3. CURRICULAR FEATURES
• Develop the fitness and health of the
learners.
• Provide experiences in physical activities.
• Instill active lifestyle habits for lifelong
fitness.
GOAL AND
OBJECTIVES
4. Art. 14, Sec.19. The
State shall promote
physical education…for
a healthy and alert
citizenry.
5. Five learning strands:
•Body management
•Movement skills
•Games and sports
•Rhythms and dance
•Physical fitness
CONTENT
6. III. Games and Sports
1. Lead-up
2. Traditional
3. Indigenous
4. Competitive
II. Rhythms and Dance
1. Folk
2. Indigenous
I. Body Management 3. Social
1. Body awareness 4. Other dance forms
2. Space awareness
3. Movement qualities III. Fitness
4. Movement relationships 1. Testing
2. Exercises
3. Fitness-related
II. Movement Skills
activities
1. Locomotor
2. Non-locomotor
7. In the early grades the child is
taught the ‘what’ and ‘how’ of
movement.
K to Grade 3: Develop a repertoire of movements
that can be performed alone, with a partner, and
with a group; movements performed with
greater variety in terms of rate, direction and
levels, and therefore enhanced proficiency.
8. This progresses to an understanding of the
‘why’ of the movement: develop more
mature movement patterns (exercises,
sports and dance) to specifically enhance
the fitness parameters.
Grades 4-6: Understand the exercise principles
and conduct fitness assessments to identify
areas of improvement; demonstrate a wider
repertoire of sports and dance skills along with
specific fitness parameters.
9. The learner builds on this knowledge and
skills in order to integrate these physical
activities (exercise, sports and dance) into
one’s lifestyle.
Grades 7-10: Deepen one’s understanding of the
exercise principles and fitness assessments;
correct oneself and others during a performance
(self-regulation); acquire greater proficiency in
exercise, sports and dance and develop active
lifestyle habits (self-directed).
10. Strands K–3 4–6 7 – 10
The learner The learner The learner
demonstrates demonstrates demonstrates
understanding of understanding of understanding of
movement principles in integrating physical
concepts and skills movement, fitness activity behaviors in
in preparation for active and health achieving a healthy
participation in various for active participation lifestyle.
physical activities. in various physical
activities.
Body
Management
Movement
Skills
Physical
Fitness
Games and
Sports
Rhythms and
Dance
11. Curricular emphasis:
•Know the ‘what’ , ‘how‘ and ‘why’ of
movement, exercise, sports and dance
•Understand how the body responds,
adjust and adapts to physical activities
•Become self-regulated and self-
directed learners
12. This learning
module will
MODULE Fitness allow me to
ONE understand
what fitness is
all about and
use what I know
OVERVIEW to achieve a
desirable level
of fitness.
13. This learning module will
allow me to learn the
fundamental skills of Arnis.
MODULE Self- and peer evaluation will
TWO Arnis be used to monitor my
progress and check how
proficient I have become.
As the lessons progress, my
fitness level will also be
OVERVIEW monitored.
Appropriate warm-up,
stretching and cool-down
exercises will be routinely
performed .
14. I will be learning about the
proper running technique
and acquire proficiency in it
through appropriate running
MODULE
THREE
Running drills.
Self- and peer evaluation
will be used to monitor my
progress and check how
proficient I have become.
As the lessons progress, my
OVERVIEW fitness level will also be
monitored.
Appropriate warm-up,
stretching and cool-down
exercises will be routinely
performed .
15. This learning module will tackle
local or indigenous dances of
ethnic groups or those found in a
given locality. I will be able to
MODULE Rhythms describe the nature,
FOUR and Dance characteristics and fundamental
skills of these dances which
originate from the various regions
of our country. Through this, I will
gain a better understanding of
OVERVIEW their socio-cultural context in
terms of their meaning and values.
Besides developing cultural
awareness, the module will focus
on how folk dancing as a physical
activity can contribute to the
development of one’s fitness.
16. Acquire learning and life skills:
•Self- and task-management (self-monitoring
and self-directed)
•Critical and creative thinking
•Interpersonal skills
•Civic responsibility of positively influencing
others
How PE will contribute to the achievement
of the K to 12 curricular goal of acquiring
21st century skills.
17. TEACHING APPROACH
Effective teaching is the result of:
•Carefully planned and organized
learning experiences,Learning Experiences:
A. Lessons
•Teacher’s ability
1. Logical sequence of units of
instruction
2. Daily lesson plan
3. Meaningful activity
4. Efficient use of time
5. Maximum learning
opportunities
B. Learners
1. Past experiences
2. Readiness to learn
3. Ability levels
4. Materials
18. Assessment and Evaluation
•Performance assessments
•Formative and summative assessments
•Self- and peer-evaluation
•Norm- and criterion-referenced
E:Kto12ToT.May2Assessment & Evaluation.doc
19. TRAINING OBJECTIVES
3.Know the K to 12 PE
curriculum framework.
4.Know the curricular
objectives.
5.Become familiar with the
Grade 7 module.
6.Acquire the minimum
knowledge and skills in
teaching selected lessons
(determined through needs
assessment).
7.Execute a teaching
demonstration on an
assigned module lesson.
20. LEARNING AREA CONVENOR
Larry Gabao, Ph.D.
Philippine Normal University
CURRICULUM TEAM
Salve Favila,Ph.D.
Lordinio Vergara
Philippine Normal University
Marivic Tolitol
Department of Education
Stella Marie M. Urbiztondo
University of Asia and the Pacific
21. MODULE WRITERS
Grade 1
Larry Gabao, Ph.D.
Salve Favila,Ph.D.
Philippine Normal University
Grade 7
Lordinio Vergara
Philippine Normal University
Anamaria Laudet Mangubat
Stella Marie M. Urbiztondo
University of Asia and the Pacific
22. E-mail us at:
stellamarie.urbiztondo@uap.asia
anamaria.mangubat@uap.asia
www.Facebook.com/ArtPhilippinesforGrade7
Hinweis der Redaktion
The PE Curriculum under the K to 12 Basic Education Program is anchored on the tenet, “Move to Learn, Learn to Move.”
The curriculum SEEKS to develop the fitness and health of the learners, by providing experiences in physical activities IN ORDER TO instill active lifestyle habits. The ultimate goal therefore is the achievement of lifelong fitness.
The curricular framework is based on Art. 14 Sec. 19 of the 1987 Philippine Constitution which mandated “the promotion of physical education [by the State] for a healthy and alert citizenry.”
The curriculum consists of 5 learning strands: body management, movement skills, games and sports, rhythms and dance, and physical fitness. Each strand is sequentially developed across grade levels. Activities are varied and age-appropriate to address the needs and interest of learners. The provision of movement experiences is directed towards increasing the learner’s involvement in all physical activities; and motivate lifetime participation.
Body Management includes body awareness, space awareness, qualities and relationships of movements and how they are used dynamically in various physical activities. Movement skills relate to the fundamental movement patterns and skills that form the basis of all physical activities. Games and sports comprise simple, lead-up and indigenous games, that help in the acquisition of proper sporting techniques in preparation for greater or competitive participation in selected sports and recreational activities. Rhythms and dance include the understanding and performance of rhythmical movement patterns; the promotion of the appreciation for Philippine folk dance, indigenous and traditional dance and other dance forms, and the proficiency in performing a diversity of dances as contributory activities to achieve fitness, health and wellness. Physical fitness includes assessment through fitness testing, interpreting and recording; the design and implementation of appropriate programs or exercise involvement that will develop and maintain the learner’s desired fitness level.
K to 3 PE focus on the understanding of movement concepts so that the learner can move efficiently and effectively; this serves as a foundation or preparatory for the development of more complex skills. Grades 4-6 focus on understanding the principles behind these movements and skills and its relation to fitness and health. Grades 7-10 focus on integrating the knowledge and skills and apply these to contexts outside of PE (one’s lifestyle). In other words, it is geared towards effecting changes in one’s behavior such as the development of PA habits for fitness and health.
In a performance assessment, a learner’s ability to perform particular tasks is systematically observed and rated. Such tasks require the learner to integrate knowledge and skill, and apply it in real world situations or contexts. Examples include demonstrating the underhand pass in a volleyball game; interpreting one’s fitness test scores to identify areas for improvement; implementing a fitness plan by engaging in activities of the proper frequency, intensity and duration; recognizing the rhythmic patterns in order to execute the ‘tinikling.’ In performance assessments, students have opportunities to rehearse or practice, get feedback and refine their performances. The learner is also informed of the criteria and standards by which their performance will be judged. Formative assessments are done to monitor the learner’s progress over a period of time; this enables the teacher to provide feedback to the learner in order to improve their motivation and learning. Summative assessments document what has been learned at the end of a quarter or after instruction has been completed. Self-evaluation generally provides insight into how involved the learner was in meeting the learning objectives or targets. Peer evaluation provides constructive and supportive criticism of a student’s performance; it provides opportunities to the learner to correct others (which entails analysis) and ultimately leads to self-correction.