Grade 5: 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 etiquette and fair play
demonstrate self-confidence while participating in physical activity
identify and demonstrate positive behaviours that show respect for individuals' potential, interests, and cultural backgrounds
select and assume responsibility for various roles while participating in physical activity
identify and describe careers related to physical activity

To view the prescribed learning outcomes for Personal and Social Responsibility
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Suggested Instructional Strategies

Movement activities and challenges in a safe, nurturing environment help students develop self-confidence and self-esteem. Personal and social skills are developed through participating in a variety of activities from all movement categories. Students explore career opportunities in sports, health, and recreation.

Strategies:

Have students demonstrate safety procedures and routines for entering and exiting play areas, stop-and-go signals, change room procedures, staying on-task, spotting, sharing equipment, and so on.
Have a variety of guests speak on safety issues in their fields.
Generate a list of fair-play rules by brainstorming words related to being a good sport (e.g., respectful, co-operative, honest, thoughtful).
Discuss risk taking and the factors that must be considered before trying a new activity or skill.
Have students perform routines for partners and for small and large groups, and highlight positive aspects.
Have students list the ways to show respect for others, and identify rules of etiquette for various activities.
Discuss leisure activities available in the community (e.g., YM/YWCA, community centre, sports programs) and careers and qualifications related to these areas.
Discuss how health relates to work life, qualifying for a job, and reducing illness and time away.
Have students discuss how teamwork and problem-solving skills gained from participating in physical activity are important life skills that are needed to be successful.
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

In class, have students brainstorm careers related to physical activity. Have students write about what life might be like for a person who has chosen one of those careers. Students could interview people at school, at home, or in the community whose careers relate to physical activity. Develop a list of interview questions with students so they have a framework. Notice the extent to which students are able to apply and extend what they have learned, and whether they appear to need additional modelling or guided practice.
Have peers evaluate career presentations using the following frames:
- The part that is clearest to me is . . . .
- I'm confused about the part that . . . .
- A question I would like to ask you is . . . .
- The most important thing I learned about the career you presented was . . . .
- Your presentation makes me think of a time when . . . .
Observe students in a variety of activities. Look for evidence that students:
- give others equal chances to participate
- show respect for officials and opponents
- play by the rules
- maintain self-control
- work as a team
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

Video

Multimedia

Table of Contents

Maintained by: Physical Education Coordinator

Revised: March 1996

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