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May2.powerpt
Move to Learn,
Learn to Move
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
Art. 14, Sec.19. The
State shall promote
physical education…for
a healthy and alert
citizenry.
Five learning strands:

•Body management
•Movement skills
•Games and sports
•Rhythms and dance
•Physical fitness


                CONTENT
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
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.
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.
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).
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
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
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.
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 .
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 .
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.
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.
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
Assessment and Evaluation

•Performance assessments

•Formative and summative assessments
•Self- and peer-evaluation
•Norm- and criterion-referenced


E:Kto12ToT.May2Assessment & Evaluation.doc
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.
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
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
E-mail us at:

 stellamarie.urbiztondo@uap.asia
  anamaria.mangubat@uap.asia
www.Facebook.com/ArtPhilippinesforGrade7

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May2.powerpt

  • 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

  1. The PE Curriculum under the K to 12 Basic Education Program is anchored on the tenet, “Move to Learn, Learn to Move.”
  2. 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.
  3. 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.”
  4. 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.
  5. 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.
  6. 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.
  7. 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.