand dribble, kick and strike) Body control skills (fast, slow running, balance) Rhythmical skills (marching on music, dancing, moving fast/slow on music) Standard 3. Understands the benefits and costs associated with participation in physical activity ü Understand that physical activity has health benefits ü Understand that physical activity can lead to good overall health ü Understand that physical activity can lead to physical endurance 5. Understands the social and personal responsibility associated with participation in physical activity ü Understand that there is a reason for rules in games. ü Understand that the safety of those participating is one reason for rules in games ü Understand that the safety of those who participating is one reason for rules in games ü Understand the social contribution of physical activities (learning to cooperate and interact with others) AISM Physical Education Written Curriculum 8

V. THE RESOURCES (PE ECE) ü The resources used to help teach and enhance student learning Resources are the 'with what' of the curriculum. They constitute resource persons, situations and equipment (e.g. bats, balls, mats, gym, music, video, outside field, cones, nets, goals, etc). INVENTORY GYM/PE ROOM Number Article Explanation PE Office 1 Desk Brown 1 Fan Black 1 Desk chair Black 1 Chair Black Gym 1 Water spencer aftron 1 White board on wheels 2 Goals, small PE Equipment 2 Balance Ball Bleu 3 Balance ball Red 1 Portable radio 41 Badminton birdy's 26 Badminton rackets 2 Badminton net 48 Tennis balls Yellow 20 Hurtles (4 low, 16 higher) 3 Pingpong table 40 Pingpong ball 16 Pingpong bat 29 Jumprope different length and colours 13 Speedcups S1 is a set of 12 cups 8 Mats small for fitness AISM Physical Education Written Curriculum 9

24 Scooters 12 yellow, 12 blue 24 Scooter hockey set 12 yellow sticks, 12 red sticks 2 tether balls one incl rope 4 Basketball net new 1 Parachute small 12 kids 1 Parachute big 25 kids 12 Dodgeball soft, different colours 8 Soccerball 5 Soft rackets for ECE 12 Rackets plastic Different colours 5 Super baseball BAT covert with foam 1 Baseball base set Red 5 Baseball balls White 5 Baseball gloves 6 colour round plates plastic 5 Basketball lether brown 10 Basketball plastic colour Different colours 12 Basketball small Yellow 2 Basketball old lether 10 Basketball old plastic 12 Volleyball official size 12 Volleyball soft Purple/green 4 Volleyball old offical size different colours 1 Volleyball net 2 Frisbee hard plastic 12 Frisbee soft Different colours 23 Flags incl belt 11 red and 12 yellow 32 Bean bags Different colours 12 scoops sets set is 2 scoops 23 Scoops balls /whiffle ball Different colours Atletic AISM Physical Education Written Curriculum 10

2 ball on rope yellow heavy ball 2 bullit plastic red 2 Disk, green plastic 8 Relay stick Different colours 2 foam speer 6 Stopwatch Yellow 2 Flexibility box white 3 Matrasses big 2 Pole big For volleyball 2 Pole small For badminton or high jump 5 Matresses small for gymnastic or battleship 2 half materesses small for gymnastic or battleship 10 hoops small/old different colours 14 Hoops small new rainbow 12 Hoops larg new rainbow 12 Cones, big orange 12 Cones, small orange 20 Cones, small red 20 Cones, orange mark the field low Balls 1 16' PG Red ball plastic 8 `13` Blue ball plastic, 6 10' Red ball plastic 19 8,5' blue, red, yellow ball plastic 4 6 red ball plastic 1 bowling ball yellow 2 Kickball official red 2 Rugby balls soft foam 2 air compressor Old PE store room 12 Basketball old 1 Golfset 4 Soccer balls 2 Volleyballs AISM Physical Education Written Curriculum 11

Physical Education Written Curriculum GRADES 1 and 2 AISM S common definition of curriculum includes: I. The What: The standards/outcomes/benchmarks II. The How: The teaching methodologies/strategies/best practices III. The Whether: The assessments used to measure learning IV. The Scope and Sequence: The Timeline of topics to be taught V. The Resources: Teaching and reference resources used to enhance learning VI. The Unit Plans*: A description of trimester unit plans * Separate Documents I. THE WHAT - McREL Standards (PE Grades 1-2) ü The Standards, outcomes, and benchmarks ü All things that describe WHAT students will learn/be able to do 1. Physical Education By the end of each grade, students understand, uses and are able to demonstrate the 5 MCREL standards as mentioned below of their high level/grades or above. 1. Uses a variety of basic and advanced movement forms 2. Uses movement concepts and principles in the development of motor skills 3. Understands the benefits and costs associated with participation in physical activity 4. Understands how to monitor and maintain a health-enhancing level of physical fitness 5. Understands the social and personal responsibility associated with participation in physical activity AISM Physical Education Written Curriculum 12

2. Movement Forms By the end of each grade, student s uses a variety of basic and advanced movement forms at the high end of their level. Students can demonstrate basic and advanced movements at or above their grade. Standard 1. Uses a variety of basic and advanced movement forms Level I (Grade K-2) 1. Uses a variety of basic locomotor movements (e.g., running, skipping, hopping, sliding) 2. Uses a variety of basic non-locomotor skills (e.g., bending, twisting, stretching, turning, lifting) 3. Uses a variety of basic object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike) 4. Uses simple combinations of fundamental movement skills (e.g., locomotor, non-locomotor, object control, body control, and rhythmical skills) 5. Uses control in weight-bearing activities on a variety of body parts (e.g., jumping and landing using combinations of one and two foot take-offs and landings) 6. Uses control in balance activities on a variety of body parts (e.g., one foot, one hand and one foot, hands and knees, headstands) 7. Uses control in travel activities on a variety of body parts (e.g., travels in backward direction and changes direction quickly and safely, without falling; changes speeds and directions in response to various rhythms; combines traveling patterns to music) 8. Uses smooth transitions between sequential motor skills (e.g., running into a jump) 9. Uses locomotor skills in rhythmical patterns (e.g., even, uneven, fast, and slow) AISM Physical Education Written Curriculum 13

3. Motor Skills By the end of their grade, students use movement concepts and principles in the development of motor skills of their level. Standard 2. Uses movement concepts and principles in the development of motor Level I (Grade K-2) 1. Understands a vocabulary of basic movement concepts (e.g., space, high/low levels, fast/slow speeds, light/heavy weights, twist) 2. Understands terms that describe a variety of relationships wit (e.g., over/under, behind, alongside, through) 3. Uses concepts of space awareness and movement control with basic skills (e.g., running, hopping, skipping) while interactin 4. Understands the critical elements of a variety of basic movem such as throwing (e.g., the ready position, arm preparation, st opposite the throwing arm, follow-through, accuracy of throw 5. Uses feedback to improve performance (e.g., peer/coach revie 6. Understands the importance of practice in learning skills 4. Benefits and cost of Physical activity By the end their grade, students understand the benefits and costs associated with participation in physical activity at their level or above. Standard 3. Understands the benefits and costs associated with participation in physical activity Level I (Grade K-2) 1. Understands the health benefits of physical activity (e.g., good health, physical endurance) AISM Physical Education Written Curriculum 14

5. Level of physical fitness By the end their grade, students understand how to monitor and maintain a healthenhancing level of physical fitness at their level or above. Standard 4. Understands how to monitor and maintain a health-enhancing level of physical fitness Level I (Grade K-2) 1. Engages in basic activities that cause cardiorespiratory exertion (e.g., running, galloping, skipping, hopping) 2. Knows how to measure cardiorespiratory fitness (e.g., listening to heartbeat, counting pulse rate) 3. Knows the physiological indicators (e.g., perspiration, increased heart and breathing rate) that accompany moderate to vigorous physical activity 4. Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, taking weight on hands) 5. Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) 6. Knows how body composition influences physical fitness levels (e.g., proportion of lean body mass to fat body mass) 7. Knows similarities and differences in body height, weight, and shape 6. Personal responsibility by physical activity By the end of their grade, students understand the social and personal responsibility associated with participation in physical activity at their level or above. Standard 5. Understands the social and personal responsibility associated AISM Physical Education Written Curriculum 15

with participation in physical activity Level I (Grade K-2) 1. Follows rules and procedures (e.g., playground, classroom, and gymnasium rules) with little reinforcement 2. Uses equipment and space safely and properly (e.g., takes turns using equipment, puts equipment away when not in use) 3. Understands the purpose of rules in games 4. Understands the social contributions of physical activity (e.g., learning to cooperate and interact with others, having a role in team sports) 5. Works cooperatively (e.g., takes turns, is supportive, assists partner) with another to complete an assigned task 6. Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration) 7. Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity II. THE HOW -Teaching Strategies and Methodologies (PE Grades 1-2) ü The methods/strategies/best practices ü HOW the students will learn/we will teach Depending on the grade and the level of students, the following teaching strategies and methodologies are used: Direct teaching Teacher feedback Peer feedback Self feedback Convergent discovery AISM Physical Education Written Curriculum 16

III. THE WHETHER - Assessment Methodologies (PE Grades 1-2) ü The Assessments used ü How we will know WHETHER the students have learned Observation gathered and recorded through checklist Self assessment Peer assessment in which students are guided to collectively reflect on their experiences, achievements and weakness/deficiencies (small and large groups) Discussions with reflection and time for follow up questionnaires IV. THE SCOPE AND SEQUENCE (PE Grades 1-2) ü A timeline of topics/content ü Estimated amount of time - weeks, months, trimesters etc. The physical education program is designed from the results of classroom-based preassessments, MCREL Standards, and on two lessons per week, Trimester Plan timeline program. Students will participate in educational games, cooperative games, fitness games, dance, and educational gymnastics. Some skills are included in all units. Trimester 1 Different movements and techniques students can know Personal space How to use equipment is a safe manner Rules and procedures during PE and/or when playing games Standard 2. Uses movement concepts and principles in the development of motor skills. ü Understand the different between fast and slow speeds ü Understand the different between heavy and light weights ü Understand how to balance your body ü Understand how to twist your body AISM Physical Education Written Curriculum 17

Standard 4. Understands how to monitor and maintain a health enhancing level of physical fitness. ü Exercise through play and group games to increase strength, endurance and flexibility. ü Participate in games that involve movement Standard 5. Understands the social and personal responsibility associated with participation in physical activity ü Uses equipment (scooter board, Skippy balls, jump rope, etc) in a coordinated and safe manner ü Follow rules and procedures with little reinforcement ü Understand the social contribution of physical activities (learning to cooperate and interact with others) Trimester 2 What is kicking and how do I kick a ball correctly? What is catching and how do I catch a ball correctly? What is throwing and how do I throw a ball correctly? Standard 1. Uses a variety of basic and advanced movement forms ü Demonstrate coordinated movements in kicking, catching and throwing: Catch a rolled ball Catch a thrown ball with two hands Kick a still ball Kick a rolling ball Kick a ball with some accuracy Throw a ball underhand Throw a ball overhand Throw a ball with some accuracy AISM Physical Education Written Curriculum 18

Standard 2. Uses movement concepts and principles in the development of motor skills ü Understand the critical elements of a variety of basic movement patterns such as throwing, kicking and catching: Understand the ready position in throwing, kicking and catching Understand arm preparation in throwing and catching Understand stepping with the leg opposite of the throwing arm Understand follow-through in throwing Understand the concept of accuracy in throwing, kicking and catching Standard 5. Understands the social and personal responsibility associated with participation in physical activity Understand that there is a reason for rules in games. Understand that the safety of those participating is one reason for rules in games Understand the social contribution of physical activities (learning to cooperate and interact with others) Trimester 3 How do I use two or more movement skills? (incl locomotor, nonlocomotor, object control or rhythmical skills?) Why is it good to be active? (and having PE) How can I cooperate and interact with my classmates at PE? Standard 1. Uses simple combinations of fundamental movement skills (e.g. locomotor, non-locomotor, object control, body control and rhythmical skills) ü Demonstrate simple combinations of basic movement skills: Locomotor skills (running, skipping, hopping and sliding) Non-locomotor skills (bending, twisting, stretching, turning and lifting) AISM Physical Education Written Curriculum 19

Object control skills (underhand throw, overhand throw, catch, hand dribble, kick and strike) Body control skills (fast, slow running, balance) Rhythmical skills (marching on music, dancing, moving fast/slow on music) Standard 3. Understands the benefits and costs associated with participation in physical activity ü Understand that physical activity has health benefits ü Understand that physical activity can lead to good overall health ü Understand that physical activity can lead to physical endurance 5. Understands the social and personal responsibility associated with participation in physical activity ü Understand that there is a reason for rules in games. ü Understand that the safety of those participating is one reason for rules in games ü Understand that the safety of those who participating is one reason for rules in games ü Understand the social contribution of physical activities (learning to cooperate and interact with others) V. THE RESOURCES (PE Grades 1-2) ü The resources used to help teach and enhance student learning Resources are the 'with what' of the curriculum. They constitute resource persons, situations and equipment (e.g. bats, balls, mats, gym, music, video, outside field, cones, nets, goals, etc). INVENTORY GYM/PE ROOM Number Article Explanation PE Office AISM Physical Education Written Curriculum 20

1 Desk Brown 1 Fan Black 1 Desk chair Black 1 Chair Black Gym 1 Water spencer aftron 1 White board on wheels 2 Goals, small PE Equipment 2 Balance Ball Bleu 3 Balance ball Red 1 Portable radio 41 Badminton birdy's 26 Badminton rackets 2 Badminton net 48 Tennis balls Yellow 20 Hurtles (4 low, 16 higher) 3 Pingpong table 40 Pingpong ball 16 Pingpong bat 29 Jumprope different length and colours 13 Speedcups S1 is a set of 12 cups 8 Mats small for fitness 24 Scooters 12 yellow, 12 blue 12 yellow sticks, 12 red sticks 24 Scooter hockey set 2 tether balls one incl rope 4 Basketball net new 1 Parachute small 12 kids 1 Parachute big 25 kids 12 Dodgeball soft, different colours 8 Soccerball 5 Soft rackets for ECE AISM Physical Education Written Curriculum 21

12 Rackets plastic Different colours 5 Super baseball BAT covert with foam 1 Baseball base set Red 5 Baseball balls White 5 Baseball gloves 6 colour round plates plastic 5 Basketball lether brown 10 Basketball plastic colour Different colours 12 Basketball small Yellow 2 Basketball old lether 10 Basketball old plastic 12 Volleyball official size 12 Volleyball soft Purple/green 4 Volleyball old offical size different colours 1 Volleyball net 2 Frisbee hard plastic 12 Frisbee soft Different colours 23 Flags incl belt 11 red and 12 yellow 32 Bean bags Different colours 12 scoops sets set is 2 scoops 23 Scoops balls /whiffle ball Different colours Atletic 2 ball on rope yellow heavy ball 2 bullit plastic red 2 Disk, green plastic 8 Relay stick Different colours 2 foam speer 6 Stopwatch Yellow 2 Flexibility box white 3 Matrasses big 2 Pole big For volleyball For badminton or high 2 Pole small jump AISM Physical Education Written Curriculum 22

5 Matresses small 2 half materesses small for gymnastic or battleship for gymnastic or battleship 10 hoops small/old different colours 14 Hoops small new rainbow 12 Hoops larg new rainbow 12 Cones, big orange 12 Cones, small orange 20 Cones, small red 20 Cones, orange mark the field low Balls 1 16' PG Red ball plastic 8 `13` Blue ball plastic, 6 10' Red ball plastic 19 8,5' blue, red, yellow ball plastic 4 6 red ball plastic 1 bowling ball yellow 2 Kickball official red 2 Rugby balls soft foam 2 air compressor Old PE store room 12 Basketball old 1 Golfset 4 Soccer balls 2 Volleyballs AISM Physical Education Written Curriculum 23

Physical Education Written Curriculum GRADES 3, 4 and 5 AISM S common definition of curriculum includes: I. The What: The standards/outcomes/benchmarks II. The How: The teaching methodologies/strategies/best practices III. The Whether: The assessments used to measure learning IV. The Scope and Sequence: The Timeline of topics to be taught V. The Resources: Teaching and reference resources used to enhance learning VI. The Unit Plans*: A description of trimester unit plans * Separate Documents I. THE WHAT - McREL Standards (PE Grades 3-5) ü The Standards, outcomes, and benchmarks ü All things that describe WHAT students will learn/be able to do 1. Physical Education By the end of each grade, students understand, use and are able to demonstrate the 5 MCREL standards as mentioned below of their high level/grades or above. 1. Uses a variety of basic and advanced movement forms 2. Uses movement concepts and principles in the development of motor skills 3. Understands the benefits and costs associated with participation in physical activity 4. Understands how to monitor and maintain a health-enhancing level of physical fitness 5. Understands the social and personal responsibility associated with participation in physical activity 2. Movement Forms AISM Physical Education Written Curriculum 24

By the end of each grade, student s uses a variety of basic and advanced movement forms at the high end of their level. Students can demonstrate basic and advanced movements at or above their grade. Standard 1. Uses a variety of basic and advanced movement forms Level II (Grade 3-6) 1. Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) 2. Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) 3. Uses mature form and appropriate sequence in combinations of fundamental locomotor, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) 4. Uses mature form in balance activities on a variety of apparatuses (e.g., balance board, large apparatus, skates) 5. Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while preventing an opponent from stealing the ball in basketball) 3. Motor Skills By the end of their grade, students use movement concepts and principles in the development of motor skills of their level. Standard 2. Uses movement concepts and principles in the development of motor Level II (Grade 3-6) 1. Uses information from a variety of internal and external sources t performance (e.g., group projects, student journal, self-assessmen coach review) AISM Physical Education Written Curriculum 25

2. Understands principles of practice and conditioning that improve performance 3. Understands proper warm-up and cool-down techniques and reasons for using them 4. Uses basic offensive and defensive strategies in unstructured game environments (e.g., limited rules, modified equipment, small numbers of participants) 4. Benefits and cost of Physical activity By the end their grade, students understand the benefits and costs associated with participation in physical activity at their level or above. Standard 3. Understands the benefits and costs associated with participation in physical activity Level II (Grade 3-6) 1. Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs) 2. Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and physical benefits, challenge and enjoyment) 3. Knows factors that inhibit physical activity (e.g., substance abuse) 4. Knows how to modify activities to be more healthenhancing (e.g.,walking instead of riding, taking the stairs rather than the elevator) 5. Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) 6. Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) AISM Physical Education Written Curriculum 26

5. Level of physical fitness By the end their grade, students understand how to monitor and maintain a healthenhancing level of physical fitness at their level or above. Standard 4. Understands how to monitor and maintain a health-enhancing level of physical fitness Level II (Grade 3-6) 1. Engages in activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at a specified heart rate) 2. Engages in activities that develop and maintain muscular strength (e.g., push-ups, pull-ups, curl-ups, isometric strength activities, jump rope) 3. Engages in activities that develop and maintain flexibility of the major joints (e.g., sit and reach, trunk twists, and arm-shoulder stretches) 4. Knows the effects of physical activity and nutrition on body composition 5. Knows how to monitor intensity of exercise (e.g., heart rate, breathing rate, perceived exertion, and recovery rate) 6. Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility) 7. Knows the characteristics of a healthy lifestyle (e.g., daily health-enhancing physical activity, proper nutrition) 8. Uses information from fitness assessments to improve selected fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition) 9. Participates in moderate to vigorous physical activity in a variety of settings (e.g., gymnastics clubs, community sponsored youth sports) AISM Physical Education Written Curriculum 27

6. Personal responsibility by physical activity By the end of their grade, students understand the social and personal responsibility associated with participation in physical activity at their level or above. Standard 5. Understands the social and personal responsibility associated with participation in physical activity Level II (Grade 3-6) 1. Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations 2. Works in a group to accomplish a set goal in both cooperative and competitive activities 3. Understands the role of physical activities in learning more about others of like and different backgrounds (e.g., gender, culture, ethnicity, and disability) 4. Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) 5. Understands the origins of different sports and how they have evolved II. THE HOW -Teaching Strategies and Methodologies (PE Grades 3-5) ü The methods/strategies/best practices ü HOW the students will learn/we will teach Depending on the grade and the level of students, the following teaching strategies and methodologies are used: Direct teaching Teacher feedback AISM Physical Education Written Curriculum 28

Peer feedback Self feedback Convergent discovery Divergent discovery Student Teams Achievement Divisions (STAD) Team Games Tournament (TGT) III. THE WHETHER - Assessment Methodologies (PE Grades 3-5) ü The Assessments used ü How we will know WHETHER the students have learned Observation gathered and recorded through checklist Self assessment Peer assessment in which students are guided to collectively reflect on their experiences, achievements and weakness/deficiencies (small and large groups) Discussions with reflection and time for follow up questionnaires Formalized fitness and skill testing Teacher made tests based on appropriate criteria IV. THE SCOPE AND SEQUENCE (PE Grades 3-5) ü A timeline of topics/content ü Estimated amount of time - weeks, months, trimesters etc. The physical education program is designed from the results of classroom-based preassessments, MCREL Standards, and on a two-lessons per week Trimester Plan timeline program. Students will participate in educational games, cooperative games, fitness games, dance, and educational gymnastics. Some skills are included in all units. Trimester 1 Unit Plans Different movements: offensive strategies and defensive strategies in games What can I do to improve my motor skills and physical condition? AISM Physical Education Written Curriculum 29

Standard 2. Uses movement concepts and principles in the development of motor skills. ü Understands the basic principles of practice and conditioning ü Understands how practice and conditioning can improve performance ü Use basic offensive strategies in unstructured game environments ü Use basic defense strategies in unstructured game environments Standard 4. Understands how to monitor and maintain a health enhancing level of physical fitness. ü Engage in activities that develop and maintain cardio respiratory endurance, such as timed or distance walk/run ü Engage in activities that develop and maintain cardio respiratory endurance, such as an endurance activity at a specified heart rate ü Engage in activities that develop and maintain muscular strength, such as push ups Standard 5. Understands the social and personal responsibility associated with participation in physical activity. ü Uses equipment (scooter board, Skippy balls, jump rope, etc) in a coordinated and safe manner ü Follow rules and procedures ü Understand the social contribution of physical activities (learning to cooperate and interact with others) ü Work in group to accomplish a set of goal in cooperative activities Trimester 2 Unit Plans Object control skills What is a mature form of: catching, hand dribble, kick and strike, batting and punting Ultimate Frisbee Field hockey Kick ball AISM Physical Education Written Curriculum 30

Standard 1. Uses a variety of basic and advanced movement forms ü Use mature form on object control skills (e.g. underhand and overhand throw, catch, hand dribble, kick and strike, batting, punt, pass) ü Show mature form in underhand and overhand throws ü Show mature form in catching ü Show mature form in hand dribble ü Show mature form in the kick and strike ü Show mature form in batting ü Show mature form in punting Standard 2. Uses movement concepts and principles in the development of motor skills ü Understand the basic principles of practice and conditioning ü Understands how practice and conditioning can improve performance Standard 5. Understands the social and personal responsibility associated with participation in physical activity. ü Understand how to work in a group to accomplish a set goal in cooperative activities ü Work in a group to accomplish a set goal in competitive activities Trimester 3 Unit Plans What are sport specific skills? (in Basketball, Soccer, Softball and Volleyball?) How can I modify activities for good health? How can physical activities help to learn more about others of like and different backgrounds Standard 1. Uses a variety of basic and advanced movement forms AISM Physical Education Written Curriculum 31

ü Use basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove, dig (an underarm pass made with the forearms) and set (an overhead pass made with the hands) by volleyball) ü Show a mature form of chest pass and bounce pass during Basketball ü Show a mature form of soccer dribble during Soccer ü Show a mature form of catching a softball with a glove during Softball ü Show a mature form of a dig and a set during Volleyball. Standard 3. Understands the benefits and costs associated with participation in physical activity. ü Understand that many activities can be modified to be more health-enhancing ü Understand that one can walk instead of ride in a car to enhance health ü Understand that one can take the stairs instead of the elevator to enhance health Standard 5. Understands the social and personal responsibility associated with participation in physical activity. ü Understand the role of physical activities in learning more about others of like and different backgrounds (e.g., gender, culture, ethnicity, and disability) ü Understand that physical activities allow one to learn about people of the same and opposite gender ü Understand that physical activities allow one to learn about people from same and differing cultural backgrounds ü Understand that physical activities allow one to learn about people of same and differing ethnicities ü Understand that physical activities allow one to learn about people of same and differing abilities AISM Physical Education Written Curriculum 32

V. THE RESOURCES (PE Grades 3-5) ü The resources used to help teach and enhance student learning Resources are the 'with what' of the curriculum. They constitute resource persons, situations and equipment (e.g. bats, balls, mats, gym, music, video, outside field, cones, nets, goals, etc). INVENTORY GYM/PE ROOM Number Article Explanation PE Office 1 Desk Brown 1 Fan Black 1 Desk chair Black 1 Chair Black Gym 1 Water spencer aftron 1 White board on wheels 2 Goals, small PE Equipment 2 Balance Ball Bleu 3 Balance ball Red 1 Portable radio 41 Badminton birdy's 26 Badminton rackets 2 Badminton net 48 Tennis balls Yellow 20 Hurtles (4 low, 16 higher) 3 Pingpong table 40 Pingpong ball 16 Pingpong bat 29 Jumprope different length and colours 13 Speedcups S1 is a set of 12 cups 8 Mats small for fitness AISM Physical Education Written Curriculum 33

Physical Education Written Curriculum UPPER SCHOOL (GRADES 6-9) AISM S common definition of curriculum includes: I. The What: The standards/outcomes/benchmarks II. The How: The teaching methodologies/strategies/best practices III. The Whether: The assessments used to measure learning IV. The Scope and Sequence: The Timeline of topics to be taught V. The Resources: Teaching and reference resources used to enhance learning VI. The Unit Plans*: A description of trimester unit plans * Separate Documents I. THE WHAT - McREL Standards ü The Standards, outcomes, and benchmarks ü All things that describe WHAT students will learn/be able to do 1. Physical Education By the end of each grade, the upper school students understand, uses and are able to demonstrate the 5 MCREL standards as mentioned below of their high level/grades or above. 1. Uses a variety of basic and advanced movement forms 2. Uses movement concepts and principles in the development of motor skills 3. Understands the benefits and costs associated with participation in physical activity 4. Understands how to monitor and maintain a health-enhancing level of physical fitness 5. Understands the social and personal responsibility associated with participation in physical activity 2. Movement Forms By the end of each grade, student s uses a variety of basic and advanced movement forms at the high end of their level. Students can demonstrate basic and advanced movements at or above their grade. AISM Physical Education Written Curriculum 36

Standard 1. Uses a variety of basic and advanced movement forms Level II (Grade 3-6) 1. Uses mature form in object control skills (e.g., underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike, batting, punt, pass) 2. Uses basic sport-specific skills for a variety of physical activities (e.g., basketball chest pass, soccer dribble, fielding a softball with a glove) 3. Uses mature form and appropriate sequence in combinations of fundamental locomotors, object control, and rhythmical skills that are components of selected modified games, sports, and dances (e.g., combining steps to perform certain dances; combining running, stopping, throwing, shooting, kicking for sideline soccer) 4. Uses mature form in balance activities on a variety of apparatuses (e.g., balance board, large apparatus, skates) 5. Uses beginning strategies for net and invasion games (e.g., keeping object going with partner using striking pattern, placing ball away from opponent in a racket sport, hand and foot dribble while AISM Physical Education Written Curriculum 37

Level III (Grade 7-8) Level IV (Grade 9-12) preventing an opponent from stealing the ball in basketball) 1. Uses intermediate sportspecific skills for individual, dual, and team sports 2. Uses intermediate sportspecific skills for dance and rhythmical activities 3. Uses intermediate sportspecific skills for outdoor activities 1. Uses advanced sport-specific skills in selected physical activities (e.g., aquatics, dance, outdoor pursuits, individual, dual, and team sports and activities) 2. Uses skills in complex rather than modified versions of physical activities (e.g., more players or participants, rules and strategies) 3. Motor Skills By the end of their grade, students use movement concepts and principles in the development of motor skills of their level. Standard 2. Uses movement concepts and principles in the development of motor skills Level II (Grade 3-6) 1. Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) 2. Understands principles of practice and conditioning that improve performance AISM Physical Education Written Curriculum 38

3. Understands proper warm-up and cool-down techniques and reasons for using them 4. Uses basic offensive and defensive strategies in unstructured game environments (e.g., limited rules, modified equipment, small numbers of participants) Level III (Grade 7-8) 1. Understands principles of training and conditioning for specific physical activities 2. Understands the critical elements of advanced movement skills (e.g., such as a racing start in freestyle swimming) 3. Uses basic offensive and defensive strategies in a modified version of a team and individual sport 4. Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) Level IV (Grade 9-12) 1. Understands biomechanical concepts that govern different types of movement (e.g., gymnastics skills) 2. Understands how sport psychology affects the performance of physical activities (e.g., the effect of anxiety on performance) 3. Understands the physiological principles governing fitness maintenance and improvement (e.g., overload principle, law of specificity) 4. Uses offensive and defensive strategies and appropriate rules for sports and other physical activities 4. Benefits and cost of Physical activity By the end their grade, students understand the benefits and costs associated with participation in physical activity at their level or above. Standard 3. Understands the benefits and costs associated with participation in physical activity Level II (Grade 3-6) 1. Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs) 2. Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and AISM Physical Education Written Curriculum 39

5. Level of physical fitness physical benefits, challenge and enjoyment) 3. Knows factors that inhibit physical activity (e.g., substance abuse) 4. Knows how to modify activities to be more health-enhancing (e.g.,walking instead of riding, taking the stairs rather than the elevator) 5. Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) 6. Understands activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) Level III (Grade 7-8) 1. Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) 2. Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) Level IV (Grade 9-12) 1. Understands factors that impact the ability to participate in physical activity (e.g., type of activity, cost, available facilities, equipment required, personnel involved) 2. Understands how various factors (e.g., age, gender, race, ethnicity, socioeconomic status, and culture) affect physical activity preferences and participation 3. Understands the potentially dangerous consequences and outcomes of participation in physical activity (e.g., physical injury, potential conflicts with others) By the end their grade, students understand how to monitor and maintain a healthenhancing level of physical fitness at their level or above. AISM Physical Education Written Curriculum 40