Grade 8 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
demonstrate self-confidence while participating in physical activity
demonstrate appropriate social behaviour while working co-operatively in group activities
demonstrate etiquette and fair play
identify the relationship between physical activity and the development of self-esteem
identify and demonstrate positive behaviours that show respect for individuals' potential, interests, and cultural backgrounds
describe and apply leadership skills related to physical activity
identify the knowledge, skills, and personal attributes required to qualify for specific careers related to physical activity

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 identify and demonstrate positive personal and social behaviours (e.g., teamwork, co-operation, leadership, fairness). Students develop self-confidence, self-esteem, and problem-solving ability by participating in activities that enhance their skills, and they show respect for the varied interests, potential, and cultures of others. Students also gain information regarding career opportunities related to physical activity.

Strategies

With the students, establish safety procedures related to equipment use, set-up and take-down, and emergency situations.
Have students create posters that highlight positive behaviours or fair-play rules.
As a whole class or in small groups, generate a list of appropriate social behaviours (e.g., sharing equipment, passing to team members, offering to assist others).
Discuss rules, safety considerations, and etiquette appropriate for specific activities in each movement category.
Discuss how health relates to work and to qualifying for a job.
Arrange field trips to community or fitness centres or invite guest speakers who present a variety of non-traditional role models, and have students research careers related to physical activity.
Have students prepare a video presentation or slide show advertising a career related to physical activity.
Have students design a career wheel poster with a physical activity in the centre, showing how that activity relates to a wide range of jobs and professions.
Discuss the emotional and physical damage and risks associated with sports and fitness stereotypes. (e.g., "Girls aren't strong," "Jocks aren't smart.")

Suggested Assessment Strategies

Teachers may find the reference set Evaluating Group Communication Skills Across Curriculum helpful in assessing some outcomes.
The Student Responsibility Scale (see Appendix D) may be used for self-, peer, and teacher assessments. Teachers may wish to incorporate this scale into their formal or informal reporting.
In pairs or small groups, students prepare and present a safety demonstration as each sport or activity is introduced throughout the course. Each student participates in at least one demonstration during the course. Students are responsible for obtaining peer feedback to assess the success of their demonstrations. Teachers may also choose to assess their work.
Students choose a sport or activity they are interested in and another that offers a strong contrast (e.g., wrestling and tennis, football and cricket). Students work in pairs; each choose a sport or activity; identify the expectations and rules that govern etiquette and fair play; then make a chart showing differences and similarities. Individual and dual activities could be compared to team activities. As a summary, have students comment on and account for some of the key differences in sports or activities and draw one or two conclusions or generalizations about fair play and etiquette. Criteria might include:
- rules and expectations for fair play and etiquette are complete and accurate
- appropriate identification of similarities and differences
- understanding the factors that affect ideas of fair play/etiquette
- recognition of the underlying principles that generalize across sports and activities

Recommended Learning Resources

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Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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