Grade 7: 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, describe, and follow the rules, routines, and procedures of safety in a variety of activities and in all movement categories
identify and demonstrate positive behaviours that show respect for individuals' potential, interests, and cultural backgrounds
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
describe the leadership skills used while participating in physical activity
identify the knowledge and skills required to qualify for specific careers related to physical activities

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

Students demonstrate positive skills related to personal and social teamwork, leadership, effective communication, fair-play behaviours, and problem-solving. By participating safely in a variety of activities from all movement categories, students develop their interests and self-confidence.

Strategies:

Review safety procedures and routines (e.g., stop-and-go signals; listening positions; following directions; change room procedures; emergency procedures; equipment collection, distribution, and safe set-up; partner work; spotting; sharing equipment).
Have a variety of guests speak on safety issues in their fields.
Review fair-play rules and behaviours.
Have students provide positive feedback on performance and behaviour to their peers during student presentations.
In small groups or as a class, have students list ways to show respect for others.
Have students list activities they enjoy participating in, and discuss how this develops self-confidence.
Discuss and demonstrate a variety of co-operative working organizations, such as partners, small groups, or group games working with movement challenges.
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.
Invite guest speakers to discuss careers related to physical activity and the skills required for that career.
Have students assume a leadership role at various times (e.g., equipment monitor, team leader).
Have students officiate and organize activities or stations and equipment.
Have students work with students from Kindergarten to Grade 3 to teach them motor skills and activities.
Use a buddy system to assist students with disabilities.
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

You may find the reference set Evaluating Group Communication Skills Across Curriculum helpful in assessing some of the outcomes.
Use the Student Responsibility Scale in Appendix D to collect information about the personal and social responsibility students demonstrate during physical education. Give students copies of the scale so they can monitor their own behaviour. You may wish to have them keep a daily record of a self-ratings and peer ratings.
Have students working in teams design a research project on positive behaviours that show respect for the potential, interests, and cultural backgrounds of others. Students may choose to observe and record data at school, in a community setting, or in the media. The data sheets could record the people involved, the actions that showed respect, and the place, time, and other relevant information. In their report, students could include:
- a list of the positive incidents they recorded
- three things they learned or noticed
- one thing that surprised them
- something they wondered about
In assessing their reports, look for evidence that students recognize positive behaviours and are able to draw conclusions or make generalizations.

Recommended Learning Resources

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Maintained by: Physical Education Coordinator

Revised: March 1996

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