Grade 6: 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:

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

Students demonstrate an understanding of the importance of a safe, positive, and empowering learning environment. Students develop positive attitudes that allow them to meet their own potential and help others to achieve their goals. Activities connected to the community and careers reinforce teamwork, problem-solving, leadership, and effective communication.

Strategies:

Review safety procedures and routines (e.g., stop-and-go signals, change room and emergency procedures).
Have a variety of guests speak on safety issues in their fields.
Assign monitors for equipment collection, distribution, and set-up.
Have students practise correct spotting techniques with a partner, and discuss how to establish trust in co-operative activities.
Review fair-play rules and etiquette required in specific activities.
Have students provide encouragement and positive feedback to their peers.
Discuss with students the importance of assessing their own abilities in a given situation to avoid unnecessary risks.
Highlight student performances with positive feedback, and discuss the qualities of a good audience.
Discuss and demonstrate how everyone can be successful by adapting or modifying activities, thus respecting each student's potential and interests.
Have students list ways to show respect for others and what factors contribute to the development of self-confidence and self-esteem.
Have students create co-operative challenges (e.g., throwing and catching, parachute activities).
Discuss leisure activities available in the community (e.g., YM/YWCA, community centre, sports programs).
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

The Student Responsibility Scale in Appendix D can be used for day-to-day observations. You may also find the reference set Evaluating Group Communication Skills Across Curriculum helpful in assessing some of the outcomes.
For each new activity, have partners or a small group present a safety demonstration. As part of the demonstration, have students gather feedback to determine whether or not their classmates understand and recall key information. You may choose to assess the demonstration for features such as clear presentation, and accurate, relevant, and complete information.
Have students, in pairs or small groups, develop a plan for a safety audit of a playground or community activity (e.g., swimming pool, skating rink) and prepare a report. Their reports could include suggestions for improving the safety of participants. In assessing their reports, look for evidence that they:
- recognized risks associated with the activity
- identified important safety rules and procedures
- made connections between the risks and rules identified, and the behaviours observed
- offered logical and practical suggestions for enhancing safety
To assist a student with self-assessment, provide prompts for learning logs or journals, such as:
- Today in the gym I helped another student by . . . .
- Today in the gym I helped the teacher by . . . .
- Today in the gym I showed co-operation by . . . .
- Today in the gym I Tomorrow in gym my goal is to . . . .

Recommended Learning Resources

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Video

Multimedia

Table of Contents

Maintained by: Physical Education Coordinator

Revised: March 1996

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