This document outlines the health and physical education curriculum for grades 1-5 at Yeil Christian International School in South Korea. It includes general safety guidelines, responsibilities of students, teachers, and parents. It outlines the standards and content from the Korean National Curriculum for Physical Education that the school adheres to. The curriculum is divided into life skills and health/fitness skills and includes benchmarks for different grade levels. Student evaluation and assessment is based on participation, effort, behavior, preparedness, and tests. A yearly schedule provides an overview of the units and activities covered each semester.

1. Yeil Christian International School
Elementary Health and Physical Education
Program
Grades 1-5
Yeil Christian International School
405 Gyeongui-ro, 832-2 Madu-dong,
Ilsandong-gu, Gyeonggi-do, South Korea
410-350

2. Table of Contents
Introduction.........................................................................................................1
General Safety Guidelines...................................................................................2
Student Responsibilities.......................................................................................3
Teacher Responsibilities......................................................................................3
Parent Responsibilities.........................................................................................4
KNCPE Standards................................................................................................5
KNCPE Standards (Cont.)....................................................................................6
Division of YCIS Health and PE Curriculum.........................................................7
Division of YCIS Health and PE Curriculum (Cont.).............................................8
Evaluation and Assessment.................................................................................9
Health and Physical Education Syllabus............................................................12
Appendices
• Appendix A...............................................................................................14
• Appendix B...............................................................................................16
References........................................................................................................18

3. Introduction
The following pages will contain the curriculum plan overview for the physical
education program for elementary students at Yeil Christian International School (YCIS), as
fitting with the school's mission and the Korean National Curriculum of Physical Education
(KNCPE). This guide will share the educational objectives, as well as physical standards the
students must meet.
Philosophy Statement
YCIS aims to develop a quality physical educational program that allows its students to
grow both mentally and physically. Over the course of the year, the students will learn how to
better control their locomotor skills, non-locomotor skills, as well as health and fitness. The
school wants their students to become more physically competent in their everyday life. YCIS
will also teach social skills such as personal interaction, goal setting, teamwork, following
directions, and thinking skills related to general health and nutrition, in an appropriate manner
for each grade level.
Physical education is just as important as classroom education, and YCIS seeks to
bridge the two in a balanced manner. YCIS wants its students to know how to live a healthy
lifestyle in keeping with God's commandments, and South Korean laws. Students should be
able to understand the importance of good nutrition, general health practices, and daily
exercise. YCIS hopes to ensure that its students, from a young age, will develop into
healthier, happier people who are kind, respectful, and live godly lives.
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4. General Safety Guidelines
Safety is the first and foremost concern for all students, regardless of age. YCIS will do
its best to provide the students a safe and fun environment for learning, both in and out of the
classroom. The instructors will do their best to help the students learn and follow basic safety
rules, understand how their actions affect others as well as themselves, and how to properly
use sporting equipment in a safe manner.
Basic guidelines are as follows:
 Students will respect their teachers, classmates, themselves, the equipment, and YCIS
facilities at all times.
 Students will need to bring a separate pair of tennis shoes, if they are not already
wearing a pair, suitable for physical education movement.
 Students will practice exercises and stretches in a safe manner under the supervision
of the teachers.
 Students will need ask permission to leave the class to use the restroom or drink
water, unless it is an emergency.
 In case of an emergency, one teacher will immediately contact the principal or other
supervisor, students' parents, and emergency medical services if necessary. The other
teacher will maintain supervision of the remaining students and ensure they are kept
safe.
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5. Student Responsibilities
Just as teachers have a responsibility to ensure students are able to learn in a safe
environment, the students have a responsibility to listen to their teachers. They are expected
to take charge of their own learning and put forth an effort into their classes and activities. In
order for the students to get the most out of their own education, they need develop their own
work ethic with the help of their teachers and parents. They should also develop positive
attitudes towards a healthy lifestyle.
The students will work towards mastering physical skills related to movement through
practice. They should also work on building strong relationships with their peers through
teamwork, follow safety rules, and care for themselves and their classmates. Encouragement
from their teachers will greatly affect the students' attitudes towards physical educational
development. Students should work on applying classroom principles into their daily lives off-
campus.
Teacher Responsibilities
Teachers are responsible for using appropriate and effective instructional strategies to
help students achieve the health and physical education curriculum expectations, as well as
appropriate methods for assessing and evaluating student learning. Teachers bring
enthusiasm, addressing individual students’ needs and ensuring high-quality learning
opportunities for every student. The attitude with which teachers approach health and
physical education is critical, as teachers are important role models for students.
Teachers should ensure that each student is able to safely participate in the physical
education program. The teachers should also be aware of any physical safely hazards related
to the program, and work to minimize every risk pertaining to injury. The teachers should set
an example of how to follow safety rules, and make sure all students regardless of gender,
ethnicity, religion, or physical ability, can equally participate in the activities during the class.
The teachers should also know of any physical limitations or disabilities of any student, and
work on a solution to allow that student to participate. The teachers should also give fair and
reasonable evaluations of the students' physical developmental progress, and adjust the
curriculum accordingly.
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6. Health and physical education can play a major role in shaping students' views about
life, relationships, health practices, physical activity, and general learning. Teachers are able
to impact this in many ways, such as integrating concepts from other classes into physical
and personal development. They can provide encouragement to students and push them to
achieve their goals. Teachers can help students see connections between what they learn
and their ability to make important decisions related to various aspects of their health and
well-being, and they can remind students of the importance of thinking carefully about
decisions that could have a major impact on all parts of their lives – physical, emotional,
social, mental, and spiritual.
Parent Responsibilities
Parents are the primary educators of their children with respect to learning about
appropriate behaviors, cultural, spiritual, and personal beliefs and traditions. They act as
significant role models for their children. It is therefore important for schools and parents to
work together to ensure that both the home and school provide a mutually supportive
framework for children's education. Parents should work with the teachers to ensure their
children learn and understand the concepts taught in school.
Parents can encourage their children to be physically active at home, and support
joining sporting teams. They can also be role-models by starting their own daily exercise
routines. Parents can show children the value of learning health and physical education by
making connections at home, and in their community. Children who see their parents be
physically active and observe healthy eating habits, are more likely to develop their own
healthy lifestyle choices.
Such interest encourages students and promotes positive attitudes about healthy,
active living. Through discussion with their children, parents have an opportunity to learn
about the importance of physical activity, and health issues. Helping children apply their
learning may involve things such as including them when making food purchasing decisions,
preparing meals, discussing activity choices and ways of building fitness into each day’s
activities.
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7. KNCPE Standards for Elementary School
According to the seventh Korean National Curriculum for Physical Education, physical
education in elementary schools is part of the “pleasant life” area of curriculum. This area
consists of physical education, art, and music presented in an integrated fashion. Below is a
table with the KCNPE overall objectives and goals for elementary students.
The students are expected to develop these areas of cognitive, social, and physical
growth over the course of the year. The physical education program at YCIS aims to meet
these requirements in accordance with South Korean educational standards. The program will
be broken down for grades 1-2, and 3-5 respectively, and contain appropriate teaching
methods, assessments, and outcomes for each grade. The teachers are expected to have
thorough knowledge of physical educational techniques, and provide equal opportunities for
each student to participate regardless of any disability. Teachers are also expected to
promote cooperative teamwork, self-respect and satisfaction, integrity, and responsibility
when teaching physical education.
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8. The table below provides the KNCPE physical educational content for elementary
school.
YCIS teachers will do their best to adhere to the standards set by the KNCPE, and help
the students achieve better range of motion, increase their knowledge of life and health skills,
and general self-awareness and self-efficacy.
6

9. Division of YCIS Health and Physical Education
Curriculum
The health and physical education curriculum will be divided into two sections: Life
Skills and Health and Fitness Skills. These skills will be taught in an integrated manner,
allowing the students to make connections from the classroom to their daily lives.
The Life Skills will teach concepts such as:
1. Self-awareness
2. Self-monitoring
3. Forming and maintaining relationships (Team Building)
4. Social Skills
5. Adapting and Coping with Change
6. Communication
The Health and Fitness Skills will teach concepts such as:
1. Physical and Spatial Awareness
2. Basic Stretching and Range of Motion
3. Balance and Stability
4. Speed and Agility
5. Food and Nutrition
6. Muscle Control through Sports
1. Basketball
2. Soccer
3. Jumping Rope
4. Running
5. Badminton/Table Tennis
6. Baseball
7. Healthy eating and nutrition
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10. Grades 1-2 Physical Educational Benchmarks
1. Students are able to perform simple movement tasks such as
1. moving forward
2. moving backward
3. moving side to side
4. change direction and speed (fast-slow, slow-fast)
5. jump rope for two minutes
2. Students can correctly perform basic stretches
3. Students can balance on one foot for up to one minute
4. Students can properly listen and follow directions
5. Students can properly throw and catch a ball
6. Students can sprint for up to thirty seconds
7. Students can jog for up to two minutes
Grades 3-5 Physical Educational Benchmarks
1. Students can perform movement tasks such as
1. moving forward
2. moving backward
3. moving side to side
4. change direction and speed (slow-fast, fast-slow)
5. jump rope for up to ten minutes
2. Students can perform basic to more complex stretches
3. Students can complete a total of 20 sit-ups, and 10 push-ups
4. Students can balance on one foot for up to ten minutes
5. Students can correctly throw and catch a ball
6. Students can understand the basic techniques of different sports
7. Students can understand the basic rules of different sports
8. Students can run sprint for one to two minutes
9. Students can jog for ten to fifteen minutes
10.Students can understand the basics of nutrition and healthy eating
11.Students can understand the benefits of daily exercise
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11. Evaluation and Assessment
The students' overall grades will come from observing and measuring how accurately they
complete the given exercises, effort given during class, their ability to listen and follow
directions, and work with their classmates. The students will also undergo physical fitness
testing and assessment twice per semester in addition to written exams over the rules of
various sports. The fitness tests will be conducted as fairly and accurately as possible.
The grading rubric for grades 1-2 will consist of the following criteria:
Negligent Satisfactory Excellent
Poor engagement, little or no
movement during activity,
numerous excuses for
inactivity, socializing
interferes with participation
Needs some reminders to
participate, puts forth
minimum effort, contributes
little to partner and small
group play, does not work
hard enough to improve
personal fitness
Consistent daily participation,
displays quality movement
attempts during activities,
stays on task, maintains solid
engagement to support
personal fitness.
Uncooperative, bends rules to
suit self, displays
inappropriate frustration and
anger towards others,
celebrates mistakes of others.
Inconsistently follows rules,
plays well most of the time, or
when being observed by
teacher.
Consistently follows rules,
good attitude, displays
cooperation, and works hard
for self and others.
Generally prepared for class
with tennis shoes, proper PE
clothing
Almost always prepared for
daily PE activity; i.e. tennis
shoes, proper PE clothing.
Always prepared for class
activity; i.e. tennis shoes,
proper PE clothing.
Needs constant reminders to
stay on task and follow
directions. Talks during
directions, ignores safety
rules, argues with others
during activity, negative
comments directed towards
others.
Needs some reminders to:
listen and follow directions, to
follow safety rules, to use
equipment appropriately, and
to stay on task during activity
Supportive of all students in
class, follow directions, active
listener, follows safety rules,
treats equipment with care,
stays on task during activity
9

12. The grading rubric for grades 3-5 will consist of the following criteria:
Negligent Satisfactory Good Excellent
Poor effort as evident
by little or no
movement during
activity, numerous
excuses for inactivity,
socializing interferes
with participation.
Needs some
reminders to
participate, puts forth
minimum effort,
contributes little to
partner and/or small
group play, does not
maintain sufficient
engagement to
support or improve
personal fitness
Displays good level of
participation, displays
quality movement
during activities, stays
on task, maintains
solid participation to
support personal
fitness.
Models a high level of
participation and
engagement, self-
motivated, committed
to improving personal
fitness by continuous
participation,
encourages others.
Uncooperative, bends
rules to suit self,
displays inappropriate
frustration and anger
towards others,
celebrates mistakes
of others
Inconsistently follows
rules, plays well when
on winning team or
when being observed
by teacher.
Consistently follows
rules, good attitude,
displays cooperation,
and works hard for
self and others.
Models exemplary
sports like behavior
and positive attitude,
accepts winning and
losing respectfully,
shows respect of
opponent.
Seldom prepared with
tennis shoes, PE
clothing.
Generally prepared
for class with tennis
shoes, proper PE
clothing,
Almost always
prepared for daily PE
activity; i.e.: tennis
shoes, proper PE
clothing.
Always prepared for
class activity; i.e.
tennis shoes, proper
PE clothing.
Needs constant
reminders to stay on
task and follow
directions. Talks
during directions,
ignores safety rules,
argues with others
during activity,
negative comments
directed towards
others.
Needs some
reminders to: listen
and follow directions,
to follow safety rules,
to use equipment
appropriately, and to
stay on task during
activity
Supportive of all
students in class,
follow directions,
active listener, follows
safety rules, treats
equipment with care,
stays on task during
activity.
Respectful of all
classmates, helps
others when needed,
positive and fair game
play, follows safety
rules, treats
equipment with care,
models self-control.
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13. Behavior Concerns:
In addition to the above scoring rubrics, the following list includes the behavior concerns in
Physical Education classroom.
1. Listens attentively
2. Follows directions
3. Works carefully
4. Works independently
5. Returns Homework
6. Follows PE routines & rules
7. Respects adults as authority figures
8. Respects rights / property of others
9. Resolves conflict without violence
10. Works well with others
11. Speaks at appropriate times
12. Stays on task & is quiet at appropriate times
Grading Scale:
The Physical Education Program at YCIS will use the standard grading scale, ranging from
100 (A+) to 50 or below (F). The grade will be weighted according to the following areas:
Behavior: 25%
Written tests 25%
Class Participation 50%
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14. Health and Physical Education Yearly Schedule
Health and Physical Education will be held every Wednesday for one hour.
Each student will be required to wear proper shoes and gym clothes!
Fall Semester
September 2 Class introduction, Rules and Safety
September 9 Body and spatial awareness, basic stretching
September 16 Basic stretching and balance exercises
September 23 Pull-ups, push-ups and sit-ups
September 30 Running
October 2 *Sports Day
October 7 Jumping rope
October 14 Jumping rope
October 21 Fitness Testing
October 28 Basketball
November 4 Basketball
November 11 Basketball
November 18 Fun activity
November 25 Soccer
December 2 Soccer
December 9 Soccer
December 16 Fitness Testing
December 23 Last day of Semester
December 30 Christmas Vacation (until January 2nd)
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15. Spring Semester
January 27 Class introduction, Rules and Safety
February 3 Volleyball
February 10 Volleyball
February 17 Volleyball
February 24 Table Tennis
March 3 Table Tennis
March 10 Table Tennis
March 17 Fitness Testing
March 24 Fitness Testing
March 30-April 3 Spring Vacation
April 7 Rhythms- Line and Folk Dancing
April 14 Rhythms- Line and Folk Dancing
April 21 Rhythms- Line and Folk Dancing
April 28 Spring Easter Activity
May 5 Children's Day (NO SCHOOL)
May 12 Softball
May 18 Softball
May 26 Badminton
June 2 Badminton
June 9 Fitness Testing
June 16 Fitness Testing
June 23 Fun Activity
June 30 Last Day of School
*There will be mini-lessons about food and nutrition worked into the sport lessons.
**This syllabus is subject to change during the year.
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16. Appendix A: Sample Lesson Plan
Name: Mr. Ketan School: Yeil Christian International School
Grades: 1-2 Subject: Physical Education
Unit: Basic Stretching and movement Date: September 16
Expected Outcomes (Gr. 1-2)
• Demonstrate simple locomotor and non-locomotor skills
• Walk using correct form and posture, with varying speeds (fast, slow, medium)
• Demonstrate balance control and sufficient muscular strength, endurance, and flexibility while
performing a variety of stretches and exercises using different body parts
• Correctly listen and and follow given directions
• Actively participate and encourage classmates
Introduction/Warm Up
1. Students will change into PE clothing and appropriate shoes
2. Students will form a line with equal space in between each student
3. Each student will have enough space to freely extend both arms out to the side without
interfering with another student
4. The students will watch and listen to the teacher as he/she explains and demonstrates the
different stretches
Learning Activities/Teaching Strategies
1. The students will learn how to stretch their arms, legs, neck, and thigh muscles
2. The students will follow along with the teacher as he/she demonstrates each type of stretch
3. The teacher will use this chart to help demonstrate each stretch slowly, counting to ten for
each stretching period
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17. 4. Students will walk around the gym with various speeds
5. Students will return to original spot and begin cool down exercises
Closure/Cool Down
1. Students will practice deep breathing exercises to help regain normal heart rates
2. Students practice basic stretches to help maintain increased flexibility and range of motion
3. Students will change into regular clothes and return to class
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18. Appendix B: Sample Assessment Tools
Sample Physical Evaluation and Assessment Rubric:
Area: Moving and Doing (50%) 1 2 3 4 5
Evaluation Criteria:
Comes prepared for class in appropriate attire
Actively participates in class activities
Applies body mechanics in movement activities
Engages in movement, motor, and athletic skill building
activities
Fitness (25% of the 50%)
Engages in personal fitness activities
Works to maintain physically active
Works on his/her health-related fitness (cardiovascular,
strength, flexibility, and muscle endurance)
Area: Understanding and Application (25%) 1 2 3 4 5
Evaluation Criteria:
Understands and demonstrates the ability to solve
movement challenges
Understands and applies game and movement concepts
Understands and applies concepts of group dynamics and
rules of fair play
Understands the impact and importance of a lifelong
healthy lifestyle
Area: Cooperation and Responsibility (25%) 1 2 3 4 5
Evaluation Criteria:
Demonstrates cooperative and socially respectful behaviors
Demonstrates personal responsibility
Demonstrates leadership and group dynamic skills
Demonstrates and applies an active and healthy lifestyle
Level 1
Very Limited/
Seldom or Never
Level 2
Limited/
Occasionally
Level 3
Frequently
Level 4
Usually/ Strong
Level 5
Accomplished/
Consistently
16

19. Sample Assessment: Assessing Dance
Name: _________________ Class:____________
Date:______________
Criteria Dance 1 Dance 2
Self Peer Teacher Comments Self Peer Teacher Comments
Dance Skills
Sequence of
Movement
/5 /5 /5 /5 /5 /5
Synchronization
with group or
partner
/5 /5 /5 /5 /5 /5
Able to stay on
beat
/5 /5 /5 /5 /5 /5
Posture /5 /5 /5 /5 /5 /5
Start and ending
positions
/5 /5 /5 /5 /5 /5
Specific moves
(i.e. spin, turn,
etc.)
/5 /5 /5 /5 /5 /5
Pathways/ lines
of dance
/5 /5 /5 /5 /5 /5
Group Behaviors
Cooperates with
others
/5 /5 /5 /5 /5 /5
Listens to
classmates and
the teacher
/5 /5 /5 /5 /5 /5
Able to receive
and give
feedback
/5 /5 /5 /5 /5 /5
Level 1
Very Limited/
Seldom or Never
Level 2
Limited/
Occasionally
Level 3
Frequently
Level 4
Usually/ Strong
Level 5
Accomplished/
Consistently
17

20. References
Boulder Valley School District Department of Curriculum and Instruction. (2009). Elementary
Physical Education Curriculum Essentials Document. Boulder, Colorado: Author.
Charleston Community School District, No. 1. (n.d.). Elementary Physical Education
Curriculum Guide. Charleston, Illinois: Author.
Department of Education and Early Child Development. (2011). Prince Edward Island
Physical Education Curriculum Grades K-6. Summerside, Prince Edward Island,
Canada: Author.
Government of Newfoundland and Labrador. (n.d.). Physical Education Curriculum Guide-
Intermediate. St. John's, Newfoundland and Labrador, Canada: Author.
Government of Newfoundland and Labrador. (n.d.). Kindergarten Physical Education
Curriculum Guide-Intermediate. St. John's, Newfoundland and Labrador, Canada:
Author.
National Association for Sport & Physical Education. (2007). Physical Education Teacher
Evaluation Tool. Reston, Virgina: Author.
New Hampshire Association for Health, Physical Education, Recreation, and Dance. (2007).
New Hampshire Physical Education K-12 Assessment Document. Concord, New
Hampshire: New Hampshire State Department of Education.
New York State Department of Education. (2011). Elementary Physical Education: Sample
Strategies for Incorporating Physical Education and Physical Activity into the K-3
Classroom. Albany, New York: The University of the State of New York.
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21. Prince William County Public Schools. (2010). Physical Education Curriculum Guide Grades
K-12. Prince William Country, Virgina: Author.
Public Schools of Edison Township Division of Curriculum and Instruction. (2010). Physical
Education Grades K-5. Edison, New Jersey: Author.
The Ministry of Education. (2010). The Ontario Curriculum Grades 1-8: Health and Physical
Education. Toronto, Ontario, Canada: Author.
Rockwood School District Department of Curriculum and School Leadership. (2007). Physical
Education/Health Curriculum, Grades K-5. St. Louis, Missouri: Author.
Yoo, S.S. & Kim, H.Y. (2005). Standards and Practice in Korean Physical Education. Journal
of Physical Education, Recreation and Dance, Vol 76, No 6, pp 20-24.
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