The document outlines a physical education curriculum for kindergarten students that focuses on developing their understanding of basic movement, motor skills, hygiene habits, and body awareness. The curriculum is divided into 4 topics covered over 22 hours across exploration, guided instruction, and synthesis stages. Topic goals include exploring basic movements; identifying emotions through body movement; recognizing body parts and hygiene habits; and developing motor skills through games and exercises. Student understanding and progress is assessed through ongoing observations and performance benchmarks.

1. TEACHING FOR UNDERSTANDING UNIT I
2020
AREA: PHYSICALEDUCATION SUBJECT: PHYSICAL EDUCATION TEACHER: ANDREA PUENTES GRADE: KINDER TERM: FIRST
Overarching UNDERSTANDING GOALS(through lines) / STANDARD
● Explore basicformsof movementandtheircombinationsindifferentSituationsandcontexts.
● Identifyandexplore emotionsthroughbodymovementidentity.
● Identifythe Normsandprinciplesestablishedforthe developmentof the practicesof physical activityown.
UNDERSTANDING GOALS / COMPONENTS - DIMENSIONS CONTENTS (TOPICS – GUIDELINES)
Students will understand:
ROUTINES / HYGIENEHABITS
Care of him/herself
Applythe recommendationsaboutbodyhygiene before,duringandafterthe physical activity,aswell asbasic
commandsand routines
BODY SCHEME
Motor development
Performandidentifybasicmovementpatternsindifferentlocationstointeractwiththe environment
PREPARATION GAMES
Playful motor
Explore the practice of different individual andgroupsportsgames
SEGMENTAL INDEPENDENCE
ROUTINES
1.1 Basic commands
1.2 Followupinstructions
HYGIENEHABITS
1.3 Habits
BODY SCHEME
2.1 Walk,run, jump
2.2 Bodycontrol
2.3 Response tothe environment
PREPARATION GAMES
3.1 Group skills
3.2 Game
3.3 March
3.4 Rhythm
SEGMENTAL INDEPENDENCE

2. Motor development
Explore possibilitiesof movementinhis/herbodyatglobal andsegmental level
DIMENSIONS
BODY DIMENSION
Showsbodyharmonyinthe executionof basicformsof movement andmotortasksandreflectsitintheirdynamic
participation in group activities
It is oriented in space and locates different objects relating them to each other and to oneself. Apply that
orientation to situations of daily life
Expresses and corporally represents emotions, school situations and experiences in their environment
Participates, integrates and cooperates in creative activities in a creative way, according to their age
4.1 Movementcommands
4.2 Objectsmanipulation
4.3 Body parts and function
TOPIC 1 MY HYGIENE AND MY HEALTH
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
E
X
P
L
O
R
A
T
O
R
Y
2 1
Care of him/ herself
Realizationof practical exercisesof following upinstructions,bodyhygiene anduse
of time to inculcate order, health and good habits
Evidences
● To know and
recognize the class
rules, basic
commands and
hygiene elements
and the importance
of each one
TASKS
● Observes the class
rules and basic
commands through
the projection of
videos
● Observes the use of
hygiene stuff through
videos and pictures
● Develops and
understands the
playfulness in an
appropriate way to
use the elements of
cleanliness
G
U
I
D
2 1
Conducting workshops and play activities to educate the student regarding class
routines and personal care
● To identify the class
routines and
hygiene habits
● Performs exercises
and games where the
basic commands

3. E
D
Recognizes each of
the body parts that
must be considered
for proper body
hygiene according to
the hygiene product
that is shown in
relation to physical
activity
● Identifies hygiene
habitsand cleanliness
through playful
games
S
Y
N
T
H
E
S
I
S
2 1
Realizationof aguide where itrecognizesthe basicclassrules, commandsandthe
elementstomaintainanadequate bodyhygienetounderstandthe importance of
goodhabits
● To associate images
with cleanliness
elements
● Performs activities
using the basic
commands
● Associates images
with basic hygiene
elements
● Develops a guide
where recognizes the
basic elements to
maintainproperbody
hygiene
TOPIC 2 WHAT CAN I DO WITH MY BODY?
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
E
X
P
L
O
1 2
Motor competence
Exploration of space management leisure recreational activities for the
improvement in socialization, team work, understanding and corporal self-
management
EVIDENCES
● To relation of some
of the terms named
in the exploration
TASKS
● Performs movements
in different directions

4. R
A
T
O
R
Y
with the help of
educational
implements
G
U
I
D
E
D
2 2 Location of elements or body according to the instructions given and basic
managementtodevelopbodymanagementskills,self-confidence and self-control
● To locate and relate
the termswiththe
determinedaction
● Makes moves like
above, below, near,
right and left
meanwhile executes
different
displacements:
Running, walking and
jumping
● Makes movements
using different
elements in a
coordinated way
S
Y
N
T
H
E
S
I
S
2 2
Execution of the circuit of activities where the management of the space must be
shown, without hitting the elements for space management - environment,
coordination and motor stability
● To demonstrate
body control in
position changes
and dynamic
exercises
● To manage and
locate the body
performing
different
displacements
● Adapts his / her body
scheme to perform
simple and complex
motor task in class
● Creates movement
sequences with
simple displacements
and body segments
movements
● Locates the body in
specific places and
positions, following

5. the teacher’s
guidelines
TOPIC 3 PRESENTATION OLYMPICS
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
E
X
P
L
O
R
A
T
O
R
Y
1 3
Playful motor
Executionof recreational activities,presentingimages,forassociationof themin
the activitiesforthe developmentof the basicmotorskills
EVIDENCES
● To organize
according to the
requested
commands
TASKS
● Organizesobjectsina
line, column and
different ways
G
U
I
D
E
D
2 3 Differenceinrowtocolumnsformationforapplyingmovementcommandsingames
played
• To execution of
activities to recognize
the formation in rows
and columns to related
to time space skills
• To organization in
Basic moves during the
activities
● Locates (circle, in
pairs and by group of
three) to organize
itself in the activities
● Locates according to
their height or sex
within the formation
of the line in the
displacement and the
activities performed
S
Y
N
T
H
E
S
I
S
2 3
Realizationof differentformationshandlingthe basiccommandsof movement
and trainingtodeveloptheirbasicmotorskills
● To recognize and
locate correctly in
the spacesindicated
● To identify
commands in
English
● Locates correctly
according to the
commands indicated
● Organizesincircle
and rows

6. TOPIC 4 MY BODY PARTS
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
E
X
P
L
O
R
A
T
O
R
Y
2 4
Motor development
Recognitionof bodysegmentstodevelopknowledge of the bodyanditsparts
EVIDENCES
● To relate and locate
segmentsof himself
TASKS
● Identifies the part of
the body accordingto
the comments
indicated by the
teacher
● Executes movements
relatedtoeachpartof
your body
G
U
I
D
E
D
2 4 Execution of games where the segments of the body are used to develop muscle
power and understand how your own body works
● To locate and
recognize body
segments
● To locate your body
in space, relating it
to your
environment
● Locates correctly the
elements of the body
accordingtothe given
instruction
● Relates the terms
with the action
executed
S
Y
N
T
H
E
2 4 Execution of the activity circuit where the space management must be shown,
without hitting the elements to develop bodymanagement withelements,hand -
eye coordination, eye – foot
● To manage the
spaces during the
activity
● Locates the objects
accordingtothe given
instruction(up,down,
next to, among
others) during the
circuit

7. S
I
S
TOTAL 22
QUARTER DESCRIPTORS:
COMPONENTS PROCESS DESCRIPTORS
Habits Recognizes the basics about order, class rules and good habits applying them in several class situations.
Basic actions Performs adequately the proposed exercises to explore and strength his body control and segmental independence.
Experiences Executes correctly the schemes and activities developing his motor skills and creating good teamwork relationships.
Physical Locates and recognizes the functions of his body parts through general and specific exercises.
EVALUATION DESCRIPTORS
FIVE STARS
It isin fortress
THREE STARS
It isin process
ONE STAR
It isin weakness
1.Reachall goalswithahighlevel of competenceand
skill in the dimension worked.
2.Develop activities that allows the creative and
1.Achieve the goalsproposedinthe dimension,witha
certain degree of difficulty.
2.Reach the minimum goals with complementary
reinforcement activities, within the academic period.
1.It is understood as not overcoming the minimum
performance necessarytoachieve theproposed goals.
2. He / she has difficulties with the follow up
instructions and does not perform activities

8. scholar dominance in the formative process.
3. Expand your knowledge through activities and
pedagogical games.
4.Participate timely and actively in the various
moments in the class.
3.Develop additional activities as suggested by
teachers.
4.Express responsibility and interest in all activities of
the dimension.
5. His / her academic performance is subject to the
constant accompaniment of teachers at his/her
particular pace.
autonomously.
3.His/ her time spent in the activity is shorter than
expected and does not allow him/her the guiding
thread of the proposed work.