Grade 10 Personal and Social Responsibility

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

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 while participating in physical activity
demonstrate appropriate social behaviour while working co-operatively with others
demonstrate etiquette and fair play
identify and demonstrate positive behaviours that indicate respect for individuals' potential, interests, and cultural backgrounds
apply leadership skills related to physical activity
identify existing careers or potential entrepreneurial ventures in the community related to physical activities

To view the prescribed learning outcomes for Personal and Social Responsibility in other grades click on an icon below.

Suggested Instructional Strategies

While participating in a variety of activities, students demonstrate positive personal and social behaviours as well as apply leadership skills, teamwork, and problem-solving skills. Students may gather information about career opportunities related to physical activity for their student learning plan, and identify the benefits of activity for lifelong health and well-being.

Strategies

Review and reinforce rules, routines, and safety issues.
Have students videotape one or two activity classes and record incidents in which safely procedures were followed.
Have students list ways to show respect for others in terms of cultural, physical, and intellectual differences, and so on.
Have students create a poster that lists co-operative or fair-play behaviours.
Have students list their personal attributes and abilities, and discuss how everyone's potential and interests vary.
Review etiquette and fair-play rules using posters or handouts.
Have students assume responsibilities such as leading groups, working with ESL students, using a buddy system, monitoring equipment, officiating, and working with students with disabilities.
Discuss how health relates to work life, qualifying for a job, and reducing illness and time away.
Have students identify their potential for entrepreneurial community ventures related to health, sports, dance, leisure, or community activities.

Suggested Assessment Strategies

The Student Responsibility Scale (see Appendix D) may be used by students, peers, or teachers to assess daily effort and participation. Teachers may prefer to use the scale as a model; then have students develop their own class, group, or individual scales.
Use the reference set Evaluating Group Communication Skills Across Curriculum to assess students' social behaviour. You may wish to videotape groups as they work together in the classroom or gymnasium, and have them use the reference set charts to focus a discussion of their group behaviours.
Students identify two jobs or careers that currently interest them. They research and analyse each in terms of physical requirements and develop a list of skills and attributes needed. They should include attributes that students may not immediately consider, such as high concentration (i.e., ability to sustain mental effort over a long period of time). Students write a report that assesses their current suitability for each job in terms of the qualities listed, and analyse how they might improve the physical skills that would enable or enhance their performance of these jobs. Assessment criteria might include a complete, accurate list of requirements, realistic self-assessment, and logical analysis.

Recommended Learning Resources

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Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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