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.
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
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. IndigenousI. 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-relatedII. Movement Skills activities 1. Locomotor 2. Non-locomotor
In the early grades the child istaught the ‘what’ and ‘how’ ofmovement.K to Grade 3: Develop a repertoire of movements that can be performed alone, with a partner, andwith a group; movements performed withgreater variety in terms of rate, direction andlevels, and therefore enhanced proficiency.
This progresses to an understanding of the‘why’ of the movement: develop moremature movement patterns (exercises,sports and dance) to specifically enhancethe fitness parameters.Grades 4-6: Understand the exercise principlesand conduct fitness assessments to identifyareas of improvement; demonstrate a widerrepertoire of sports and dance skills along withspecific fitness parameters.
The learner builds on this knowledge andskills in order to integrate these physicalactivities (exercise, sports and dance) intoone’s lifestyle.Grades 7-10: Deepen one’s understanding of theexercise principles and fitness assessments;correct oneself and others during a performance(self-regulation); acquire greater proficiency inexercise, sports and dance and develop activelifestyle 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. BodyManagement Movement Skills Physical Fitness Games and SportsRhythms and Dance
Curricular emphasis:•Know the ‘what’ , ‘how‘ and ‘why’ ofmovement, 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 willMODULE 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 runningMODULE 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 toMODULE 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-monitoringand self-directed)•Critical and creative thinking•Interpersonal skills•Civic responsibility of positively influencingothersHow PE will contribute to the achievementof the K to 12 curricular goal of acquiring21st century skills.
TEACHING APPROACHEffective teaching is the result of:•Carefully planned and organizedlearning 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-referencedE:Kto12ToT.May2Assessment & Evaluation.doc
TRAINING OBJECTIVES3.Know the K to 12 PEcurriculum framework.4.Know the curricularobjectives.5.Become familiar with theGrade 7 module.6.Acquire the minimumknowledge and skills inteaching selected lessons(determined through needsassessment).7.Execute a teachingdemonstration on anassigned 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. UrbiztondoUniversity 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. UrbiztondoUniversity of Asia and the Pacific
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