Preface: Using This Integrated Resource Package

Implementation of Physical Education K to 7 will begin in October 1995. This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the program.

The Introduction

The Introduction provides general information about Physical Education K to 7, including special features and requirements. It also provides a rationale for the subject--why physical education is taught in B.C. schools--and an explanation of the curriculum organizers.

The Physical Education K to 7 Curriculum

The provincially prescribed curriculum for Physical Education K to 7 is structured in terms of curriculum organizers . The main body of this IRP consists of four columns of information for each organizer. These columns describe:

provincially prescribed learning outcome statements for Physical Education K to 7
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher.

Appendix A contains a listing of the prescribed learning outcomes for the curriculum arranged by curriculum organizer and by grade.
Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appendix will be updated.
Appendix C outlines the cross-curricular screens used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of the IRP.
Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Curriculum outcomes have been used as the source for examples of criterion-referenced evaluations.
Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.
Appendix F contains a glossary of terms specific to the physical education curriculum.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Grade K-1: Active Living

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Internal links to each
section of the document

Prescribed Learning Outcomes

Prescribed Learning Outcomes

It is expected that students will:

participate regularly in short periods of vigorous activity with frequent rest intervals
demonstrate behaviours that indicate interest and enjoyment in physical activity
identify the importance of physical activity
identify the parts of the human body
identify the changes that take place in the body during physical activity
identify good nutritional habits
move safely and sensitively through all environments

To view the prescribed learning outcomes for Active Living in other grades click on an icon below.

Navigational Links to similar sub-organizers

Suggested Instructional Strategies

Suggested Instructional Strategies

By participating throughout the year in a variety of activities from all movement categories, children learn to appreciate and value active living. Children in grades K to 1 are encouraged to participate enthusiastically and to be aware of how their body moves in different environments.

Strategies

Have students participate in activities that name body parts, (e.g., Simon Says, people-to-people).
Have students explore playing areas at the school (e.g., adventure playground, fields).
Discuss the changes that take place in the body during physical activity (e.g., breathing and heart rates increase, body temperature rises).
Outside on a sunny day, play Shadows, and notice how different body parts move.
Have students look at food pictures (or their snacks) and identify healthy foods.
Discuss how healthy foods provide energy, and have students identify three good nutritional habits.
Plan trips to natural settings during different seasons (e.g., park, hiking trail).
Safely explore possible physical activities in the outdoors (e.g., jog, walk, build snow forts).
Have students write or draw in their journals about physical activities they enjoy.
Have students prepare individual or group calendars charting their physical activities at recess, lunch, and after school. Discuss what is considered to be a physical activity.
Have students bring activities played at home to share with others.

Suggested Assessment Strategies

Suggested Assessment Strategies

As children engage in various physical activities, look for evidence that students are participating.
Look for evidence that they are enjoying the physical activities. (e.g., Do they say: "Is there outdoor play today?" "Do we get to go to the gym today?")
Have students keep track of their physical activities daily, both at home and at school. Using an individual calendar, have them draw pictures of their physical activities each day. Use a group calendar to record whole-class activities. At the end of the month, have students record or describe one or two of the following:
- To help make me physically healthy, I spent most of my time . . . .
- To help develop our healthy bodies, we spent most of our time . . . .
- I enjoyed ____(draw or write the activity) the most because . . . .
As students talk about their pictures, listen for evidence that they are enjoying participating in the physical activities.
To assess children's understanding of nutritional food, have them draw on small squares of paper the nutritious parts of their lunches. Create a graph, and tally the number of items from each food group. Notice the extent to which students can identify healthy foods.