Pyp pe curriculum ibo

k

Primary Years Programme

Physical education scope and
sequence

Primary Years Programme
Physical education scope and sequence
August 2003

© International Baccalaureate Organization 2003
Previously published as draft in 2000

Organisation du Baccalauréat International
Route des Morillons 15
Grand-Saconnex, Genève
CH-1218
SWITZERLAND

Physical education inquiry
To plan physical education (PE) inquiry, teachers must consider the following questions.
• What do we want students to learn?
• What do teachers need to learn about this topic?
• How best will students learn?
• How will we know what students have learned?

What do we want students to learn?
The PE scope and sequence framework identifies the major expectations considered essential in the
Primary Years Programme (PYP). These expectations are arranged into seven strands: body control
and spatial awareness, adventure challenge, athletics, movement to music, games, gymnastics
and health-related activities.
Body control and spatial awareness focuses on exploring the human body’s capacity for movement,
and how to move around and in-between objects and other individuals safely. Adventure challenge
challenges the students to solve problems collaboratively involving physical and critical thinking
skills. Athletics exposes students to the three aspects of athletics: jumping, throwing and running
events. It develops the different techniques for the individual events while striving to improve student
performance. Movement to music is concerned with learning to move the body in a variety of ways in
response to music, sounds or situations. It also involves awareness of the position of the body and how
the body can be used to convey a feeling or emotion. Games sequentially develops the students’
competence, confidence, success and enjoyment of the advanced skills and concepts associated with
games and sports. Gymnastics exposes the student to a variety of gymnastic skills: on the floor, using
small equipment and various apparatus. Health-related activities develops an awareness of the
importance of physical activity and maintaining a healthy lifestyle.
Through PE, students are learning the “language” of physical movement, exploring the skills
associated with different strands of PE. They learn to understand what they can and cannot do
physically and become aware of their own strengths and weaknesses in this discipline. Physical
activity is an essential aspect of a well-balanced, healthy lifestyle and learning through PE helps to
build self-esteem, confidence, cooperation and fitness.
Through sporting activities, PE helps to build links with parents, the local community and beyond. It is
often an area that is especially important for children with learning needs, including those who are
learning English as an additional language (EAL), as they are able to participate fully in PE activities
in a way they are not able to in other areas of the curriculum.
“There are two unique features of PE. One is its physicality and therefore its transience and
the other is that in many cases the child is able to perform better than the teacher! … In the
classroom the child is struggling to make sense of the adult world, dominated by signs and
symbols that he has ultimately to master. This is not the case in physical activities.”
Manners HK and Carroll ME. 1995. A Framework for Physical Education in the Early Years.

What do teachers need to learn about this topic?
The PE scope and sequence document should be seen as a framework to demonstrate how a balanced
PE programme could be put into practice in a school. We are aware that resources, staff numbers and
expertise, facilities and scheduling issues all have an impact on the implementation of a PE
curriculum. For this reason, the specific expectations in the document are very general. This allows
teachers, both generalist and single-subject teachers, to develop, adapt or change the activities and the
assessments to suit their individual circumstances.

PYP curriculum documents: physical education © IBO 2003 7.1

Physical education inquiry

Wherever possible and appropriate, links should be made with the school’s programme of inquiry.
Examples of how the scope and sequence can link with the Sample programme of inquiry 2003 have
been included. The direct teaching of PE in a unit of inquiry may not always be feasible due to
timetabling commitments but, where appropriate, prior learning or follow-up activities may be useful
to help students make connections between the different aspects of the curriculum.
Teachers can use the eight key concepts and related questions (Figs 5 and 6 Making the PYP happen)
to guide their own inquiry. Sample inquiry questions have been provided to show how this can be
done. By engaging in inquiry themselves, teachers will not only achieve a deeper understanding of PE
issues but will also be a model for their students by assuming the role of “teacher as learner”.
Teachers’ knowledge and understanding of PE is of key importance, particularly in relation to safety
issues, movement skills, the rules and techniques of physical activities and the resources available. A
wide range of PE resources are available in every school in the form of parents who may be able to
contribute expertise and information about national dances or international versions of games.

How best will students learn?
Students learn best when the activities they are given provide them with the motivation to achieve
their personal goals. The activities should be varied and adjusted to the level of the students involved.
Students need to be challenged to improve their PE skills but also need support and encouragement to
see PE as part of a healthy and active lifestyle with connections to other areas of the curriculum and
community. A range of physical activities, linked to a well-balanced lifestyle, may include further
strands not covered in this document, for example swimming, winter sports, outdoor sports, and non-
competitive activities: aerobics, yoga, circuit training.

How will we know what students have learned?
Assessment provides insights into students’ understanding, knowledge, skills and attitudes. These
insights are necessary to plan further activities that address areas of concern to the teacher and the
students. There should be ongoing formative assessments as well as summative assessments.
Assessment activities should be carefully planned, and opportunities for students to self-assess using
different methods should be included. Examples of assessments appropriate to the specific
expectations are included in this document along with sample activities and key questions.
The main strategy of assessment used in PE will be teacher observation of student performance, but
student self-assessment will also give teachers an indication of how students feel about PE and their
own performances, strengths and weaknesses. This opportunity to find out how students feel about PE
can be important in recognizing and preventing negative attitudes.
Record keeping should be simple and readily accessible to the teacher and the student. Teacher
observations, rubrics and self-evaluations can be used as examples of significant development and
could be included in the student’s portfolio.

* See glossary for explanation of italicized terms.

7.2 PYP curriculum documents: physical education © IBO 2003

Glossary of PYP physical education terms
agility The ability to move or change position quickly and easily.

asymmetry When one side of the body assumes a different shape from the other.
See also symmetry.

attacker The player who has the role of shooting for goals or points.

backward roll A movement in which the student rolls head over heels, in a backward
direction, along the floor or apparatus and ends up with their feet on
the floor to stand up.

balance The ability to hold a position in a moment of stillness without falling
or wobbling.

binary form (dance) A dance or piece of music that is made up of two contrasting sections
A and B.

body control An awareness of body shape, different parts of the body, and the
balance and transfer of weight.

body mass index A measurement of the ratio between the height and weight of a person.

bridge A balance held on legs and hands/arms with body facing upwards
also known as a crab or back bend.

cardiovascular system This is formed of two main components—a muscular pump (the heart)
and a network of blood vessels.



cartwheel A rotation of the body through the horizontal axis with the arms and
legs extended.

coordination The combining of simple movements in proper sequence to make a
smooth complex movement.

defender The player who has the role of defending the goal or area from the
attacker.

dodging The method used to move away from an opponent either with or
without the ball.

dribbling The way of moving the ball, by bouncing or kicking it, for close
control.

EAL English as an additional language.

fair play Respect for rules or equal treatment of all concerned.

fielding and Games involving two teams playing against each other with a method
striking games of scoring that does not involve attacking a goal or target, for example
softball, cricket, rounders.

flexibility The range of movements that can be achieved at a single joint or series
of joints. Whole-body stretches and stretches for the main muscle
groups can be introduced.

forward roll A movement in which the student rolls head over heels, in a forward
direction, along the floor or on apparatus and ends up with their feet
on the floor to stand up.

game(s) A form of non-competitive or competitive activity played according to
rules but not recognized as a sport.



gross motor skills Movements, voluntarily controlled by the student, that involve
travelling or coordination of limbs (jumping, climbing, riding a
bicycle) rather than fine motor skills that may include holding small
tools (writing, using scissors). See also locomotor skills.

half-turn jump A jump where the landing position is at 180° to the starting position.

handstand A balance taking body weight on the hands with the legs in the air.

headstand A balance taking body weight on the head (supported by the hands in a
triangle formation) with the legs in the air.

invasion games Games involving a team working together to attack a goal or target
that is defended by another team, for example soccer, hockey, rugby,
handball.

lead-up games Activities that introduce and reinforce specific skills or skill sets in order
to prepare the participant progressively to take an active part in more
complex games or sports.



locomotor skills Activities used to travel from one place to another or to project the
body upward, for example jumping, hopping, walking, running,
skipping, leaping, sliding and galloping.

manipulation Demonstration of body control or effective handling of equipment, for
example throwing, catching, kicking, dribbling or striking.

manipulative skills Skills that involve handling some kind of object. Most of these skills
involve the hands and feet but other parts of the body can also be used.
They help develop manual dexterity, hand–eye and foot–eye coordination.

narrative form (dance) A dance or piece of music that has an unfolding story or idea.

net games Games in which two teams are separated by a net.

non-locomotor skills Activities that involve movement without travelling, for example
bending, stretching, twisting, moving body parts or balancing. See also
stability.

pathway A sequence of changes in movements that constitutes a progression, for
example straight, curved, circular and zig-zag.

pattern See sequence.

pike jump A jump where the body bends at the waist then straightens with both
legs together lifted at a right angle to the body.

pin jump A jump with the arms and legs kept together and straight to the body.

rhythmic responses A physical reaction to a rhythm, often a musical rhythm.

round off A cartwheel, a quarter turn and a landing with feet together, showing
flight in the second phase.



sequence (pattern) A sequence of movements linked together including a starting
position, and a clear and controlled finishing position.

shoulder stand A balance that starts from a lying position, lifting the legs and lower
body above the head supported by the shoulders and arms.

spatial awareness An awareness of personal and general space, directions and pathways.

sport(s) A competitive activity involving physical effort and skill in which an
individual or team competes against another or others. These activities
are generally recognized on a national scale and are often part of
international competitions.

stability When the body remains steady but moves around a horizontal or vertical
axis, for example bending, stretching, twisting, turning, rolling,
balancing.

star jump A jump with the arms and legs spread wide like a star.

straddle jump A pike jump where the legs are spread wide apart.



strength The maximum force a muscle can exert against a resistance, for
example lifting a weight or hitting a ball.

symmetry When one side of the body assumes the same shape as the other side.
See also asymmetry.

tag games A game that involves chasing and running away. Some participants
chase the others in an attempt to touch or “capture” them. The others run
away so as to avoid being touched.

target games Games where points are scored by individuals aiming at and hitting a
target, for example golf, archery, bowling.

technique The pattern of movement that is technically sound and exists as an
integral part of the skill.

ternary form (dance) A dance or piece of music constructed in three sections where the third
section is the same as, or a variation of, the firstA B A.

tuck jump A jump with the knees tucked up into the chest.

warm-up and Preparation for, or recovery from, strenuous physical effort by doing
warm-down sessions gentle stretches and exercises.

Illustrations courtesy of British Gymnastics


Recommended resources
Teachers involved in developing the physical education scope and sequence have suggested the
following resources.

British Gymnastics Proficiency Award Scheme (for children 5 years and above).

Colvin AV, Egner Markos NJ and Walker PJ. 2000. Teaching the Nuts and Bolts of Physical
Education: Building Basic Movement Skills. Human Kinetics.

Hall J. 1997. Dance for Infants. A&C Black. (Also available in the Leapfrogs series: Games for
Infants, Gymnastic Activities for Infants and Primary Physical Education Handbook.)

Harris J and Elbourn J. 1997. Teaching Health-Related Exercise at Key Stages 1 and 2. Human
Kinetics.

Heath W, Gregory C, Money J, Peat G, Smith J and Stratton G. 1998. Blueprints - Physical Education
Key Stage 2 Scotland P4-P7 Teacher’s Resource Book Second Edition. Level: KS2 (Y3-Y6) (P4-P7)
(Age 7-11 yrs). Nelson Thornes.

Heath W, Gregory C, Money J, Peat G, Smith J, Stratton G and Bishop D. 1998. Blueprints - Physical
Education Key Stage 1 Scotland P1-P3 Teacher's Resource Book Second Edition. Level: KS1 (R-Y2)
(P1-P3) (Age 4-7 yrs). Nelson Thornes.

Hopple CJ. 1995. Teaching for Outcomes in Elementary Physical Education: A Guide for Curriculum
and Assessment. Human Kinetics.

Landy JM and Landy MJ. 1992. Ready-To-Use P.E. Activities for Grades K-2. (Series continues:
Grades 3-4, 5-6, 7-9 etc.) Parker Publishing.

Manners HK and Carroll ME. 1995. A Framework for Physical Education in the Early Years. Falmer Press.

Orlick T. 1978. The Cooperative Sports & Games Book: Challenge Without Competition. Pantheon
Books.

Purcell Cone T, Werner P, Cone SL and Mays Woods A. 1998. Interdisciplinary Teaching Through
Physical Education. Human Kinetics.

Sanders SW. 2002. Active for Life: Developmentally Appropriate Movement Programs for Young
Children. NAEYC Publications.

Web sites

www.humankinetics.com

www.british-gymnastics.org


Physical education (PE) scope and sequence overview

Strand By the end of this age range, children aged 3−5 will: By the end of this age range, students aged 5−7 will: By the end of this age range, students aged 7−9 will: By the end of this age range, students aged 9−12 will:

Body control • develop spatial awareness • develop an awareness of space, direction and levels in relation to • At this age, body control and spatial awareness activities will • At this age, body control and spatial awareness activities will
and spatial • develop gross motor skills others and to their working environment be incorporated into other PE content areas. be incorporated into other PE content areas.
awareness • develop creative skills through movement. • travel in different ways, changing speed and direction with control
• handle different apparatus and small equipment using various
body parts (manipulative skills)
• hold their body weight using various body parts as bases
(balance and stability).

Adventure • explore and develop the ability to solve tasks individually • solve challenging problems, individually, in pairs or in small • solve challenging problems, individually, in pairs or in small • solve challenging problems, individually, in pairs or in groups
challenge • explore and develop the ability to solve tasks in pairs or in small groups groups • participate in group activities to accomplish a common goal.
groups. • solve challenges with or without apparatus • solve challenges with or without apparatus
• participate in small group activities to accomplish a common goal. • participate in group activities to accomplish a common goal.

Athletics • At this age, athletics (jumping, throwing and running events) • At this age, athletics (jumping, throwing and running events) • develop the basic techniques of jumping, throwing and running • practise specific techniques for jumping, throwing and running
should be introduced through the other PE content areas. should be introduced through the other PE content areas. events events
• learn and apply the basic rules of athletic events • learn and apply the rules of various events
• be introduced to collecting and recording results • learn how to collect and record results
• understand and apply the basic safety rules in athletic events. • understand and apply the safety rules in these events
• evaluate their athletic performance and understand how they can
improve their performance.

Movement • explore locomotor skills (including travelling, changing direction, • combine locomotor and non-locomotor skills in order to develop • combine locomotor and non-locomotor skills in order to improve • demonstrate controlled combinations of movement, changing
to music altering pathways, and transferring weight) using music as a rhythmic responses rhythmic responses speed and direction
stimulus • respond through movement to a range of stimuli • respond through movement to a range of stimuli • combine locomotor and non-locomotor skills in order to refine
• explore non-locomotor skills using music as a stimulus • express feelings and moods using imagination and original ideas • express feelings and moods using imagination and original ideas rhythmic responses
• use imagination and original ideas to respond to a range of • create simple individual movement sequences • create simple movement sequences • respond through movement to a range of stimuli
stimuli to express feelings and moods • master a dance containing basic step patterns, which has a • master a dance containing basic step patterns with a partner or in • express feelings and moods using imagination and original ideas
• be introduced to short sequences using basic step patterns. beginning, middle and end. small groups • create more complex movement sequences
• begin to master dances with more complex step patterns. • be exposed to a range of dances containing more complex step
patterns
• master dances containing complex step patterns with partners
and in small groups
• begin to recognize techniques and forms of dance
• be aware of the different purposes and types of dance
• appreciate the dances of different countries and cultures.

Games • explore coordination, manipulation and balance • develop coordination, manipulation and balance • develop coordination, manipulation, balance and spatial awareness • develop coordination, manipulation, balance and spatial awareness
• travel in different ways maintaining body control • travel in different ways, changing speed and direction while • participate in activities that develop spatial awareness and • participate in activities that refine locomotor skills
• change speed and direction of movement maintaining body control maintaining body control locomotor skills • become competent in handling different apparatus and small
• handle small equipment using various body parts • explore different apparatus and small equipment using various • handle different apparatus and small equipment using various equipment
• participate in, and follow instructions for, simple games body parts body parts • participate in lead-up games
requiring little or no equipment. • participate in, and follow instructions for, simple games • participate in simple lead-up games • participate in scaled-down or adapted versions of the recognized
requiring little or no equipment. • begin to develop their own games and related activities. sports, for example invasion games, fielding and striking games,
net games and target games
• develop their own innovative games and related activities.

Gymnastics • learn a variety of movements to form a basic movement • develop the traditional gymnastic skills, involving physical • combine simple movements to create short sequences • combine movements to create sequences
vocabulary, for example jump, hop, slide, rock agility, flexibility, strength and coordination • improve the traditional gymnastic skills, involving physical • refine the traditional gymnastic skills, involving physical agility,
• explore different ways of moving on the floor and on apparatus • interpret and answer movement tasks in their own way, and at agility, flexibility, strength and coordination flexibility, strength and coordination
• create small movement patterns their own level, on the floor • interpret and answer movement tasks in their own way, and at • interpret and answer movement tasks in their own way, and at
• hold their body weight in stillness using various body parts as • interpret and answer movement tasks in their own way, and at their own level, on the floor their own level, on the floor
bases their own level, using apparatus • interpret and answer movement tasks in their own way, and at • interpret and answer movement tasks in their own way, and at
• be introduced to one or two basic skills, for example a pin jump • combine locomotor and non-locomotor skills while using small their own level, using apparatus their own level, using apparatus
• explore different ways of moving with small equipment. equipment. • combine locomotor and non-locomotor skills while using small • combine locomotor and non-locomotor skills while manipulating
equipment. small equipment.

Health- • be aware of some of the elements of a healthy lifestyle (rest, • recognize the elements and the benefits of a healthy lifestyle • identify and recognize the elements and the benefits of a healthy • identify and recognize the elements of a healthy lifestyle (rest,
related well-balanced nutrition, exercise etc) (rest, well-balanced nutrition, exercise etc) lifestyle (rest, well-balanced nutrition, exercise etc) well-balanced nutrition, exercise etc)
activities • be aware that it is important to be physically active • become aware of the importance of physical activities in daily life • be aware of the importance of physical activity in daily life • identify and recognize the benefits of a healthy lifestyle
• recognize some basic changes that occur to their bodies when • recognize basic changes that occur to their bodies when exercising • recognize the physical changes that occur to their bodies when • be aware of the importance of physical activity in daily life
exercising • demonstrate safety when exercising. exercising • recognize the physical changes that occur to their bodies when
• be made aware of safety aspects when exercising. • demonstrate safety when exercising. exercising
• demonstrate and apply safety when exercising.


Subject: physical education Age range: 3–5 years Page 1 of 4

Overall expectations
Physical education (PE) offers children the opportunity to explore the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve simple problems,
tackle appropriate physical challenges, manipulate equipment or apparatus, and express themselves in a range of situations. Children will be exposed to a number of activities that will develop
gross motor skills that may later be applied in various sports. Children will become aware of safe behaviour practices when engaging in physical activities, recognize the importance of fair play,
cooperative behaviours and the ability to function as part of a group. Children will be introduced to some of the ways exercise affects their bodies.
Children will have the opportunity to identify and reflect upon “big ideas” by making connections between the questions asked and the concepts that drive the inquiry. They will become aware
of the relevance these concepts have to all of their learning.
For the purpose of this scope and sequence, the strands have been grouped as follows (adapted from Fig 13 Making the PYP happen): body control and spatial awareness, adventure
challenge, athletics, movement to music, games, gymnastics and health-related activities.

*See glossary for explanation of italicized terms.

Content What do we want children to learn? How best will children How will we know what Notes for teachers
learn? children have learned?

Specific expectations Sample questions Sample activities Sample assessments Resources and comments

The specific expectations may be Questions that address the key All activities encompass some, or Assessments should be directly Teachers should find ways to
addressed in any order or concepts (Fig 5 Making the PYP many, of the specific expectations related to the specific ensure EAL learners understand
combination. happen) challenge learners and and transdisciplinary skills expectations. Children should be tasks and expectations.
promote genuine understanding. (Fig 14 Making the PYP happen). given the opportunity to
Sample questions can be linked demonstrate their understanding
to a key concept. Some examples in a variety of ways.
are noted below in bold.

Body control and spatial
awareness Children will:
This strand focuses on
exploring the human body’s • develop spatial awareness How can you make sure you Children imagine their feet are Children can cover the floor Warm-up and warm-down
capacity for movement, and have enough space around you covered in paint. They run space effectively, using all sessions should be part of
how to move around, and in- to move wherever you want? around the room “covering” areas but avoiding contact every class. These exercises
between, objects and other responsibility the floor with paint, making with others. prepare muscles properly for
individuals safely. sure they do not paint each physical activity and ultimately
other. prevent injury.

Children run around the gym Children can change direction The unit of inquiry “Who am
and on a signal they change without bumping into each I?” in the Sample programme
direction. other. of inquiry 2003 has many
opportunities to include PE.

• develop gross motor skills How many different ways can Children move around the Children can show different
you move around the gym gym in various ways with their ways of moving with their
using your hands and feet? hands and feet touching the hands and feet touching the
floor. floor.

• develop creative skills How can you show the parts The teacher selects a well- Children can improvise Little Red Riding Hood
through movement. of the story using actions? known story and children have appropriately using their body Children skip through the
to “act out” the story as it is movements and facial forest on the way to Grandma’s
retold. expressions to demonstrate the house, creep along being the
story. wolf, jump up out of bed to
catch Little Red Riding Hood,
chop the wolf with an axe and
run all the way home at the
end of the story.

Adventure challenge Children will:
This strand enables the
children to explore and • explore and develop the How can you get to the other Children choose from various Children can improvise, use
develop problem-solving ability to solve tasks side of the gym without materials and find their own their imagination and choose
skills. individually touching the gym floor? way to the other side of the suitable materials to get to the
function gym, trying not to touch the other side of the gym.
floor.

• explore and develop the How can you rearrange the In small groups, children Children can work cooperatively
ability to solve tasks in order you are standing in? arrange themselves in a line to rearrange their order on the
pairs or in small groups. function on a bench. They try and bench.
rearrange their order without
stepping off. Teacher gradually
increases the number of
children in the line.

Athletics
At this age, athletics (jumping, Children should be exposed
throwing and running events) to a wide variety of age-
should be introduced through appropriate athletic activities.
the other PE content areas.

PYP curriculum documents: physical education © IBO 2003
7.13





Movement to music Children will:
This strand concerns learning
to move the body in a variety • explore locomotor skills Can you move your whole Children listen to the music Children can recognize the See also Music scope and
of ways in response to (including travelling, body in time to the music? and every time they hear the right moment to jump. sequence.
different tasks and stimuli. It changing direction, altering drum they do any kind of jump.
can be a response to music, pathways, and transferring Choose a piece of music with
sounds or situations. It also weight) using music as a Can you show me different Play a variety of styles of Children can respond to clear sounds. Try to use
involves awareness of the stimulus ways of moving to these music to which children different musical sounds in a different musical instruments.
position of the body in pieces of music? respond. variety of ways, for example by
relation to oneself and to marching, floating and sliding. Allow all the children the
others. The body can be used opportunity to make a rhythm
to convey a feeling, mood, One or two children are given Children can respond to the using drums, triangles, shakers
attitude or to express an different instruments and rhythms created by their etc. This activity can also be used
emotion. make a simple rhythm. The peers. They may march to the for non-locomotor skills with
other children move their drum or shake to the maracas. various body parts being moved
bodies in time to the sounds. in response to the rhythms.

• explore non-locomotor How can you move different Children use their imagination Children can demonstrate a
skills using music as a parts of your body in time to to show how they can move movement with a body part in
stimulus the music? different parts of the body time with the music or sections
while listening to the music. of the music.

• use imagination and original Who can move and show me Children use their imagination Children can demonstrate Use different kinds of music
ideas to respond to a range that they are happy? to show that they are happy in being happy using movement and let children find the right
of stimuli to express feelings connection response to a piece of music. and facial expressions. music to match their feelings
and moods and moods.

• be introduced to short What different ways can you Children step, run, skip, gallop Children can change direction
sequences using basic step move using your feet when and march around the space. and speed without bumping
patterns. listening to the tambourine? They change direction and into each other when listening
speed following the beat of the to the beat of the tambourine.
tambourine.

Games Children will:
This strand explores the
sequential development of • explore coordination, Can you find a way to get the Children take a ball and try to Children can get the ball to The unit “Who am I?” in the
children’s competence, manipulation and balance ball to the other side of the get to the other side of the the other side of the gym, Sample programme of inquiry
confidence, success and gym, without it touching gym, around a number of using a variety of skills. 2003 includes many
enjoyment of the basic skills anything on the floor? different obstacles, without opportunities for children to
and techniques involved in a the ball touching them. challenge themselves physically.
variety of games-related
activities. Children are Which kind of balance Children explore using different Children can find their own Make sure you set up a variety
exposed to opportunities to equipment do you like to use balance set-ups to find out what limits using balance, of balance equipment with
deal with the concepts of best? perspective they like or can do best. coordination and courage. different surface heights and
cooperation and teamwork. widths.

• travel in different ways Who can move around the Children find their own way Children find the best way to Always start with simple
maintaining body control gym on three different parts of of moving using three body move keeping control of their games. For very young
their body? parts. movements. children, omit any rules that
may cause them to be upset or
excluded from the game, for
• change speed and direction How can you avoid being Children participate in simple Children play simple tag example being “out” or being
of movement maintaining caught when playing tag tag games. They avoid being games. They look for spaces in a “hot pot”.
body control games? function caught by running away from to avoid being caught.
the catcher(s).

• handle small equipment Can you throw this beanbag to Children throw a beanbag to a Children can throw the
using various body parts your friend or throw it through partner or towards a target. beanbag under-arm and over-
the hoop? arm, towards the target, using
high and low pathways.

How can you make sure the Children strike a stationary Children can kick the ball with
football goes where you want object (such as a football or the inside and outside part of
it to go? function beanbag) with their foot. They their foot.
use the different sides of their
Which side of your foot works foot and find which method
best to kick the ball? reflection works best.

Can you bounce this ball using Children bounce a large ball Children can control the ball
only one hand? Can you try as they travel. They develop using their hands while
the other hand? skills to bounce the ball using travelling.
alternate hands.

7.14




Sample questions can be linked to demonstrate their understanding
a key concept. Some examples are in a variety of ways.
noted below in bold.

Games (cont.) Children will:

• participate in, and follow Can you play “Duck, duck, “Duck, duck, goose” Children can play simple
instructions for, simple goose”? Children sit in a circle facing games according to the basic
games requiring little or no inwards. One child walks around rules.
equipment. the outside patting each seated
child’s head while calling out
“duck”. When the caller shouts
“goose” instead of “duck” the
seated child has to race around
the circle and return to their
space before the caller. The
child who arrives first remains
in the circle and the second
child becomes the caller.

Gymnastics Children will:
This strand introduces the
children to a variety of • learn a variety of movements Can you lie on your back and Children lie on their backs and Children can respond to basic Safety is an essential element
gymnastic skills: on the floor, to form a basic movement push yourself along the floor? experiment with different commands and know the names of gymnastics and should be
using small equipment and vocabulary, for example ways of moving. of various basic actions. introduced and constantly
various apparatus. They jump, hop, slide, rock reinforced.
explore basic gymnastic skills: Can you find another way of Children experiment with Children show an awareness
body control, locomotor sliding? form various ways of sliding using of space, obstacles and other Apparatus at this age range is
skills, non-locomotor skills, different body parts. people around them as they likely to be limited to benches
balance and spatial move. and mats.
awareness.
At this age, emphasis will be
• explore different ways of Can you slide on the apparatus? Children experiment with Children become confident on exploration in gymnastics.
moving on the floor and on moving along and over a with the exploration of the However, specific skills and
apparatus variety of apparatus on apparatus. techniques can be gradually
different body parts. introduced to improve and
refine skills.
What shapes can you make Children explore ways of
yourself into? change bending, stretching and twisting A checklist of skills may be
to be as large/small as possible helpful to monitor progress.
or forming shapes, for example In this age range, appropriate
a ball. skills will include:
• forward roll
• pin jump
• create small movement Can your group make a little Children plan and perform Children can plan and perform • shoulder stand
patterns pattern using three different simple patterns, linking a short movement pattern, for • star jump.
movements and show this to several actions together. They example slide, roll, slide, roll.
the rest of the class? are invited to talk about what They can explain how they
connection they and others have done and worked and make simple
make simple judgments. assessments of their own
pattern and the patterns
Children travel around the room created by their peers.
and on a designated signal they
find a partner and make the same
shape as each other (mirror).

• hold their body weight in Can you balance on four body Children find the best way to Children can demonstrate the
stillness using various body parts (and three, and two, and balance on a certain number best way to keep their balance.
parts as bases one)? of body parts.

• be introduced to one or two Can you jump up into the air Children stand on a chosen Children can show good landing
basic skills, for example a like a rocket? form spot and do a big jump, bending techniques after jumping. They
pin jump their knees on landing. are able to explain why they
need to land like that.

• explore different ways of What patterns can you make Children experiment with Children explore and use their
moving with small with your ribbon? making figures and circles imagination when working with
equipment. with their ribbon. their chosen piece of equipment,
for example ribbons and balls.
How many different ways can Children throw and catch They demonstrate a variety of
you throw a ball up in the air different pieces of small shapes and different ways to use
and catch it again? equipment, individually and their equipment.
with a partner.

7.15





Health-related activities Children will:
This strand introduces the
importance of physical • be aware of some of the What can we do to keep Talk with children about Children can talk readily about Teachers should acknowledge
activity and maintaining a elements of a healthy healthy? responsibility keeping healthy and that this their own ideas of what that there are many factors
healthy lifestyle. Health- lifestyle (rest, well-balanced includes resting as well as constitutes health and how children are unable to control
related activities are relevant nutrition, exercise etc) Why is it important that we exercising. their behaviour can affect their that affect their health, for
for all other strands of PE. sleep? health. example time of going to bed,
Some teachers may cover meals served, whether or not
health-related issues as part of they walk to school etc.
their normal lessons; others • be aware that it is important Why is it good to be able to
may use specific lessons to to be physically active run fast? Or jump high? Or Children should experience a
promote understanding in a throw far? reflection wide range of vigorous
more explicit way. activities that use whole-body
When can you be active? Class discussions remind movements.
When is it important you are children of when it is and is not
not so active? appropriate to be physically Promote awareness in young
active. children by talking about the
effect physical activity has on
their bodies.
• recognize some basic What has changed when you Before and after physical Children can comment on the
changes that occur to their exercised? change activities ask children to changes they notice in their Ensure children have enough
bodies when exercising describe how they feel and bodies during physical activity, time to recover between
Why do you think it has what they can tell you about for example “I am hot”, “I feel energetic physical activities.
changed? causation their bodies. sweaty”, “Your cheeks are red”
or “My legs are tired doing this”.
What has stayed the same? The teacher could note down
observations as they are spoken.

• be made aware of safety What can we do to help us Children run, skip and slide Children can stop on the Safety precautions cannot
aspects when exercising. stay safe? responsibility around the room and stop on a appropriate signal and are aware remove all risks but should
signal from the teacher, for of the reasons for following eliminate unnecessary hazards.
Why is it important to wear example clapping hands, instructions straight away.
the right kind of clothes when banging a tambourine, or The unit of inquiry “What
we are exercising? lifting hands in the air. clothes do we wear?” in the
Sample programme of inquiry
What must you be careful of 2003, provides an opportunity
when running around the gym? to discuss the importance of
reflection appropriate clothing in PE.

Model safe practices when
working with children, for
example tidiness of equipment.

Simple rules about appropriate
behaviour during PE need to
be established and maintained.

Teach skills that will keep
children safe:
• responding straight away to
signals from the teacher
• maintaining appropriate
noise levels
• handling large and small
equipment safely
• watching out for others
• maintaining good posture
• wearing suitable clothing
and footwear
• lifting and climbing safely
• jumping and landing
appropriately
• warming up and warming
down before and after
activities.

7.16


Physical education (PE) offers students the opportunity to discover the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve problems, address
physical challenges, function as part of a group, manipulate equipment or apparatus, and express themselves in a range of situations. Students will be exposed to a number of activities that will
develop gross motor skills that may later be applied in various sports. They will become aware of a number of positive leisure time pursuits. Students will develop skills that they may apply in a
variety of contexts within and beyond the school setting. These skills include the use of proper safety precautions when engaging in physical activities, recognition of the importance of fair play,
use of cooperative behaviours and the ability to function as part of a group or team. Students will be introduced to a healthy and active lifestyle and the ways exercise affects their bodies and
overall fitness or well-being.
Students will have the opportunity to identify and reflect upon “big ideas” by making connections between the questions asked and the concepts that drive the inquiry. They will become aware


Content What do we want students to learn? How best will students How will we know what Notes for teachers
learn? students have learned?


combination. happen) challenge learners and and transdisciplinary skills expectations. Students should be tasks and expectations.

awareness Students will:
This strand explores and
develops the gross motor • develop an awareness of How can you move around Working in pairs, one leads Students can move safely Warm-up and warm-down
skills that are the foundation space, direction and levels the space safely? form, and one follows the leader following somebody without sessions should be part of
of all physical activities. It in relation to others and to responsibility closely without touching the touching the front person or every class. These exercises
also promotes awareness of their working environment leader or anybody else. anybody else. prepare muscles properly for
the position of objects and/or Can you follow your partner physical activity and
people in relation to oneself closely without touching ultimately prevent injury.
and to each other, working him/her or anybody else?
individually or in small The unit of inquiry “Let’s play”
groups. How can you find a space of in the Sample programme of
your own? function inquiry 2003 has many
opportunities to include PE.
How can you move at different Students move at different Students can move at different
levels (low, medium and high)? levels, for example close to levels with smooth linking The teacher can develop
the ground, along apparatus. actions. simple rubrics for students
initially. As students become
more adept at using them, they
• travel in different ways, What do you need to do to Students use a simple Students can use the assessment can also begin to look for
changing speed and stop quickly? assessment sheet/rubric to sheet to mark off the different changes of direction and
direction with control watch and assess their partner. ways of moving that they see. speed including stopping.
The sheet requires the student
to mark off when they see
their partner moving in
different ways, for example
walking, jogging, hopping,
jumping, sliding, leaping,
skipping and galloping.

• handle different apparatus What different movements Students balance a beanbag on Students are able to show
and small equipment using can you make while balancing their head and try out various various movements without
various body parts a beanbag on your head? movements without dropping dropping the beanbag.
(manipulative skills) the beanbag.

• hold their body weight What different shapes can you Students make their bodies Students can make shapes
using various body parts make on the floor using your into a letter shape, number which the teacher is able to
as bases (balance and body? form shape or geometric shape, recognize.
stability). either individually or in small
groups.

Roll the dice Students can hold their body
Make a large dice with weight in a steady balance
different body parts on each using the various body parts
face. Roll the dice and the shown on the dice.
students must balance on the
body part shown.

7.17





Adventure challenge Students will:
This strand challenges the
students to collaboratively • solve challenging problems, How can you transport the Students complete an obstacle Students can communicate
solve problems involving individually, in pairs or in mat from A to B without the course where they have to go and find a way to work
physical and critical thinking small groups mat touching the floor? form over, under and through together to achieve the task.
skills. It is also associated various apparatus.
with overcoming natural
obstacles (outdoor
environments, different • solve challenges with or What different ways can you
weather conditions etc). without apparatus transport the object over the
course while making sure that
you work with your partner or
small group?

• participate in small group How can we move the hoop A group of students hold hands Students can move the hoop
activities to accomplish a around the circle without in circle formation and move around the circle successfully.
common goal. using our hands or breaking the hoop around the group
the circle? without breaking the circle.

Athletics
At this age, athletics (jumping, Students should be exposed
throwing and running events) to a wide variety of age-
should be introduced through appropriate athletic activities.
the other PE content areas.

Movement to music Students will:
to move the body in a variety • combine locomotor and How can you move around the Students step, run, skip, Students can do the actions The unit of inquiry “Celebrate!”
of ways in response to non-locomotor skills in room when listening to the beat gallop and march to various consistently. They can start in the Sample programme of
different tasks and stimuli. It order to develop rhythmic of the drum? rhythms including clapping, and stop skipping, hopping inquiry 2003 has many
can be a response to music, responses music and the beat of a drum. and galloping with control. opportunities to include
sounds or situations. It also movement to music.
involves awareness of the How can you move around the Students sway, twist and turn Students can sway to a rhythm
position of the body in room to this rhythm? with or without music. etc. In movement to music, provide
relation to oneself and to students with simple props
others. The body can be used such as scarves, streamers and
to convey a feeling, mood, • respond through movement How can your body respond Start and stop the music Students are able to move sheets.
attitude or to express an to a range of stimuli to signals, sounds and music? Students dance while the music freely using their imagination
emotion. function is playing and then hold their while the music is playing.
positions when the music stops.

• express feelings and moods Who can move and show that
using imagination and they are angry, sad, excited or
original ideas afraid?

• create simple individual Students choose some Students can select movements
movement sequences movements they have explored and combine them to create a
and put them together in a sequence that has a defined
movement sequence. They start, middle and end. They
should include a starting and can perform it to their peers.
finishing position that are
obvious and controlled.

• master a dance containing How can you copy a movement Students try to copy movement Students are able to copy the
basic step patterns, which has pattern that your partner has patterns with and without movement patterns accurately
a beginning, middle and end. performed? music. with and without music.

Students clap their hands and Students are able to follow
move their feet as instructed simple instructions and keep
by the teacher. time to music by performing
movements as outlined by the
teacher.

How can you remember Students develop methods of Students are able to develop
simple step patterns? remembering the step patterns their own methods and
causation individually and with partners. techniques of remembering
dance steps and the order in
which the steps occur in a
dance.
7.18





Games Students will:
This strand explores the
sequential development of • develop coordination, Students should be exposed
students’ competence, manipulation and balance to a wide variety of age-
confidence, success and appropriate activities. Ideally,
enjoyment of the basic skills these activities should be
and techniques involved in a • travel in different ways, “Hop it” game drawn from a variety of
variety of games-related changing speed and Students each stand in their different cultures, so as to
activities. Students are direction while maintaining own hoop, except one who is broaden their international
exposed to opportunities to body control “it”. The student without a awareness.
deal with the concepts of hoop runs and stands in
cooperation and teamwork. another student’s hoop and Games can introduce action
shouts, “Hop it!” The student vocabulary to EAL learners.
who is “it” then chases the
owner of the hoop, but they
must both hop. If the student
being chased is caught, he/she
becomes “it”. The student
who is now “it” runs and
stands in another hoop and
shouts, “Jump it!” or “Skip it!”
The game continues as before,
with different actions being
called out each time.

• explore different apparatus How many different ways can Students are given a ball and a Students can find different Students may use any style
and small equipment using you move the ball using a racket or bat. They have to ways to move a ball using a they wish as long as the
various body parts racket/bat? find different ways of moving racket, including carrying, activity is safe for them and
the ball from one end of the rolling, hitting and dribbling. their classmates.
floor space to the other. The students watch each
Students share their methods other, describe what is If students are practising a skill
with the rest of the group, happening before attempting that uses equipment (for
commenting on what they the movement themselves, example bouncing a ball), it is
found worked well and what and comment on how easy or important that there is one
was hard to do. difficult they found the task. piece of equipment each.
Problems arise if students have
to share equipment when
mastering individual skills.

What do you need to do to Students toss a soft object into Students can describe the Activities should include
catch the object a number of the air, experimenting with procedures for catching opportunities for sending,
times with success? different throwing and catching successfully (watching the receiving and moving with a
techniques. Students do this object, positioning the body, variety of equipment.
activity while focusing on etc).
control.

How can you stop the ball Students dribble around the Students can stop the ball with
with control on command? area and, on command, stop control.
the ball with control.

• participate in, and follow Why do we need to practise Beanbags game Students can explain how to The game can be made easier
instructions for, simple fair play? responsibility The aim is to throw beanbags defend their space and the by moving the hoops closer to
games requiring little or into your opponent’s hoop to tactics they can use. the line or using larger hoops.
no equipment. score a point. Set up a “court” Students improve throwing It can be made harder for the
with a line to divide the skills and accuracy of their attacker by decreasing the size
players. Each player stands aim. of the hoops or moving them
facing an opponent across the further away from the line. It
line. Place a hoop behind each can be made harder for the
player, about 1m from the defender by using two hoops
line. Each player tries to (one on each side of the
throw three beanbags into the defender).
hoop on the other side. They
can try and stop the beanbags
entering their hoop but must
not move or touch the hoop.
Each beanbag that lands in a
hoop scores a point. Players
take turns with the beanbags.

What is the best way to avoid Students play a tag game. Students avoid being caught
being caught? by using space and dodging
skills. They work as a team to
What is the best way to help help others to get free.
your partner succeed?
reflection
7.19





Gymnastics Students will:
This strand exposes the
students to a variety of • develop the traditional Can you do a forward roll, Students practise a forward Students can perform a Safety is an essential element
gymnastic skills (on the floor, gymnastic skills, involving keeping your knees and ankles roll. Students have a piece of forward roll keeping the piece of gymnastics and should be
using small equipment and physical agility, flexibility, together? scrap paper to place between of paper between their knees/ introduced and constantly
various apparatus), strength and coordination their knees/ankles. ankles. reinforced.
developing basic gymnastic
skills: body control, balance A checklist of skills may be
and spatial awareness. • interpret and answer Can you jump in the air, Students practise star jumps, Students can demonstrate a helpful to monitor progress.
Gymnastics focuses on control, movement tasks in their making a shape like a star? remembering to bend their stretched star shape in the air In this age range, appropriate
coordination and the physical own way, and at their own knees when landing. and land safely, bending their skills will include:
possibilities of the body. level, on the floor knees. • backward roll
• forward roll
How can you be completely Students run and then stop and The teacher observes students • half-turn jump
still on one, two, three or four make statues and sculptures and comments constructively • pin jump
body parts? function while balancing on different on their interpretations of the • shoulder stand
body parts. (They can repeat task. • star jump.
this activity on a piece of
apparatus such as a bench or Tasks set for the students must
mat.) be simple enough for them to
respond actively and immediately
without lengthy explanations or
• interpret and answer How many different ways of Students travel on, across or Students can use the apparatus demonstrations.
movement tasks in their travelling on your apparatus along a piece of apparatus in imaginative and relevant
own way, and at their own can you find? using two hands but only one ways. At this age, emphasis will
level, using apparatus foot. still be on exploration in
How can you balance on one, gymnastics. However, more
two, three or four body parts specific skills and techniques
with apparatus? can be introduced to improve
and refine basic skills.
How can you link movements Students select and link two or Students can link movements
together to form a sequence more movements. They to create a short sequence: a The teacher should encourage
your partner can copy? remember them to perform as jump and a slide, two rolls in students to use appropriate
a sequence. A partner then different directions, a slide vocabulary (body parts,
observes and copies the over a piece of apparatus direction, speed, shape,
sequence. followed by a jump etc. apparatus) to describe their
The partner can accurately sequences.
copy the movement sequence.
In gymnastics, suitable
equipment may include hoops,
• combine locomotor and What different shapes can you Students experiment, making Students demonstrate mats, balls, benches, ribbons,
non-locomotor skills while make in the air with a ribbon? figures, circles and shapes creativity and confidence in wall bars, balloons and ropes.
using small equipment. with a ribbon and using their experimenting with the use of
bodies at different levels. equipment in gymnastics. The unit of inquiry “Where is
air?” in the Sample programme
What different ways can you Students are given a ball or Students can create short of inquiry 2003 has many
catch a ball? balloon and asked to perform movement sequences in opportunities to include PE
different movements while it response to a given task. through the use of equipment
Can you throw the ball in the is in the air. They try to such as balls, balloons and
air and do one movement (turn, increase the number and parachutes.
clap, hop) while it is in the air? complexity of the movements.

Health-related activities Students will:
This strand develops an
awareness of the importance of • recognize the elements and How do you feel the next day Discuss the benefits of exercise, Students respond and take part See also Personal and social
physical activity and maintaining the benefits of a healthy when you have gone to bed following instructions and in further discussion. education scope and sequence
a healthy lifestyle. Health-related lifestyle (rest, well-balanced late? getting enough sleep. and Science and technology
activities are relevant for all other nutrition, exercise etc) scope and sequence.
strands of PE. Some teachers What do you think would
may cover health-related issues happen to your body if you Students should experience a
as part of their normal lessons; exercised regularly? wide range of vigorous
others may use specific lessons to reflection activities that use whole-body
promote understanding in a more movements.
explicit way.
• become aware of the Why is it important to take a Discuss with students why Students can discuss other
importance of physical dog for a walk every day? dancing/athletics/gymnastics activities they consider to
activities in daily life responsibility is a healthy activity. be healthy, for example
swimming, cycling, soccer.
Why is it important that you
keep active?

Why is it good for you to play
and get out of breath?
reflection
7.20




a key concept. Some examples in a variety of ways.

Health-related activities
(cont.) Students will:

• recognize basic changes What changes can you see or Plan activities where Students can recognize and
that occur to their bodies feel in your body when you students will have to run describe some of the changes
when exercising are exercising? change around and experience the that happen to their body when
changes that are happening to exercising.
What does it feel like just after their body, for example heart
you have been running/ beating faster, sweating,
dancing/jumping/swimming? feeling warmer, feeling tired.

What does your heart feel like Talk with students about Students know where their
when you are resting? where their heart is in their heart is and can recognize that
body and what happens to the heartbeat changes according
their heartbeat before and after to how active they are.
physical activity.

• demonstrate safety when Why is it important to always Students move around the Students can run, jump, roll, Simple rules about appropriate
exercising. look where you are going gym or field in a variety of spin and hop in safety. They behaviour during PE need to
before you move? different ways: running use the apparatus safely. be established and maintained.
without bumping into other
How can we stay safe when students, jumping using safe Teach skills that will keep
we are exercising? landing techniques, spinning students safe:
without falling over etc. • responding straight away
to signals from the teacher
Do you know the rules and Discuss why rules are Students can suggest rules for • maintaining appropriate
what you are supposed to do? important. Give the students a common situation and noise levels
a common situation and ask understand how rules might • handling large and small
them to think of a rule that be helpful. equipment safely
might be helpful. • watching out for others
and footwear
appropriately
activities.

What do we need to remember Students help to prepare Students follow instructions Remind students that the
before we move equipment? equipment at the start of the carefully about how to lift and position of apparatus is
session and help to put it away move equipment, how to work important; not too close to
at the end of the session. with others in the group, and other equipment or walls.
how to prepare or tidy away
equipment.

7.21


Physical education (PE) offers students the opportunity to discover the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve problems, address physical
challenges, function as part of a group, manipulate equipment or apparatus, and express themselves in a range of situations. Students will be exposed to a number of activities that will develop gross
motor skills that may later be applied in various sports. They will become aware of a number of positive leisure time pursuits. Students will develop skills that they may apply in a variety of contexts
within and beyond the school setting. These skills include the use of proper safety precautions when engaging in physical activities, recognition of the importance of fair play, use of cooperative
behaviours and the ability to function as part of a group or team. Students will be introduced to a healthy and active lifestyle and the ways exercise affects their bodies and overall fitness or well-being.





awareness
At this age, body control and
spatial awareness activities
will be incorporated into other
PE content areas.

students to collaboratively • solve challenging problems, How can you work as a group Students hold hands in a group. Students can cooperate and Warm-up and warm-down
solve problems involving individually, in pairs or in to achieve a common aim? Each group has a balloon. The communicate with one another sessions should be part of
physical and critical thinking small groups connection object is to work as a group to in a positive manner in order every class. These exercises
skills. keep the balloon in the air. to accomplish the task. prepare muscles properly for
physical activity and
ultimately prevent injury.
• solve challenges with or In a small group, students try
without apparatus to let everybody use a The unit of inquiry “Give and
different skill/movement. take” in the Sample programme
They put this together in a of inquiry 2003 has many
small sequence. opportunities to include
cooperation and teamwork
through PE.
• participate in group In groups, students must get
activities to accomplish a themselves and some objects
common goal. over an obstacle course while
keeping a hoop spinning in a
certain spot.

Athletics Students will:
This strand exposes students
to the three aspects of athletics • develop the basic techniques What can you do to jump Students experiment with Students are able to identify Athletics for this age group is
(jumping, throwing and of jumping, throwing and higher? different movements in order and demonstrate a sequence of in a modified form. Distances,
running events). These events running events to jump higher. body movements which help techniques and equipment
may take place on a running them to jump higher. should be appropriate to the
track, or an athletic field. It age and physical development
develops the different of the students.
techniques for the individual • learn and apply the basic What are the basic rules when Students practise running and Students are able to take off
events while striving to rules of athletic events jumping in the long jump? taking off from a set point. from a set point, without
improve student performance. They are introduced to the crossing the line. They
rules and regulations of the understand why they have to
long jump. try and land with their hands
in front of them and get out of
the sand pit at the end without
turning round.

What are the basic rules when Students run relay races. They Students can demonstrate a
running a relay race? are introduced to the basic good handover of the baton.
rules of relay races and apply
them when running.

What are the basic rules when Students begin to throw a Students can throw a frisbee
throwing a discus? form frisbee or quoit to develop from a designated area
discus-throwing techniques. without stepping out of it.
Basic safety rules are Students apply the learned
introduced and practised. safety rules.
7.23






Athletics (cont.) Students will:

• be introduced to collecting How do we collect and record Students are introduced to Students can demonstrate basic See also Mathematics scope
and recording results results? function different ways of collecting skills in handling a stopwatch, and sequence.
and recording results by measuring distances/height
working on an athletic event with a tape measure/metre
in small groups. stick and using the equipment
in the appropriate way. They
are able to record the data on
paper in simple columns.

• understand and apply the How can we participate in the Students collect information Students can set up and run an
basic safety rules in athletic various athletic events safely? about safety rules in the event (practice) at a basic
events. different events. In small level, according to the (safety)
groups, the students explain the rules of that event, working in
safety rules of an event and set small groups, guided by a
up an event for the rest of the teacher.
class, applying the safety rules.

to move the body in a variety • combine locomotor and What different ways can you Students step, run, skip, gallop Students are able to change The unit of inquiry “Looking
of ways in response to non-locomotor skills in move using your feet? and march around the space, direction and speed without in the mirror” in the Sample
different tasks and stimuli. It order to improve rhythmic changing direction and speed. bumping into each other. programme of inquiry 2003
can be a response to music, responses has many opportunities to
sounds or situations. It also include movement to music.
involves awareness of the
position of the body in • respond through movement How can you combine the Students show a physical Students can clap, sway, etc to Encourage students to use
relation to oneself and to to a range of stimuli movements of most of your response using different types a rhythm. their whole body as well as
others. The body can be used body parts to demonstrate a of music or rhythms. individual parts of their body.
to convey a feeling, mood, rhythmical movement?
attitude or to express an Students and teacher can
emotion. develop a rubric to assess the
• express feelings and moods How can you show changes of sequence and the group work
using imagination and mood in response to music? elements of the activity.
original ideas change
Include dances from a variety
of different cultures.
• create simple movement What patterns can you make Students move around the Students make different
sequences on the floor while moving room making different patterns patterns or sequences on the
around the room? and sequences on the floor. floor.

How can you keep your body Students move to the music Students can stop and
balanced after stopping and stop immediately when maintain a balanced position.
quickly? the music is turned off.

• master a dance containing How can you dance with a Students perform parts of a Students can start, stop and
basic step patterns with a partner or in a group to a set known dance. execute the steps of dances
partner or in small groups pattern of movements? with increasing precision.

What is easy/difficult about In a small group, students Students reflect upon how
working together? make up an original sequence well their group worked
perspective to music, using some of the together and how this affected
known steps they have already the sequence.
What, if anything, would you mastered.
change about how you work
together? change

• begin to master dances with What helps you to remember Students perform longer, more Students can remember and
more complex step the step patterns in a longer complex dances. perform step patterns in
patterns. dance? longer dances.
7.24






This strand sequentially
develops the students’ • develop coordination, How can you move around the Pairs of students hold hands Pairs can hold each other’s Games serve as an effective
competence, confidence, manipulation, balance and gym, holding hands with a and move around the gym, hand while changing direction lead-up to sports as they often
success and enjoyment of the spatial awareness partner, changing direction on without touching anybody else and keeping their balance. require fewer specialized skills.
skills and techniques involved the signal and not letting go? or letting go of each other’s They use the space available
in a variety of lead-up games. hands. On the signal they and avoid bumping into other The games-making element
Students are exposed to change direction. pairs. can be as structured or as
opportunities to deal with the open-ended as is appropriate
concepts of cooperation, for the age of the students.
teamwork and competition. • participate in activities that What is the best way to avoid Play a tag game. Students can remain free and
develop spatial awareness being caught or touched? assist others in getting free.
and locomotor skills Students look around for open
spaces to avoid being caught.

• handle different apparatus How can you make sure the Students use different body Students can work
and small equipment using balloon does not touch the parts, but not their hands, to individually or in groups,
various body parts floor? keep the balloon off the floor using different body parts (but
(alone or in groups). no hands) to keep the balloon
from touching the floor.

• participate in simple lead- What is a good way to hit the In small groups, students select Students demonstrate their
up games target? form a target and see how many ability to hit the target with
times they are able to hit it. consistency.

Where are the best positions Students play a strategic game Students can look for spaces
to place the ball to score a using a ball. They stand on on the opposition’s side of the
point? either side of a volleyball net. net where they may place the
The object of the game is to ball in order to score a point.
How can we stop our opponents throw the ball into space on the Students are able to move
from scoring points? other side of the net so that the toward the ball and stay alert
ball hits the floor. The team in order to prevent the
then receives a point. If the ball opposition from scoring.
goes into the net a point is
given to the opposition.

• begin to develop their own How do you score points in Students devise a scoring Students explain and/or
games and related activities. your game? function system and play a game they demonstrate their scoring
have created. system.

Gymnastics Students will
students to a variety of • combine simple movements How can you travel over, under Students perform rolls, Students can demonstrate Students might work
gymnastic skills (on the floor, to create short sequences or along the apparatus using a balances, jumps and various these skills consistently over a individually or with a partner,
using small equipment and combination of body parts? other movements. period of time. on the floor, or on a piece of
various apparatus). Students apparatus.
improve and expand their Can you make a movement Students make a short Students demonstrate their
gymnastic skills: body control, sequence to include a balance, sequence that answers the task understanding of a variety of Safety is an essential element
balance and spatial a roll and a jump? set, showing awareness for elements in their sequences of gymnastics and should be
awareness. quality of movement. such as change of speed, introduced and constantly
direction, level or body shape. reinforced.

A checklist of skills may be
• improve the traditional What do you have to do to Students practise tensing their Students expand and improve helpful to monitor progress.
gymnastic skills, involving your muscles to enable you to bodies for balancing. They use on the basic skills. They In this age range, appropriate
physical agility, flexibility, hold a balance? reflection their balance skills for demonstrate increasing skills will include:
strength and coordination headstands, handstands etc. competence and knowledge. • backward roll
Why is it important to form a • bridge
big triangle with your head and • forward roll
hands when you do a headstand? • half-turn jump
• handstand
• headstand
• pin jump
• shoulder stand
• star jump
• tuck jump.
The equipment available will
dictate the programme followed.
7.25






Gymnastics (cont.) Students will:

• interpret and answer How can you travel across the Students travel across the Students can perform In gymnastics, equipment that
movement tasks in their floor? floor using different methods. movement tasks individually, may be used includes: hoops,
own way, and at their own in pairs or in small groups on benches, balls, boxes, ribbons,
level, on the floor the floor. spring boards, balloons, mats,
ropes, wall bars and bucks.
How can you and a partner Pairs of students experiment Students demonstrate
balance on two, three or four with different ways of balances together.
body parts? combining their balances.

• interpret and answer How can you balance on one Students balance on a box,
movement tasks in their or two body parts on various bench, ropes or wall bars (if
own way, and at their own apparatus? available).
level, using apparatus
How can you travel across Students travel over a bench
various apparatus? using one method, then along
a bench using a second
method and across the mat
using a third method.

• combine locomotor and How many ways can you use Students experiment with Students can use a number of
non-locomotor skills while gymnastic movements to gymnastic movements while different ways to manipulate
using small equipment. move with, over, round or manipulating hoops. their bodies through and around
through your hoop? the equipment.

How can you combine ribbon Students create a succession Students can create and
shapes with gymnastic of movements and perform perform a succession of
movement? these using ribbons, ropes, movements..
hoops etc.

awareness of the importance • identify and recognize the What does it mean to have a Students brainstorm the Students can follow up their See also Personal and social
of physical activity and elements and the benefits of healthy lifestyle? function elements of a healthy lifestyle ideas by designing and education scope and
maintaining a healthy a healthy lifestyle (rest, and the benefits each of these producing posters to reflect sequence.
lifestyle. well-balanced nutrition, elements has. elements of a healthy lifestyle.
Health-related activities are exercise etc) The unit of inquiry “Health
relevant for all other strands What are some of the things Discuss the benefits of: Students respond and take and well-being” in the Sample
of PE. Some teachers may you can do to keep healthy? • exercise part in further discussion. programme of inquiry 2003
cover health-related issues as • good posture has many opportunities to
part of their normal lessons; How does exercise help your • safety while exercising include PE.
others may use specific body to develop? • following instructions
lessons to promote • getting enough sleep The teacher measures and
understanding in a more What harm can you do to your • nutrition. observes student levels of
explicit way. body when you don’t exercise physical fitness.
in a safe manner?

Why do you need a certain
amount of sleep every night?

• be aware of the importance Why is it important to keep In small groups, students find Students can explain why it is
of physical activity in daily active? out through discussion, library important to keep active.
life resources and homework why
it is important to keep active.
They share this with the class.

• recognize the physical What happens to your body Undertake simple physical Students record their own
changes that occur to their when you exercise? change fitness activities that address results and list the changes
bodies when exercising the points covered in the that they have noticed in their
Why does your body change discussion. bodies.
when you exercise? causation

Why is it important to change
your clothes after you have
been exercising?
7.26







• demonstrate safety when Why is it important to warm Discuss with the group when Students can explain in simple Simple rules about appropriate
exercising. up and warm down before and and why a warm-up activity is terms why warm-up and behaviour during PE need to
after exercising? responsibility used. warm-down sessions are be established and maintained.
important before and after
How can you make sure you exercising. Teach skills that will keep
stay safe when you are students safe:
exercising? • responding straight away to
Why is it important to wear • maintaining appropriate
the right clothing and footwear noise levels
for your PE lessons and • handling large and small
activities? equipment safely
Do you understand the task • maintaining good posture
and the rules for this activity? • wearing suitable clothing
reflection and footwear
appropriately
activities.
7.27



Physical education (PE) offers students the opportunity to discover the capabilities of their bodies and the variety of ways in which they are able to use their bodies to solve problems, address physical
challenges, function as part of a group, manipulate equipment or apparatus, and express themselves in a range of situations. Students will be exposed to a number of activities that will develop gross motor
skills that may later be applied in various sports. They will become aware of a number of positive leisure time pursuits. Students will develop skills that they may apply in a variety of contexts within and
beyond the school setting. These skills include the use of proper safety precautions when engaging in physical activities, recognition of the importance of fair play, use of cooperative behaviours and the
ability to function as part of a group or team. Students will be introduced to a healthy and active lifestyle and the ways exercise affects their bodies and overall fitness or well-being.





awareness
At this age, body control and
spatial awareness activities
will be incorporated into other
PE content areas.

students to collaboratively • solve challenging problems, How are you going to transfer Students, in groups of eight, Students cooperate and Warm-up and warm-down
solve problems involving individually, in pairs or in your team from one side of have two mats and must use communicate to complete the sessions should be part of
physical and critical thinking groups the room to the other in the these to get the group to the task in five trips. every class. These exercises
skills. least number of journeys? other side of the gym. They prepare muscles properly for
must be on the mat when physical activity and
moving and are only allowed ultimately prevent injury.
a maximum of four people on
the mats at one time. These challenges may be
performed with or without
Students explore forest or hill Students can complete the apparatus.
walks with appropriate tasks tasks set for them as they
undertaken along the way, for explore the walk.
example using a compass or
noting landmarks.

• participate in group How can your team complete Students use a map of the Students work together to get See also Mathematics scope
activities to accomplish a task using a map and school grounds with coordinates the right answer using the map and sequence.
a common goal. coordinates? function to solve an anagram. Each and the coordinates correctly.
team member (or pair) has to
collect a letter which when put
together with the others
provides the answer.

Athletics Students will:
This strand exposes students
to the three aspects of • practise specific techniques What differences are there Students experiment with Students use the correct Athletics for this age group is
athletics (jumping, throwing for jumping, throwing and between running for speed running long and short techniques and speed for the in a modified form. Distances,
and running events). These running events and running for distance? distances, changing their different distances. The teacher techniques and equipment
events may take place on a connection speed and the actions of their observes these activities and should be appropriate to the
running track, or an athletic arms and legs. records the performances. age and physical development
field. It develops the different of the students.
techniques for the individual What differences are there Students experiment with the
events while striving to between jumping for height transition from running to
improve student performance. and jumping for distance? jumping (either far or high)
and the different techniques
this requires.

How can you increase the Students practise correct When using the correct
distance you can throw the throwing technique. technique, students can throw
ball? the ball further.

• learn and apply the rules of What rules do we use in the Groups of students set up an Groups of students can
various events various athletic events? form athletic event of their choice for a organize other small groups to
small group and explain the rules run an athletic event, applying
of this event. When possible, the the rules correctly.
students run the event.
7.29





Athletics (cont.) Students will:

• learn how to collect and How do you record results in Students learn how to collect Students can record the results Graphing results is an excellent
record results track events? the results, including the use of a running event and collect way for teachers to present a
of a stopwatch. the information accurately. link between PE and
mathematics.

• understand and apply the What safety rules do we have Students explain to the group Students can apply the learned
safety rules in these events in the throwing events? which safety rules to use when rules during athletic events.
throwing the discus. They
throw the discus and apply the
safety rules.

• evaluate their athletic How can you evaluate your Students record and compare Comparisons may be made The unit of inquiry “Heroes”
performance and athletic performance? individual performances over against personal performance in the Sample programme of
understand how they can reflection a period of time. or standardized targets. inquiry 2003 has many
improve their performance. opportunities to include
sporting heroes such as athletes
and sports players.

to move the body in a variety • demonstrate controlled See also Music scope and
of ways in response to combinations of movement, sequence, Drama scope and
different tasks and stimuli. It changing speed and sequence and Personal and
can be a response to music, direction social education scope and
sounds or situations. It also sequence.
involves awareness of the
position of the body in • combine locomotor and How does this music make Students spontaneously move Students can improvise Skills might be demonstrated
relation to oneself and to non-locomotor skills in you want to move your body? to the music, keeping to the appropriate movements to the individually, with a partner or
others. The body can be used order to refine rhythmic perspective rhythm of the music and music. in small groups.
to convey a feeling, mood, responses interpreting the mood.
attitude or to express an Stimuli can include music and
emotion. words but also paintings,
• respond through movement What different ways can you Explore and experiment with Students can use the props and photographs, props and ideas.
to a range of stimuli use props and costumes? costumes and props to develop costumes to enhance creation
creative dance sequences. and performance skills. Students should respond to a
broader range of stimuli with
increasing sensitivity.
• express feelings and moods How can you combine body Students create a dance Students can perform a dance
using imagination and movements that show a mood, sequence that reflects routine they have created
original ideas feeling or emotion? connection different moods and emotions. themselves.

• create more complex How can you copy a Students try to copy a Students are able to copy a
movement sequences movement sequence that your movement sequence with and movement sequence accurately
partner has performed? without music. with and without music.

• be exposed to a range of Students learn a variety of Students can put into practice
dances containing more step patterns in a dance. the step patterns they have
complex step patterns learned in a known dance.

• master dances containing How can you demonstrate, Students learn a variety of Students are able to start, stop
complex step patterns with with a partner or in a group, known dances. and execute the steps of
partners and in small groups more than one set sequence of dances with increasing
movements? precision.

Why is it necessary to create a Use a social dance routine to Students can complete a social
space in dance? reflection emphasize the importance of dance routine.
moving in and out of a space
at a specific time.

• begin to recognize Observe, describe and discuss Students can describe and
techniques and forms of dances including live discuss the dances they observe
dance professional dance, videos using appropriate vocabulary
and the dances of other class and a basic understanding of
members. the techniques used.

Practise and perform different Students can identify the
dance forms such as narrative, structure and form of dances.
binary and ternary forms.

7.30





Movement to music (cont.) Students will:

• be aware of the different Why do people dance? Students analyse a video or Students can suggest two or
purposes and types of dance causation performance of modern, three different reasons why
creative or classical dances people dance.
that demonstrate different
reasons for dancing. Students are able to recognize
a variety of dance forms and
functions.

• appreciate the dances of Encourage students to recognize
different countries and that while dances from different
cultures. countries and cultures may look
different, all cultures dance for
specific reasons: celebration,
grief, festivals etc.

Try to incorporate the national
dances of the various countries
represented in your school.

This strand sequentially
develops the students’ • develop coordination, Why is it necessary to create Small teams of approximately Students discuss and reflect By taking part in games,
competence, confidence, manipulation, balance and space in games? four students play a passing on how the game progressed students are able to improve
success and enjoyment of the spatial awareness game. There will be four and what changes were made their skills and gain
advanced skills and concepts target areas that may be hit in order to move the game confidence in their abilities.
associated with games and with a ball to score points for along.
sports. the team. Teams have to find a Students should be encouraged
way to move the ball to score to transfer skills and concepts
at one of the target areas. across a range of invasion
Teams cannot score at the games.
same target area consecutively
and cannot run with the ball. Students should be encouraged
to transfer skills and concepts
across a range of fielding and
• participate in activities that How can you make sure you Students try to lose their Students adjust and adapt striking games.
refine locomotor skills do not lose your partner? partner by moving around the their movements, trying to
gym, in any direction without lose or keep up with their Students should be encouraged
touching anyone else. The partner. to transfer skills and concepts
other student tries to stay with across a range of net games.
his/her partner.
The games-making element
can be as structured or as
• become competent in open-ended as is appropriate
handling different apparatus for the age and physical
and small equipment development of the students.

Ropes and cones may be used
• participate in lead-up Discuss the relationship Students can mirror the
to create boundaries. Balls of
games between attacker and movements of their partner
various sizes, beanbags,
defender in simple games. and begin to anticipate
shuttlecocks and rackets may
Working in pairs, students movements. They can discuss
be used as playing equipment.
should try to mirror each whether they think attack or
other’s movements, one defence is the more difficult
moving backward and the role.
other moving forward across a
playing area. Swap roles to
discuss which is harder and
the relationship between
attack and defence.

• participate in scaled-down What do you need to do to get Bench ball/line ball Students cooperate as a team
or adapted versions of the the ball to your teammate on Students are split into two and achieve the set goal. The
recognized sports, for the bench or line? teams. The object of the game team gets the ball to the
example invasion games, is to get the ball to a teammate person on the bench or line.
fielding and striking games, on the bench or line. The Students move towards the
net games and target games students may move anywhere ball and stay alert in order to
within the designated playing prevent the opposition
area. Playing rules can be scoring.
adapted to suit the skill being
emphasized.

7.31





Games (cont.) Students will:

Why do you need to stay goal- Students play a small-sided Students can explain the
side of the attacker? soccer (hockey) game. advantage of remaining on the
goal side of the attacker.

What different ways can you Students play a small-sided Students can demonstrate or
get an opponent “out”? form fielding and striking game, explain different methods of
such as softball. eliminating players from the
game.

Why is it necessary to return Students play a small-sided Students explain the reason
to your position after each net game, such as volleyball. for returning to their position
action? reflection during the game.

What helps you to improve Students play an individual Students can explain some of
the accuracy of your aim? target game, such as archery. the necessary body positions
required to improve accuracy
in aiming at a target.

• develop their own What rules are necessary to Students play a game they Students can write down the
innovative games and play your game? have created, devising simple rules of their game and can
related activities. clear rules for it. explain how the skills of
How can you explain all the The game should include chasing, dodging, throwing
rules to other people? chasing and dodging, and kicking have been
throwing or kicking. The included in their game, as well
What skills have you included students can choose objects to as how points are scored and
in your game? use as boundaries and as how the game is won. They
playing equipment. are able to teach others how to
play their game.

Gymnastics Students will:
students to a variety of • combine movements to Can you create a movement Students create sequences Students can demonstrate a Safety is an essential element
gymnastic skills (on the floor, create sequences sequence to include two combining balancing and balance position using all of gymnastics and should be
using small equipment and methods of travelling and two travelling. members of the group and introduced and constantly
various apparatus). Students balances? hold the position (eg pyramid) reinforced.
refine and expand their for five seconds.
gymnastic skills: body A checklist of skills may be
control, balance and spatial How can you combine Students will perform rolls, Students can demonstrate helpful to monitor progress. In
awareness. gymnastic movements to etc with or without various these skills consistently over a this age range, appropriate
perform a sequence? apparatus. period of time. skills will include:
• backward roll
Students complete routines • bridge
that may include a variety of • cartwheel
movements, for example • forward roll
jumps and rolls. • half-turn jump
• handstand
• headstand
• pike jump
• pin jump
• round off
• shoulder stand
• star jump
• straddle jump
• tuck jump.

• refine the traditional How can you move in and out Students work in pairs to Students can create sequences These might be demonstrated
gymnastic skills, involving of balances, tucking, twisting create a more complex with a partner (or small individually, with a partner or
physical agility, flexibility, and stretching? change sequence that includes group) that include: in small groups on the floor, or
strength and coordination movements to demonstrate • leading/following on a piece of apparatus.
How can you turn your body tucking, twisting and • matching/mirroring
like a wheel? stretching. • twisting/turning The equipment available will
• speed changes dictate the programme followed.
• flight (on and off apparatus).
In gymnastics, equipment that
How can a group of two, three Students develop their Students can balance with a may be used includes: hoops,
or four students balance sequences in groups. They partner or in a group, on a benches, balls, boxes, ribbons,
artistically on the floor or on include more complex beam or bench. spring boards, balloons, mats,
other apparatus? balances, on a beam or bench ropes, wall bars, bucks, beams
or other surface available. and rings.

7.32





Gymnastics (cont.) Students will:

• interpret and answer Can you demonstrate a Students work with partners or Students can create movement See also Mathematics scope
movement tasks in their movement sequence that shows small groups to create sequences that include and sequence.
own way, and at their own symmetry and asymmetry with movements that are symmetrical examples of symmetry and
level, on the floor your partner or group? and asymmetrical. asymmetry.

How can you move
symmetrically and
asymmetrically?

• interpret and answer How can you work in a group Students work in groups to Students can use traditional
movement tasks in their to answer the task? answer tasks that include movements to create group
own way, and at their own balances, counterbalances and balances.
level, using apparatus How can you ensure pyramids.
everybody has a chance to use
his or her ideas and skills?
responsibility

• combine locomotor and How can you create a pattern Working in pairs and small Students can demonstrate
non-locomotor skills while of movements using your groups, students catch, throw gymnastic movements while
manipulating small ribbon, hoop or ball? and roll small equipment while manipulating small
equipment. moving in different directions equipment.
and at different speeds.

awareness of the importance • identify and recognize the What are the elements of a Students take part in a group Students can discuss the See also Personal and social
of physical activity and elements of a healthy lifestyle healthy lifestyle? discussion about the elements elements that they know education scope and sequence
maintaining a healthy lifestyle. (rest, well-balanced nutrition, that make up a well-balanced contribute to a healthy and Science and technology
Health-related activities are exercise etc) What aspects of your lifestyle and healthy lifestyle. They lifestyle and can contribute to scope and sequence.
relevant for all other strands could you change to make it discuss the benefits of: the class discussion. Clear
of PE. Some teachers may healthier? change • exercise links with personal and social The unit of inquiry “Energy for
cover health-related issues as • good posture education can be made. work and play” in the Sample
part of their normal lessons; Why is it important to have a • safety while exercising programme of inquiry 2003
others may use specific balance between work, rest • enough sleep has many opportunities for
lessons to promote and play? reflection • healthy diet discussing this aspect of PE.
understanding in a more • good balance of work, rest
explicit way. and play
• daily personal hygiene.

• identify and recognize the What are the benefits of a Students work in groups to Students design a health test See also Mathematics scope
benefits of a healthy healthy lifestyle? design a health test that all that includes research into a and sequence.
lifestyle students could take before healthy range of weights,
they leave school. (It could be body mass index, resting and
the equivalent of a test of exercising pulse rates, diets
roadworthiness for cars.) and sleep requirements.

Data collected from the
students’ research could be
used to create a spreadsheet or
database.

• be aware of the importance How can you make sure you Students keep an exercise and Students record the physical
of physical activity in daily get enough exercise each activity log over a period of activities in which they
life week? time to recognize the areas participate (individual and
that may need to be increased. group activities, in and out of
What kind of exercise could school time). They can identify
you do to help you improve the days they are physically
your cardiovascular system? active and justify whether or
reflection not they are active enough to
constitute a healthy level.

7.33




The specific expectations may Questions that address the key All activities encompass some, or Assessments should be directly Teachers should find ways to
be addressed in any order or concepts (Fig 5 Making the PYP many, of the specific expectations related to the specific ensure EAL learners understand
a key concept. Some examples in a variety of ways.


• recognize the physical How does exercise affect your Students participate in The teacher uses simple Show students how to measure
changes that occur to their body systems? causation physical fitness activities that methods to measure and their pulse before, during and
bodies when exercising aim to increase their overall observe students’ physical after physical activity.
How has your body changed physical fitness level. fitness activities.
since you were a baby? See also Science and
change technology scope and
sequence and Personal and
What are some of the body social education scope and
changes that occur at your sequence.
age? change, causation
Students can contribute
How will your body change in observations that are of a
the next few years? sensitive, personal nature by
posting them anonymously in a
What can you do now that you suggestion box.
couldn’t do a few years ago?

Are there any things that you
can’t do now that you could
do before?

What new things do you think
you will be able to do as you
grow and change?

Why is it important to shower
or have a bath after
exercising?

• demonstrate and apply What safety aspects should Simple rules about appropriate
safety when exercising. you consider when attempting behaviour during PE need to
a new activity? reflection be established and maintained.

What are the best ways of Students move and set up a Students move and set up Teach skills that will keep
lifting and carrying equipment variety of apparatus. apparatus correctly. students safe:
when working with apparatus? • responding straight away to
How can you be sure the • maintaining appropriate
equipment is safe before you noise levels
use it? • handling large and small
equipment safely
and footwear
appropriately
activities.

7.34

Pyp pe curriculum ibo

More Related Content

What's hot

Viewers also liked

Similar to Pyp pe curriculum ibo

Recently uploaded

Pyp pe curriculum ibo