Grades 2 to 3: Personal and Social Responsibility

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate the ability to listen to directions, follow rules and routines, and stay on-task while participating in physical activity
• demonstrate safe behaviours when participating in physical activity
• demonstrate self-confidence while participating in activities from different movement categories
• display a willingness to share ideas, space, and equipment when participating co-operatively with others
• accept responsibility for assigned roles while participating in physical activity
• display a willingness to work with others of various abilities, interests, and cultural backgrounds
• identify the links between work and leisure

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

Suggested Instructional Strategies

Strategies:

• Discuss and review safety procedures and routines used in the classroom (e.g., equipment distribution and collection, listening positions).
• Provide opportunities and encouragement that develop self-confidence and enable students to accept a variety of challenges.
• Have students perform movement sequences for partners, small groups, and large groups (e.g., parents, older students, younger students).
• Enhance the learning environment by encouraging acceptance of varying student potentials and interests.
• Provide a variety of activities, and acknowledge varying ability levels, interests, and cultural backgrounds.
• Provide teacher models of placing value on effort.
• Create opportunities for students to take on different roles and organizations (e.g., leading, following, group member).
• Use student performance as an opportunity to discuss appropriate attitudes and behaviours (e.g., working on-task, demonstrating appropriate audience behaviour, giving positive feedback).
• Discuss leisure activities in the community and how to become involved.
• Identify careers in leisure activities in the community.
• Invite guest speakers and sport personalities to describe the attributes and qualities required in specific professions related to physical activity.

Suggested Assessment Strategies

• Help students develop criteria for creating a safe, positive, and nurturing learning environment by listing how this would look and sound during a physical activity. Record their responses on a chart.
• Have students collect evidence of a safe, positive environment during movement activities. Focus the data collection by asking students to record evidence in a specific area (e.g., safe use of equipment, awareness of general and personal work spaces, co-operation). Have students collect evidence as they observe, talk, and interact with others, and record it on an evidence collection sheet.
• Record student researcher data on the chart, connecting the evidence with the criteria. For example, Including Others may be listed on the chart. If students found evidence that showed inclusion, record it beside the comment. It may sound like this: "I noticed Fenida asking Tina if she wanted to help look after the lunch hour equipment." Ask students to identify the category and explain the reason for their choice. Listen as they record the data. Notice the extent to which students are able to collect evidence and identify positive behaviours.
• After students have completed the data collection, ask students what they found out, what surprised them, what they decided to do, and what they would do differently next time.
• The Student Responsibility Scale in Appendix D can be used for day-to-day observations and will be helpful in assessing the outcomes in this organizer.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• Canada's Food Guide to Healthy Eating (Revised)
• The Canadian Active Living Challenge
• Fair Play - It's Your Call
• Fun 'n Motion: Helping Girls & Young Women Set Goals for Lifelong Physical Activity!
• Gender Equity through Physical Education
• Inclusion of Students with Special Needs in Physical Education
• Lost in the Woods: Child Survival
• A Quality Approach to Primary Physical Education: A Resource Guide for Teachers
• Self Esteem, Sport and Physical Activity (CAAWS)
• Sports First-Aid: A Guide to Sport Injuries
• Teaching Children Physical Education
• Team Building through Physical Challenges
• Towards Gender Equity for Women in Sport: A Handbook for National Sport
• Watersafe

• Bicycle Safety: Zone of Danger
• Lost in the Woods

• Moving to Inclusion

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: March 1996

Ministry of Education Home Page