Grades K to 1: 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:

show a willingness to listen to directions and simple explanations
use safe behaviours when responding to simple movement tasks
demonstrate self-confidence while participating in activities from different movement categories
stay on-task when participating in physical activity
display a willingness to work with others
identify different roles in a variety of physical activities
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

Students should demonstrate an understanding of the importance of a safe, positive, and nurturing learning environment that allows all students to develop positive attitudes and meet their potential through appropriate participation.

Strategies:

With the students, establish safety procedures and routines for various work areas (e.g., adventure playground, field, classroom, gymnasium, park).
Model and demonstrate safe ways to move and use equipment.
Identify efficient ways to distribute and collect equipment.
Have students identify personal and general work spaces and their responsibilities when working in these spaces (e.g., stop-and-go signals, staying on-task, working with a partner).
Provide positive feedback and highlight student performances.
Have students observe each other and provide positive feedback, identifying how to be a good audience.
In a journal or class discussion, have students identify co-operative behaviour (e.g., how to listen, share with others, lead, follow).
Have students participate in a variety of co-operative activities, creative games, or challenges (e.g., parachute activities).
Use magazine pictures, or have students draw their out-of-school activities and their school or home chores. Discuss the links between leisure (fun activities) and work.

Suggested Assessment Strategies

Help students develop criteria for creating a safe, positive, and nurturing learning environment. Have students collect evidence of a safe, positive environment during movement activities. Ask students to record evidence in a specific area (e.g., listening, safety, co-operation, inclusion) either at a specified point in the activity or after the activity. You may choose to record research data on a 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. Listen as children record the data. Look for evidence that students are able to collect evidence of a safe, positive environment. Notice to what extent students can identify positive behaviours. Ask students questions such as: "How did you approach the task?" "Why did you do it that way?"
Have students complete an activity wheel by drawing active things they like to do in their leisure time and in their work time. Notice to what extent students are able to identify the difference between work and leisure activities.
Note your observations in the following areas:
- co-operation with others
- listening to directions and explanations
- recognition of personal space and safety procedures
- recognition of appropriate behavior
- degree of responsibility when given a specific role or job
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

Moving to Inclusion

Table of Contents

Maintained by: Physical Education Coordinator

Revised: March 1996

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