Grade 4: 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:

identify and follow rules, routines, and procedures of safety in a variety of activities from all movement categories
demonstrate self-confidence while participating in physical activity
identify and demonstrate etiquette and fair play
select and assume responsibility for assigned roles while participating in physical activity
identify and demonstrate positive behaviours that show respect for individuals' potential, interests, and cultural backgrounds
identify 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

Student participation increases when their interests and confidence levels are considered. This allows students to develop positive personal and social attitudes to meet their own potential, while helping others to achieve theirs.

Strategies:

Establish safety procedures and routines for the classroom (e.g., start-and-stop signals, listening positions, change room routines).
Have a variety of guests speak on safety issues in their fields.
Discuss emergency procedures used during earthquake and fire drills.
Identify procedures for distributing and collecting equipment using monitors or group leaders.
Have students participate in co-operative activities (e.g., using a parachute, creating movement sequences).
Generate a list of fair-play rules by brainstorming words related to being a good sport (e.g., respectful, co-operative, honest, thoughtful).
Have students provide positive feedback to their peers on their performance and behaviour during presentations.
Have students perform routines for partners and for small and large groups, and highlight positive aspects.
Have students list ways to show respect and appreciation for others and their work.
Discuss leisure activities available in the community (e.g., YM/YWCA, community centre, sports programs) and associated careers and qualifications.
Discuss how health relates to work life, qualifying for a job, and reducing illness and time away.
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

With students, negotiate criteria for the following categories:
- following rules, routines, and safety procedures
- etiquette and fair play
- including others
Have students collect evidence of the three categories during movement activities by observing, talking to, and interacting with others, and record the results on a thinking paper. Record the results on a class chart, connecting the evidence with the criteria. For example, if students found evidence that showed including, record it beside the comment. It may sound like this: "I heard Kayla asking Sarbjeet if she wanted to be an equipment monitor with her." Ask students to identify the category, and explain the reason for their choice.
After students have completed the data collection, ask them about what they found out, what surprised them, and what they would do differently next time. Have students record their responses in their journals or learning logs.
The Student Responsibility Scale in Appendix D can be used for day-to-day observation and will be helpful in assessing the outcomes in this organizer.

Recommended Learning Resources

Print Material

Video

Multimedia

Table of Contents

Maintained by: Physical Education Coordinator

Revised: March 1996

Ministry of Education Home Page