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REPUBLIC OF TRINIDAD AND TOBAGOMINISTRY OF EDUCATION

Secondary Education Modernization Programme

SECONDARY SCHOOL CURRICULUM

Forms 13

Health and Physical Education

Curriculum Planning and Development Division, Ministry of Education

September 2008


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Ministry of Education

Published in 2008 by theCurriculum Planning and Development Division

Ministry of Education

Rudranath Capildeo Learning Resource CenterMc Bean, Couva

Republic of Trinidad and Tobago

ISBN:

Printed by


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i

Table of Contents

Ministers Foreword iii

A Note to Teachers v

Acknowledgements vii

Part 1: The National Curriculum for Forms 13

Background 1

The Curriculum Design and Development Process 3

Curriculum Underpinnings 5

Education Policies That Impact on the Curriculum 6

Essential Learning Outcomes 8

The Core Curriculum Subjects 12

Language Across the Curriculum 13

Curriculum Implementation 14

References 17

Part 2: The Health and Physical Education Curriculum

Introduction 21

Vision Statement 21

Rationale 22

Philosophy 23

Goals of the Health and Physical Education Programme 24

Physical Education Standards 25

Connections to the Core Curriculum 26

Purpose and Organization of the Curriculum Guide 29

Physical Education Policy 30

Health and Physical Education Standards 31

Framework for Health and Physical Education 39Curriculum Content 51


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Part 3: Teaching and Assessment Strategies

Strategies for Implementation 77

Sample Lessons 78

Evaluation 83

Part 4: Bibliography

Bibliography 87


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Ministers Foreword

The Government of Trinidad and Tobago, in its Vision 2020 Draft National Strategic

Plan, has articulated a vision of a united, resilient, productive, innovative, and

prosperous nation with a disciplined, caring, fun-loving society comprising healthy,

happy and well-educated people and built on the enduring attributes of self reliance,respect, tolerance, equity and integrity (p. 9). Five developmental pillars have been

identified to achieve this goal:

Developing Innovative PeopleNurturing a Caring Society

Governing Effectively

Enabling Competitive Business

Investing in Sound Infrastructure and Environment

The Ministry of Education is one Ministry that is expected to play a pivotal role indeveloping innovative people. We therefore accept as one of our primary responsibilities,

the establishment of an education system that will nurture imaginative, innovative, andeager learners. It must also facilitate the seamless progression of learners from early

childhood education up to the tertiary level. Graduates of the system must emerge as

creative, committed, and enterprising citizens who are prepared intellectually, and whohave the will to become global leaders.

A critical contributor to this process is the national curriculum. These Curriculum Guides

represent the core subjects of the national curriculum at the lower secondary level. They

describe the formal content and process by which students at this level will gain the

knowledge and skills that contribute to the achievement of our national goals. We expectthat teachers will use these Guides to implement a school curriculum that is diversified,

relevant, and of high quality, meeting the varied learning needs, interests, and abilities of

all students. We expect, too, that students will be taught in ways that suit their ownlearning preferences. The curriculum will also connect them to their national heritage,

help them to understand the issues facing their world today, and prepare them to meet the

challenges and opportunities of the future.

On behalf of the entire education community, I congratulate and thank all those

educatorscurriculum personnel, teachers, editors, and otherswho have worked

together over the eight years of development and revision to produce these Curriculum

Guides for secondary schools. The nation owes you a debt of gratitude. I urge you tocontinue to be shining lights in your communities as we move forward together to

achieve our goals.

Esther Le Gendre

Honourable Minister of Education


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v

A Note to Teachers

These Curriculum Guides have been developed by educators, including practisingteachers, for teachers. They are intended to assist you to prepare students to meet the

rapidly changing demands of life in the 21st century, while ensuring that they acquire the

core of general knowledge and experience essential for later education and employment.The new curriculum that they represent is designed to guide the adoption of a more

student-centred approach to instruction, and the provision of learning opportunities thatare relevant to todays students and inclusive of varied learning needs and interests.

Since the beginning of the curriculum development process, we have seen profoundchanges in the use of technology in education and there is no doubt that similar shifts will

take place in the coming years. The challenge for us as educators is to find ways to make

our approach to teaching flexible, progressive, and responsive, so that we embrace andmotivate change where it benefits learners. This entails becoming lifelong learnersourselves and creating environments that provide necessary community support and

foster professional development.

The Guides embody the culmination of seven years of development and revision activity.

The national curriculum will, however, be regularly reviewed to ensure that it continues

to meet the needs of all students and matches the goals of society. Your input in thisprocess is vital and we welcome and encourage your ongoing feedback.

Instructional decisions must be based on sound, contemporary educational theory,

practice, and research. These documents will serve as important guides for thedevelopment of instructional programmes to be implemented at the school and classroom

levels. They are organized in several parts. Part 1 is common to all and provides the

general philosophy and aims in which every subject is anchored. Part 2 is specific to eachsubject and includes specific outcomes and sample activities and strategies that may be

used to achieve them. The rest of the document is designed to suit the particular needs of

each subject area. All the Guides include suggested assessment strategies andrecommended resources.

We in the Curriculum Planning and Development Division are confident that the newNational Curriculum Guides for Forms 13 will contribute significantly to enhanced

teaching and learning experiences in our secondary schools and, consequently, theachievement of personal learning and national educational goals.

Sharon Douglass MangrooDirector of Curriculum Development

August 2008


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Acknowledgements

The Ministry of Education wishes to express its sincere appreciation to all those who

contributed to the curriculum development and revision processes from 2000 to the

present.

The Inter-American Development Bank (IDB) and its staff

The staff of the Coordinating Unit of the Secondary Education ModernizationProgramme (SEMPCU), past and present, provided technical assistance and planned,

organized, and conducted the various exercises over the years. They include Mr.Maurice Chin Aleong, Mr. Lloyd Pujadas, Mr. Arnott West, Dr. Stephen Joseph, Ms.

Patricia Sealey, Ms. Renee Figuera, and Ms. Roslyn Elias.

Mrs Sharon Douglass Mangroo, Director of Curriculum Development, led thecurriculum development sub-component and coordinated the curriculum development

and revision activities.

Dr. Robert Sargent guided the early curriculum development process.

The principals of the pilot schools generously contributed teachers and participated inregular meetings to provide valuable feedback on field tests.

The principals of non-pilot schools kindly released teachers to take part in writingactivities.

The staff of the School Libraries Division actively joined in workshops, facilitatedresearch, and contributed to the infusion of information technology into the

curriculum.

Editors, past and present: Ms. Avril Ross, Ms. Lynda Quamina-Aiyejina, and Ms.Patricia Worrell devoted time, energy, and knowledge to editing the several versionsof the documents.

The Administrative staff of the Curriculum Development Division spent long hourstyping and retyping the documents.

Officers of the Divisions of Educational Services, Schools Supervision, StudentSupport Services, and Educational Research and Evaluation provided support as

needed.

Teachers throughout the secondary school system responded to requests forcomments and other forms of feedback.

The Curriculum Officers and members of the Curriculum Writing Teams broughttheir knowledge, skills and practical experiences of teaching and learning to thecurriculum development workshops and skilfully synthesized all to produce these

documents.


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Curriculum Reviewers

Name School/Institution

Janice Celestine Point Fortin Junior Secondary School

Marguerite Codallo Belmont Junior Secondary SchoolAnna Maria Frederick Siparia Junior Secondary School

Lavaughn McClatchie Diego Martin Secondary School

Inshan Mohammed Tableland High School

June Roach San Fernando Government Secondary School

Physical Education and Sport Officers

Marilyn Agard Toussaint

Bachan BoochoonAnthony Creed

Alexander Smith

Veronica Samuel

Marjorie Thomas


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Part 1

The National Curriculum for

Forms 13


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Background

From the Ministry of Educations Corporate Plan 20082012 (p. 4)

The Government of Trinidad and Tobago, in its Vision 2020 Draft National Strategic

Plan, has articulated a vision of a united, resilient, productive, innovative, andprosperous nation with a disciplined, caring, fun-loving society comprising healthy,

happy and well-educated people and built on the enduring attributes of self reliance,respect, tolerance, equity and integrity

Towards the achievement of this Vision, the Government has articulated fivedevelopmental pillars:

Developing Innovative People

Nurturing a Caring SocietyGoverning EffectivelyEnabling Competitive Business

Investing in Sound Infrastructure and Environment

The Ministry of Education has been identified as one of the champions for developing

innovative people. Central to the realization of this pillar is A highly skilled, well-

educated people aspiring to a local culture of excellence that is driven by equal access tolearning opportunities.

In conjunction with other key ministries, the Ministry of Education has been charged with

the realization of the following goals:The people of Trinidad and Tobago will be well known for excellence in

innovation.

Trinidad and Tobago will have a seamless, self-renewing, high-quality education

system.

A highly skilled, talented and knowledgeable workforce will stimulate innovation

driven growth and development.

The richness of our diverse culture will serve as a powerful engine to inspire

innovation and creativity.

Nationally, the reform of the education system is driven by several local,regional and international perspectives. We are committed to a seamless, self-renewing, high-quality education system underpinned by a National Model for

Education. This National Model has three (3) foci as follows:

i. To ensure an alignment of the education system to governments strategic

plan Vision 2020 which mandates that the education system produces caring

and innovative citizens


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ii. To ensure that the education system produces citizens with a sense of

democracy, respect for the rights of others and elders and with the ability tocontribute meaningfully to the social and economic development of the

country

iii.To build a strong sense of nationalism and patriotism in our citizens. (p. 7)

The Secondary Curriculum

In its commitment to comprehensive reform and expansion of the secondary schoolsystem, the Government of the Republic of Trinidad and Tobago, in 1996, adopted the

report of the National Task Force on Education as educational policy. The specific

recommendations for the improvement of secondary education led to discussions with the

Inter-American Development Bank (IDB) for loan funding arrangements for aprogramme, the Secondary Education Modernization Programme (SEMP), to modernize

secondary education in Trinidad and Tobago. One of the intended outcomes of this

programme was improved educational equity and quality.

The curriculum guides for Forms 13 in eight subject areas are among the products of the

programme and contribute to this outcome.


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The Curriculum Design and Development Process

In order to achieve the outcomes defined by the underpinning philosophy and goals, theCurriculum Development Division of the Ministry of Education embarked on a design

and development programme consonant with accepted approaches to curriculum change

and innovation.

Curriculum Design

This curriculum displays a learner-centred design. Its philosophical assumptions are

mainly constructivist. Its major orientation is to curriculum as self-actualization. Thecurriculum is student-centred and growth oriented. It seeks to provide personally

satisfying experiences for each student. As the student moves from one level to another,

activities also expand to allow new insights and approaches to dealing with andintegrating new knowledge.

Curriculum Development

The first stage of the curriculum development process consisted of consultations with

stakeholders from a cross-section of the national community. Consultations were held

with primary and secondary school teachers; principals; members of denominationalschool boards; members of the business community; the executive of the Trinidad and

Tobago Unified Teachers Association (TTUTA); representatives from The University of

the West Indies (UWI), John S. Donaldson Technical Institute, San Fernando Technical

Institute, Valsayn Teachers College, and Caribbean Union College; parents; librarians;guidance counsellors; students; curriculum officers; and school supervisors. These

consultations focussed on the philosophy, goals, and learning outcomes of education.

The result of these consultations was agreement on:

the concept of a core, that is, essential learning outcomes consisting of skills,knowledge, attitudes, and values that students must acquire at the end of five years

of secondary schooling;

the eight subjects to form the core;

the desirable outcomes of secondary school education in Trinidad and Tobago.

In Stage 2 of the process, the officers of the Curriculum Development Division studiedthe reports of the consultations, the Education Policy Paper, the reports of the Curriculum

Task Force and the Task Force for Removal of Common Entrance, as well as newspaper

articles and letters to the editor on education during the preceding five years. The SchoolLibraries Division and the Division of School Supervision assisted the Curriculum

Development Division in this task. The result of the study was the identification and

articulation of a set of desirable outcomes and essential exit competencies to be possessed


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by all students on leaving school. All learning opportunities, all teaching and learning

strategies, and all instructional plans are to contribute to the realization of these outcomesand competencies.

At Stage 3, 10 existing schools were identified to pilot the new curriculum. Teachers

from eight subject areas were drawn from these schools to form curriculum writing teamsfor each subject. Teachers with specific subject or curriculum development skills from

other schools were also included in the teams. The outputs of this phase included learning

outcomes specific to each subject that contribute to the fulfilment of the nationaloutcomes; subject content; and teaching, learning, and assessment strategies to support

the outcomes.

The draft curriculum guides for Forms 1 and 2 were approved by Cabinet for introduction

into schools on a phased basis in September 2003. The draft guides for Form 3 were

completed and introduced in the following year. Introduction of the new guides was

accompanied by professional development and training for principals and teachers. The

Ministry also began to supply new and/or upgraded facilities for teaching and learning,and educational technology. At the same time, work began on a new assessment and

certification system.

Curriculum Revision

As implementation proceeded, feedback was sought by the Curriculum Development

Division through school visits, workshops, and reviews by UWI lecturers and other

stakeholders. In 2007, a survey was conducted among teachers, followed by focus groupmeetings, in order to concretize feedback before embarking on the revision process. As in

the original curriculum development exercise, revisionthe final stagewas carried outby teams of practising teachers led by officers of the Curriculum Development Division.


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Curriculum Underpinnings

The national curriculum has been informed by a wealth of available curriculum theoriesand processes.

The major forces that influence and shape the organization and content of the curriculuminclude:

1. Educational philosophy and understandings about the nature of knowledge

2. Society and culture

3. The learner and learning process

4. Learning theories

5. The nature and structure of subject matter to be learned

Thus, these areas represent the foundation on which the national curriculum is built. The

philosophical concerns and educational goals that shaped the curriculum also formed thebasis for the dialogue with stakeholders in which the Curriculum Development Division

engaged, with the aim of developing a coherent, culturally focussed, and dynamically

evolving curriculum.

An internal analysis of the education system, together with research conducted in

international forums, has shown that the curriculum is core to the development ofinnovative people. This curriculum is aimed at attaining six essential learning outcomes.

The six outcomes identified help to define universally accepted goals that have beendeveloped and underscored by other educational jurisdictions and that have been agreed

to be essential. The essential learning outcomes help to define standards of attainment forall secondary school students.


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Education Policies That Impact on the Curriculum

There are several Ministry of Education policies that impact on the national secondarycurriculum, though some are still in the process of formalization. These include the

National Model for Primary and Secondary Education in Trinidad and Tobago, the ICT

policy, Standards for the Operation of Schools, and Quality Standards. Copies of thesedocuments may be obtained from the Ministry offices or the website at www.moe.gov.tt.

Three other policies that have direct impact on the development and implementation ofthe curriculum are discussed in some detail below.

National Curriculum Policy

A Draft National Curriculum Policy has been approved by Cabinet for consultation with

stakeholders. The Policy statements are summarized as follows:

1. The curriculum must articulate with the goals of national development and besupportive of the aspirations of individuals and their personal development. It must

provide opportunities for every student to be equipped with the knowledge, skills,attitudes, values, and dispositions necessary for functioning in an interactive,

interdependent society.

2. The curriculum must be so managed as to ensure the provision of a quality curriculumexperience for all students at all levels of the system.

3. At every level of the system, there must be equitable provision of requisite facilities,resources, services, and organizational structures that are conducive to and supportiveof effective learning and teaching and healthy development.

4. Continuous quality management must support all curriculum and related activities atevery level of the system.

5. Ongoing research and professional development activities must equip educationpractitioners for continued effective practice.

Though the policy has not yet been formally issued, these statements are worthy of

consideration at all stages of the curriculum cycle.

Inclusive Education Policy

The Ministry of Education is committed to support the delivery of inclusive education inall schools by providing support and services to all learners, and by taking appropriate

steps to make education available, accessible, acceptable and adaptable to all learners.

An inclusive curriculum is acknowledged to be the most important factor in achievinginclusive education. In planning and teaching the school curriculum, teachers are

therefore required to give due regard to the following principles:


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The National Curriculum Guides set out what most students should be taught at lowersecondary school but teachers should teach the required knowledge and skills in ways

that suit students interests and abilities. This means exercising flexibility anddrawing from curricula for earlier or later class levels to provide learning

opportunities that allow students to make progress and experience success. The

degrees of differentiation exercised will depend on the levels of student attainment.

Varied approaches to teaching, learning, and assessment should be planned to allowall students to participate fully and effectively. Account should be taken of diverse

cultures, beliefs, strengths, and interests that exist in any classroom and that influence

the way students learn.

Students with special needs should be given additional instructional support innegotiating the regular curriculum, not a different one. The guiding principle of

equity is to supply students who need it with additional help to achieve set standards,

but not to lower the standards.

Continuous formative evaluation must be used to identify learning needs and to shapeinstruction, thus maximizing students opportunities for achieving success.

Assessment strategies must be appropriate to the way the curriculum is designed anddelivered, as well as to each students individual learning profile and stage of

development.

Suitable technology must be used in instruction to facilitate learning and enhancesuccess.

ICT in the Curriculum

The following statements are taken from the Ministry of Educations ICT in Education

Policy (pp. 2829).

Curriculum Content and Learning Resources

Curriculum and content must increasingly maximize the use of ICT.

ICT must be integrated into the development and delivery of the curriculum.

ICT integration and ICT competency measures across the curriculum shall be driven

through the development and delivery of an ICT-infused curriculum.


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Essential Learning Outcomes

The learning outcomes which have been deemed essential are in the areas of:

Aesthetic Expression

Citizenship

Communication

Personal Development

Problem Solving

Technological Competence

The achievement of these essential learning outcomes by all students is the goal that

every core curriculum subject must facilitate. The core curriculum subjects, their content,and the suggested teaching, learning, and assessment strategies are the means to fulfil this

end.

It is expected that by the end of the third year of secondary school, students achievementin all six areas will result in a solid foundation of knowledge, skills, and attitudes that will

constitute a platform for living in the Trinidad and Tobago society and making informed

choices for further secondary education.

The essential learning outcomes are described more fully below.

Aesthetic Expression

Students recognize that the arts represent an important facet of their development, andthey should respond positively to its various forms. They demonstrate visual acuity and

aesthetic sensibilities and sensitivities in expressing themselves through the arts.

Students, for example:

use various art forms as a means of formulating and expressing ideas, perceptions,and feelings;

demonstrate understanding of the contribution of the arts to daily life, culturalidentity, and diversity;

demonstrate understanding of the economic role of the arts in the global villagesociety;

demonstrate understanding of the ideas, perceptions, and feelings of others asexpressed in various art forms;


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demonstrate understanding of the significance of cultural resources, such as

museums, theatres, galleries, and other expressions of the multicultural reality of

society.

Citizenship

Students situate themselves in a multicultural, multi-ethnic environment, and understand

clearly the contribution they must make to social, cultural, economic, and environmentaldevelopment in the local and global context.


demonstrate understanding of sustainable development and its implications for theenvironment locally and globally;

demonstrate understanding of Trinidad and Tobagos political, social, and economicsystems in the global context;

demonstrate understanding of the social, political, and economic forces that haveshaped the past and present, and apply those understandings to the process of

planning for the future;

examine issues of human rights and recognize and react against forms ofdiscrimination, violence, and anti-social behaviours;

determine the principles and actions that characterize a just, peaceful, pluralistic, anddemocratic society, and act accordingly;

demonstrate understanding of their own cultural heritage and cultural identity, andthat of others, as well as the contribution of our many peoples and cultures tosociety.

Communication

Students use their bodies, the symbols of the culture, language, tools, and various other

media to demonstrate their deeper understandings of synergies inherent in the exchangeof ideas and information, and thus to communicate more effectively.


explore, reflect on, and express their own ideas, learning, perceptions, and feelings;

demonstrate understanding of facts and relationships presented through words,numbers, symbols, graphs, and charts;


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demonstrate sensitivity and empathy where necessary in communicating variouskinds of emotions and information;

present information and instructions clearly, logically, concisely, and accurately for avariety of audiences;

interpret and evaluate data, and express their conclusions in everyday language;

critically reflect on and interpret ideas presented through a variety of media.

Personal Development

Students grow from inside out, continually enlarging their knowledge base, expanding

their horizons, and challenging themselves in the pursuit of a healthy and productive life.


demonstrate preparedness for the transition to work and further learning;

make appropriate decisions and take responsibility for those decisions;

work and study purposefully, both independently and in cooperative groups;

demonstrate an understanding of the relationship between health and lifestyle;

discriminate among a wide variety of career opportunities;

demonstrate coping, management, and interpersonal skills;

display intellectual curiosity, an entrepreneurial spirit, and initiative;

reflect critically on ethical and other issues;

deal effectively with change and become agents for positive, effective change.

Problem Solving

Students have a range of problem-solving strategies and apply them appropriately to

situations they encounter. They demonstrate critical thinking and inquiry skills withwhich they process information to solve a wide variety of problems.


acquire, process, and interpret information critically to make informed decisions;

use a variety of strategies and perspectives flexibly and creatively to solve problems;


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formulate tentative ideas, and question their own assumptions and those of others;

solve problems individually and collaboratively;

identify, describe, formulate, and reformulate problems;

frame and test hypotheses;

ask questions, observe relationships, make inferences, and draw conclusions;

identify, describe, and interpret different points of view;

distinguish facts from opinions.

Technological Competence

Students are technologically literate, understand and use various technologies, and

demonstrate an understanding of the role of technology in their lives, in society, and inthe world at large.


locate, evaluate, adapt, create, and share information using a variety of sources andtechnologies;

demonstrate understanding of existing and developing technologies and use themappropriately;

demonstrate understanding of the impact of technology on society;

demonstrate understanding of ethical issues related to the use of technology in localand global contexts.


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The Core Curriculum Subjects

The core curriculum subjects are those for which every student is required to demonstrateachievement of the stated outcomes in Forms 13. Additional subjects that contribute to

students holistic development and further their interests and aspirations may also be

offered thereafter.

A minimum time allocation is recommended for each core subject. The principal, asinstructional leader of the school, will make the final decision as to time allocation,

according to the needs of the students and the resources available at any given time.

The subjects and the recommended time allocations are as follows:

Subject No. of Periods Subject No. of Periods

English Language Arts 6 Mathematics 5

Science4

Health and Physical

Education2

Spanish 4 Technology Education 4

Social Studies4

Visual and

Performing Arts4

At the end of Form 3, students will be assessed for the National Certificate of SecondaryEducation (NCSE), Level I.


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Language Across the Curriculum

The development of language skills and the ability to understand and use languagecorrectly, competently, and effectively is fundamental to the learning outcomes expressed

in the national curriculum. Language is a uniquely human capacity. Three simultaneous

uses of language for learning are envisaged as students experience the nationalcurriculum: students will learn language, they will learn through language, and they will

learn about language.

Language plays a major role in learning, which occurs when students use the major

modes of languagelistening, speaking, reading, and writingto achieve variouspurposes, among them: to communicate with others; to express personal beliefs, feelings,

ideas, and so on; for cognitive development in various subjects of the curriculum; and to

explore and gain insight into and understanding of literature. Language is linked to thethinking process, and its use allows students to reflect on and clarify their own thoughtprocesses and, thus, their own learning.

The national curriculum is predicated on the assumption that since students languagedevelopment takes place across the curriculum, the development process must be

addressed in all subject areas. Students will develop and use patterns of language vital to

understanding and expression in the different subjects that make up the curriculum.

However, the student of Trinidad and Tobago functions in a bidialectal context, that is,

the natural language of the student, the Creole, differs from the target language and

language of instruction, Internationally Accepted English. The philosophical positiontaken in the national curriculum is that both languages are of equal value and worth, and

both must be respected. Students use their own language as a tool for interpreting the

content of the curriculum and for mastering it. In addition, they must be taught to use thetarget language as effectively and effortlessly as they would their natural language.

The exponential growth in information and the use of information and communicationtechnologies provide opportunities for students to become critical users of information.

Language development and use in this context is also addressed in all subject areas.


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Curriculum Implementation

Implementation of the curriculum is a dynamic process, requiring collaboration of thedevelopers (curriculum teams) and users (teachers). In implementation, teachers are

expected to use the formal curriculum, as described in the curriculum guides, to plan

work and teach in a manner that accomplishes the objectives described. Teacherstranslate those objectives into units of study, determining the appropriate sequence and

time allocation according to the learning needs of their students. The new CurriculumGuides provide sample teaching and assessment strategies, but it is also the role of the

professional teacher to select and use sound teaching practices, continually assessing

student learning, and systematically providing feedback to curriculum teams for use inrevising and improving the guides.

A curriculum development system provides support for the tasks of curriculumimplementation. The system advocated by the Ministry of Education involvesstakeholders, specialist curriculum officers, principals, heads of departments, and

teachers, each with specific roles and responsibilities. Some of these are outlined in the

table below.

System Component Members Role

National CurriculumAdvisory Council/Committee

Stakeholders Advise on curriculum policy, goals, andstandards

Curriculum Planning andDevelopment Division(Head Office andDistrict-based)

curriculum officers Plan and develop curriculum

Provide leadership in identifying curriculumgoals and determining the process fordevelopment of curriculum materials

Lead writing teams (which include teachers)

Monitor implementation

Provide teacher support

Facilitate teacher professional development forcurriculum implementation

Advise on processes and materials for effectiveimplementation and student assessment

Evaluate curriculum

School CurriculumCouncil

Principal/Vice Principaland Heads ofDepartments

Make major decisions concerning the school

curriculum, such as assigning resources Provide guidelines for Instructional Planning

Teams

Instructional PlanningTeams/SchoolInstructional Committees

Teachers Cooperate on tasks necessary for effectiveimplementation, such as:yearly work plans, units of study, developmentof materials to individualize the curriculum,identification and development of learningmaterials, student assessment and evaluation


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Curriculum Implementation at School Level

The School Curriculum refers to all the learning and other experiences that the school

plans for its students. It includes the formal or written curriculum, as well as the informal

curriculum, which is comprised of other developmental opportunities provided by the

school, such as those offered by student clubs, societies and committees, and sportingorganizations (e.g., cricket team, debating society, Guides, Cadets).

The School Curriculum Council develops a School Curriculum that must be in alignmentwith the National Curriculum. The School Curriculum Council usually consists of the

Principal and/or Vice Principal and Heads of Department. The duties of the Council

include the development of school culture, goals, vision, and curriculum in alignment

with the national curriculum and culture. It also provides support for curriculum workand performs evaluation functions.

In providing support for curriculum work, the Council may, for instance:

encourage teachers to identify challenges and try new ideas;

develop timetables to allow for development of curriculum materials, for example,year plans, units, instructional materials;

ensure availability of learning materials; provide instructional leadership; ensure that appropriate strategies are formulated to promote student success.

In performing evaluation functions, the Council:

monitors the curriculum (using, for example, observation, test scores, student books,formal and informal discussions with different stakeholders);

assesses the hidden curriculum (including discipline policies, fund allocation, physicalenvironment);

evaluates the school programme of studies.

The roles of instructional teams and the individual teachers are described in the followingtables:

Roles of School Instructional Committees

Develop/Revise/Evaluate work programmes

Determine resource needs

Identify/Develop instructional materials

Conduct classroom action research

Integrate and align curriculum

Identify and develop appropriate assessment practices

Develop reporting instruments and procedures (student and teacher performance)

Keep records


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Roles of Individual Teachers

Develop/Revise instructional programme

Individualize curriculum to suit students needs and interests

Develop/Evaluate/Revise unit plans

Develop/Select appropriate learning materials

Select appropriate teaching strategies to facilitate student success

Integrate the curriculum as far as possible, and where appropriate

Select appropriate assessment strategies

Monitor/Assess student learning and keep records

Evaluate student performance

Evaluate classroom programmes

Conduct action research

Collaborate with colleagues


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References

Trinidad and Tobago. Ministry of Education. (2005a). Draft policy for information andcommunications technology in education. Port of Spain, Trinidad: Author.

Trinidad and Tobago. Ministry of Education. (2005b). Green paper for public comment:

Draft quality standards for education in Trinidad and Tobago. Port of Spain,Trinidad: Author.

Trinidad and Tobago. Ministry of Education. (2005c). Quest for excellence: Quality

standards for education in Trinidad and Tobago: A Ministry of Education Green

Paper first revision. Port of Spain, Trinidad: Author.

Trinidad and Tobago. Ministry of Education. (2006). Curriculum policy: Preprimary to

secondary education; draft. Port of Spain, Trinidad: Author.Trinidad and Tobago. Ministry of Education. (2007). The national model for education in

Trinidad and Tobago (Early childhood, primary and secondary); draft. Port of

Spain, Trinidad: Author.Trinidad and Tobago. Ministry of Education. (2008). Draftcorporate plan 20082012.

Port of Spain, Trinidad: Author.

Trinidad and Tobago. Ministry of Education. Student Support Services Division. (2008).Inclusive education policy; draft 5. Port of Spain, Trinidad: Author.

Trinidad and Tobago. National Task Force on Education. (1994). Education policy paper

(1993-2003) (White paper). Port of Spain, Trinidad: Author.

Trinidad and Tobago. Task Force for the Removal of the Common EntranceExamination. (1998).Report. Port of Spain, Trinidad: Author.


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Part 2

The Health and Physical Education

Curriculum


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Introduction

The curriculum in Health and Physical Education presents students with a multitude of

possibilities. Health and Physical Education has always been focused primarily on

promoting health-related fitness and the development of motor skills. However, the goalsof personal integration and social development are also given high priority in this

curriculum. Human movement activities constitute the subject matter of the physicaleducation curriculum. The curriculum emphasizes the need to translate short-term results

into lifestyle changes.

Vision Statement

All students will experience a well-structured Health and Physical Education programme,

which will help them to develop the relevant knowledge, skills, values, and attitudes, aswell as the creativity, to enhance their physical, social, intellectual, and emotional well-

being.


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Rationale

Health and Physical Education is an integral part of general education, and belongswithin the core curriculum for secondary education. Health and Physical Education

programmes provide opportunities for all students to be physically active and to develop

appreciation for and enjoyment of movement.

Students are growing up in a world of rapid change, which has led to more sedentarylifestyles. As a result, low levels of fitness, obesity, and poor movement/skill

development are all too common. The Health and Physical Education curriculum

therefore focuses on the health of individuals and the factors that influence theirmovement skills and physical activity levels.

Health and Physical Education fosters the holistic development of students of varyingabilities, capabilities, and interests through a structured programme of psychomotoractivities. This curriculum has been planned to develop social and scientific

understandings about movement. Students who experience the curriculum will be given

opportunities to learn about and practise ways of maintaining active, healthy lifestylesand improving their health status.

The curriculum includes the study of movement and physical activity. Emphasis is placedon understanding how the body moves and the socio-cultural influences that regulate

movement. Scientific content to be studied includes anatomy, physiology, health and

physical fitness, and acquisition of the relevant skills. Students are also encouraged to be

sensitive about gender issues and issues affecting the differently abled. This will impacton how movement and patterns of participation in physical activity are valued by

students.

The Health and Physical Education curriculum seeks to provide satisfying experiences

for all students from Form 1 to Form 3. The curriculum offers stimulating and varied

activities that are appropriate to students age and ability. These can be set at levels thatchallenge all students, including the differently abled, but will also give all students

opportunities for achieving success.

The individual who has been exposed to this curriculum will have the knowledge, skills,

and attitudes necessary to incorporate physical activity into regular routines, leisurepursuits, and career requirements throughout life. In addition, striving for an active,

healthy lifestyle fosters personal growth, the enhancement of well-being, and thedevelopment of the individuals capacity to take a productive role in the society.


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Philosophy

The philosophy of Health and Physical Education is informed by the national educationphilosophy. It is the belief of the curriculum planners that Health and Physical Education

must contribute holistically to the development of all students. It should foster

competencies and beliefs that are necessary for a healthy lifestyle.

A Health and Physical Education programme, therefore, should:

provide activities that are responsive to the divergent needs of all students in thepsychomotor, cognitive, and affective domains;

be structured in a sequential and progressive manner that will facilitate theassessment of the all-round development of students;

offer enjoyable activities that are appropriate to the physical and mental abilitiesof students;

facilitate lifelong learning by helping students to appreciate the importance ofknowledge, research techniques, and problem-solving and critical thinking skills;

create opportunities for the development of positive attitudes and values that willenable students to function effectively in a culturally diverse society;

encourage participation in physical fitness activities that promote health andwellness, thus enabling students to become independent, responsible, contributing

members of society.


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Goals of the Health and Physical Education Programme

The Health and Physical Education programme provides opportunities for students to:

1. develop physically, intellectually, emotionally, morally, spiritually, and socially;

2. develop basic life skills, including critical thinking, problem-solving, and decision-making;

3. value and enjoy engaging in regular and structured physical activity for the promotionof healthy lifestyles;

4. acquire and use skills for creative and efficient movement in a variety of appropriatesituations and circumstances;

5. demonstrate proficiency in various sporting disciplines;

6. develop and display teamwork skills necessary to engage in cooperative physicalactivities;

7. develop and display appropriate leadership qualities;

8. acquire basic survival skills;

9. develop an awareness of and an appreciation for a safe and healthy environment;

10.integrate Health and Physical Education with other core subjects.


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Physical Education Standards

The Essential Learning Outcomes described in Part 1 help to define standards ofattainment for all secondary school students. The Health and Physical Education

Curriculum will assist students in achieving these outcomes through the realization of the

Physical Education Content Standards, which have been directly aligned to theseEssential Learning Outcomes.

Alignment of Physical Education Standards to the Essential Learning Outcomes

Content Standards Essential Learning Outcomes

1. Achieve and maintain a health-enhancing level of physical fitnessand wellness

Personal development

Technological competence Problem solving

Communication

2. Apply concepts and principles for thedevelopment and performance ofmotor skills

Aesthetic expression

Citizenship

Communication


Problem solving

Technological competence

3. Exhibit responsible personal andsocial behaviour

Citizenship

Communication

Problem solving


4. Exhibit safety principles and practices

Citizenship

Problem solving Technological competence


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Connections to the Core Curriculum

Health and Physical Education is an integral part of the secondary education corecurriculum. It is, in fact, directly connected to all other subjects in the core curriculum.

Language Arts

Health and Physical Education directly contributes to students language development

because it provides students with opportunities to:

develop an understanding of language specific to the field of Health and PhysicalEducation, so that they may participate and communicate more effectively in physical

education programmes and activities;

practise the terminology and discourse styles used by persons involved in Health andPhysical Education;

develop the ability to critically analyse media messages that may impact on theirlifestyles and their behaviour as consumers;

develop skills for locating, assessing, and synthesizing information related to Healthand Physical Education from a variety of sources.

Social Studies

The Health and Physical Education programme is linked to the Social Studies curriculum

because it helps students to:

develop a focus on the interaction between them and the natural, social, and culturalenvironment in which they live and work;

develop an understanding of the links between the environment, the individual, andthe health of the community;

engage in critical analysis of gender issues as they relate to Health and PhysicalEducation;

gain perspectives on equity in sport;

promote the sporting achievement of all persons, regardless of gender;


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experience success and enjoyment, and thus sustain their participation in a widevariety of physical activities;

develop positive relationships and self-confidence through participation in a widevariety of physical activities;

develop mechanisms for acceptable release of emotion and stress throughparticipation in a wide variety of physical activities;

attain and demonstrate desirable social standards of effective, positive citizenship;

develop respect for authority;

develop knowledge and understanding of, and respect for, the customs, values, andtraditions of other cultures.

Visual and Performing Arts

Health and Physical Education is closely linked to Visual and Performing Arts because it

helps students to:

enhance their artistic and creative expression through movement experiences;

enhance their appreciation of music, dance, and dramatic expression through theirinvolvement in Movement Education and Dance.

Technology Education

Health and Physical Education is linked to Technology Education because it providesstudents with opportunities to:

use a variety of technologies to assist, monitor, and deliver appropriate physicalactivity;

recognize the importance of technological changes in all aspects of their lives, andrelate these to Health and Physical Education;

develop motor skills and manipulative skills required for Technology Education.


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Science

The connections between Science and Health and Physical Education are generally

focused on:

understanding the nature of natural systems, including the functioning of the human

body, and appreciating the importance of such understanding to survival and health;

developing an understanding of scientific principles that are related to humanmovement and healthy body functioning.

Mathematics

Health and Physical Education is linked to Mathematics because it helps students to:

enhance their skills in measurement and construction through the marking and

drawing to scale of playing areas such as courts, fields, and so on;

improve their numeric and calculation skills through their involvement in thedifferent aspects of scoring used in sport;

develop skills in collecting, processing, and recording data.


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The Purpose and Organization of the Curriculum Guide

The section of the curriculum guide that follows is specific to Health and PhysicalEducation, and serves as a source of ideas to support teachers use of their creativity to

prepare, deliver, and evaluate their programmes. The vision statement, rationale,

philosophy, and goals described earlier in the document form the basis on which the restof the curriculum is developed. The policy statement informs users of the document about

requirements that must be met in planning and implementing all Physical Educationprogrammes.

The Physical Education Standards emanate from the curriculum goals and are aligned tothe Essential Learning Outcomes. They are intended to guide teachers and administrators

as they plan and monitor school curricula.

The content standards describe the knowledge and skills to be developed through thecurriculum. They define the programme of study that has been designed for the subject.

They also identify the critical behaviours to be learned in a programme of Physical

Education.

The performance standards are derived from the content standards, and focus on students

competence in applying and demonstrating what they know and can do in PhysicalEducation. They define the levels of learning that are considered satisfactory for each

form, from 1 to 3.

The learning outcomes specify what students will know and be able to do as a result of alearning activity, or sequence of activities. These are expressed as knowledge, skills, and

attitudes that students will develop.

The framework has been conceptualized as a termly/yearly course of work for each form.

The curriculum content provides teachers with a detailed description of the scope and

suggested sequence for the treatment of various topics, organized in a sequential andprogressive format. These constitute the content from which individual school

programmes may be developed.

The suggested teaching strategies, sample lessons, and evaluation techniques provide the

tools that will assist teachers in implementing their programmes. The teaching strategiesmaximize learning while evaluation ensures that objectives are met and measures the

success of the delivery of the curriculum.


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Physical Education Policy

Curriculum planning and implementation should be informed by elements of theproposed Physical Education National Policy that refer to:

Instructional Programme Design

A sequential, developmentally appropriate curriculum must be implemented to help

students develop the knowledge, motor skills, self-management skills, attitudes, and

confidence needed to adopt and maintain a healthy lifestyle. Suitably adapted physical

education programmes shall be included as part of individual education plans for studentswith chronic health problems or other special needs.

Intra-Mural and Extra-Mural Programme

A well-structured programme of co-curricular and extra-curricular activities should be

established in schools to ensure that students are provided with the opportunities to

further enhance the skills acquired in the Physical Education programme.

Assessment

All students must be regularly assessed for attainment of Physical Education learning

objectives.

Health-Related Fitness Testing

Health-related fitness testing must be integrated into the curriculum as an instructionaltool.

Exemptions

Exemptions from Physical Education practical classes shall be permitted if a physician

states in writing that physical activity will jeopardize the students health and well-being.

Teaching Staff

Physical education shall be taught by specialists who are certified by the Ministry ofEducation.

Facilities

Policy makers/school administrators shall endeavour to ensure the provision of adequatespaces, facilities, equipment, and supplies that are necessary to achieve the objectives of

the physical education programme.


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Health and Physical Education Standards


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Content Standard 1: Achieve and Maintain a Health-Enhancing Level of Physical

Form 1 Form 2

Performance Standard

Understand some aspects of the structure andfunctions of the human body in relation tomovement

Learning Outcomes

Students will be able to:

demonstrate basic knowledge of thesystems of the human body

understand the functions, structure, andworkings of the skeletal and muscular

systemsdemonstrate knowledge of the effects of

physical activities on the skeletal andmuscular systems


Display habits and practices that will impactpositively on a healthy lifestyle

Learning Outcomes


demonstrate understanding of therelationship between wellness and lifestyle


Demonstrate an understanding of the humanbody in relation to movement

Learning Outcomes


understand the functions, structure, andworkings of the circulatory and respiratorysystems

show the relationship of the circulatory and

respiratory systems to other systemsunderstand the effects of physical activities

on the circulatory and respiratory systems


Undertake the responsibility to develop ahealthy lifestyle

Learning Outcomes


apply habits and practices to attain ahealthy lifestyle

Performance

Apply knowledto achieve andphysical fitnes

Learning Outc

Students will b

understand tworkings of tsystems

understand t

digestive andsystems

understand ton the digest

Performance

Set achievablelifestyle

Learning Outc

Students will b

understand ton health an

incorporate sattain short-t


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Form 1 Form 2


Demonstrate understanding of the relationship

between regular participation in physicalactivities and health-enhancing levels ofphysical fitness

Learning Outcomes


understand the concept of physical fitnessrecognize the fitness requirements for

different physical activities


Participate regularly in physical activities to

achieve a health-enhancing level of physicalfitness relative to ones lifestyle and needs

Learning Outcomes


apply the knowledge of physical fitness toenhance performance

Performance

Apply the princperformance d

maintain a heafitness

Learning Outc

Students will b

demonstrateprinciples of


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Content Standard 2: Apply Concepts and Principles for the Development and Perfo

Form 1 Form 2


Demonstrate an understanding of basicmovement concepts

Learning Outcomes


create sequences using basic movementconcepts

perform basic gymnastic skills in simpleroutines

demonstrate creative and rhythmicexpressions of simple movement patterns

demonstrate basic swimming techniques

apply basic water safety skills


Demonstrate basic skills in outdoor activities

Learning Outcomes


demonstrate an appreciation for outdooractivities


Apply movement concepts with proficiency

Learning Outcomes


demonstrate competency in movementthrough the use of apparatus

execute gymnastic skills with competency

apply movement concepts to enhancecreative and folk dance sequences

demonstrate an appreciation for various folkdances

demonstrate basic swimming strokes

demonstrate basic life-saving skills


Demonstrate competency in outdooreducation skills

Learning Outcomes


display simple outdoor techniques efficiently

apply safety measures in outdoor activities

Performance

Demonstrate arelationships band skill perfor

Learning Outc

Students will b

apply movemsound gymn

display proficcreative gym

apply movemand social da

demonstrate

demonstrate

Performance

Apply outdoor

Learning Outc

Students will b

demonstrate


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Form 1 Form 2


Apply fundamental motor skills in modified

game situations

Learning Outcomes


understand and appreciate the history ofspecific games/athletics

apply perceptual motor concepts andprinciples to the learning and developmentof motor skills

demonstrate basic motor skills with

efficiencyexecute strategies and rules in modified

game/athletic situations


Apply principles of movement to enhance

specialized motor skills in modified gamesituations

Learning Outcomes


understand and appreciate the history ofspecific games/athletics

apply motor skills that reflect goodtechnique and the ability to select the bestresponse in a given situation

apply appropriate strategies and rules in

game situations

Performance

Establish conn

principles, ruleperformance o

Learning Outc

Students will b

understand aspecific gam

apply motor participating

make conne

strategies of


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Content Standard 3: Exhibit Responsible Personal and Social Beh

Form 1 Form 2


Demonstrate and take responsibility forappropriate personal behaviour

Learning Outcomes


demonstrate a willingness to follow rules,instructions, and procedures and stay ontask


Engage in appropriate interpersonalrelationships

Learning Outcomes


interact positively with others in groupsettings


Demonstrate positive personal behaviour

Learning Outcomes


readily follow rules, instructions, andprocedures and stay on task

display self-confidence in physical activitysettings


Engage in positive interpersonal relationships

Learning Outcomes


demonstrate an understanding andappreciation of teamwork to achieve

collective goalsdemonstrate and encourage respect for

others

Performance

Demonstrate acorrelation betbehaviour and relationships

Learning Outc

Students will b

show initiativactivity settin

demonstratesportsmansh

Performance

Demonstrate aof positive groachievement o

Learning Outc

Students will b

apply effectivskills to achie


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Content Standard 4: Exhibit Safety Principles and Practice

Form 1 Form 2


Display awareness of basic safety rules whenperforming physical activities

Learning Outcomes


observe safety rules for different physicalactivities


Demonstrate basic knowledge of the care andprevention of injuries

Learning Outcomes


demonstrate awareness of first aid skills inthe treatment of minor injuries.

demonstrate awareness of measures toavoid injuries


Demonstrate understanding of safety rules inphysical activities

Learning Outcomes


appreciate the importance of rules inphysical activities


Practise safety principles in the care andprevention of minor injuries

Learning Outcomes


apply first aid skills to athletic injuries

practise safety measures for the preventionof injuries

Performance

Apply safety ruof situations

Learning Outc

Students will b

apply safety activity settin

Performance

Apply safety pcare and preve

Learning Outc

Students will b

apply first aid

apply safety injuries

maintain apprehabilitation


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Framework for

Health and Physical Education

Forms 13


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Form 1 Term 1

Standard 1 Achieve and maintain a health-enhancing level of physicalfitness and wellness

Definition of wellness

Dimensions of wellness

Features of a healthy lifestyle

Standard 2 Apply concepts and principles for the development and

performance of motor skills

Meaning of Movement Education Development of movement concepts space awareness, body awareness,

relationships, effort

Movement activities weight bearing, weight transference, flight, body shape

History of netball

Passing overarm, chest, bounce, underarm

Catching

History of football

Passing using inside of the foot

Receiving using the inside of the foot Kicking low drive

History of cricket Batting forward defence, forward drive, pull to leg

Bowling basic overarm bowling action

History of track and field Definition of track and field

Areas of track and field

General principles of walking, running, throwing, jumping Basic techniques of sprinting

Starts crouch, standing

Relays baton passing Jumps long, high

Throws shot


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Standard 3 Exhibit responsible personal and social behaviour

Procedures/rules

Instructions

Standard 4 Exhibit safety principles and practices

Safety rules:- equipment- environment- protective gear

Reinforcement: benefits of safety rules

Form 1 Term 2

Standard 1 Achieve and maintain a health-enhancing level of physical

fitness and wellness

Definition of fitness

Components of fitness

Factors affecting fitness



Meaning of gymnastics

Balances crouch balance, headstand, handstand

Rolls forward and backward Cartwheel, round-off

Foot work in netball stopping, stepping, pivoting Rules relating to skills in passing and footwork

History of basketball

Passing javelin, lob, two-handed passes

Catching


Sharing with others


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Application of appropriate emergency responses

Definition of first aid

Components of a first aid kit

Form 1 Term 3



Nutrition and health

Definition of nutrition sources and uses of food

Assessment of fitness level

Fitness needs in major sports



Astride vault

Offensive and defensive skills in netball Strategies in modified game situations

Dribbling in basketball static and dynamic

Rules relating to skills in passing and dribbling

Strategies in modified game situations

Basic dribbling in football

Rules relating to skills in passing and dribbling

Strategies in modified game situations

Fielding in cricket underarm throw, long barrier

Catching close, high catching


Respect for others


Type of injuries- soft tissue- hard tissue


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Form 2 Term 1



Nutritional principles

Weight management

Stress management



Weight bearing and weight transference using apparatus

Through vault

Shooting in netball

Court craft areas of the court, positional play

Rules of the game

Scoring

Dribbling in basketball Footwork pivot Shooting lay up

Trapping in football Throw in

Discus throw

Creative dance

Folk dance


Self-discipline/commitment

- participation- followership- leadership


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Safety practices in given activities

Safety implications of warm up and cool down

Importance of protective gear

Form 2 Term 2



Cardio-respiratory endurance energy system, benefits of cardio-respiratoryendurance exercise, cardio-respiratory fitness tests

Standard 2 Apply concepts and principles for the development andperformance of motor skills

Forward roll on the box

Backward defence and attack strokes in cricket, running between wickets Basic bowling direction, line and length Two hand collecting, overhand throw, skim catch, basic wicketkeeping

Dismissals, signals

Brief history and skills of volleyball

Lead-up activities

Overhead/set, forearm/bump/dig Underarm, overarm serve

Javelin throw

Back stroke in swimming

Shallow dive

Dry rescue techniques reach, rope throw

Basic techniques of map reading Hiking Camping

Safety rules


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Communication skills- feedback- self-expression

Acceptance of varying roles and responsibilities as members of groups- group leader- official- manager


Initial procedure in the event of an injury

Form 2 Term 3



Cardio-respiratory endurance programme

Principles of physical fitness warm up, overload, cool down



Passing in football lofted

Goalkeeping

Shooting in basketball set shot

History of hockey

Passing and receiving push Dribbling Bowling in cricket leg spin, off spin


Cooperation

Respect- peers- group leader- teachers- individual differences


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Methods of self-protection when treating injuries

Treatment of basic injuries

Form 3 Term 1



Digestive system

Definition of drugs

Reason for drug use

Effects of smoking, alcohol

Frequently abused drugs

Effects of drugs on human body and sports performance



Gymnastic routines

Neck spring Overarm spring

Officiating in netball Game situation

The field of play in football

Officiating Game situation

Offensive and defensive skills in basketball

Officiating

Areas of court/playing areas

Game situation

Offensive and defensive skills in volleyball spike, block Scoring and rules of the game

Game situation

Passing in hockey hit, flick

Hurdling basic technique


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Dance etiquette Social dance


Leadership skills Conflict resolution

Setting goals


Environmental awareness

Form 3 Term 2

Standard 1 Achieve and maintain a health-enhancing level of physicalfitness and wellness

Training programmes periods of training

FITT principles Phases of a training session

The nervous system



Hitting across the line of the ball in cricket pull, sweep, cut Game situation

Goalkeeping in hockey

Basic rules Modified game situation

History of tennis

Lead-up activities

Striking forehand, backhand, serve, volley

History of badminton

Major skills serve, striking: forehand, backhand

Overarm

Orienteering skills

Types of maps contour, rainfall, and so on

Scale interpretation


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Compass features Choice of route

Breaststroke in swimming


Etiquette

Fair play Self-control Teamwork

Inclusive behaviour


Advanced first aid

Strategies for emergency situations and long-term management of injuries

Form 3 Term 3



Major forms of cardiovascular disease Protection against cardiovascular disease



Game situations in:

netball

football

cricket

basketball

volleyball

Overhand clear, smash in badminton Modified game situation


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Serving in tennis Volleying

Modified game situation

Contemporary dance


Cooperative problem solving Achieving team goals


Apply safety principles and practices in simulated situations


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Curriculum Content


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Standard 1: Achieve and Maintain a Health-Enhancing Level of Physical Fitn

Learning Outcomes Topic/SkillsSuggested

Teaching/Learning

Strategies


acquire basic knowledge ofthe systems of the humanbody

understand the functions,structure, and workings of theskeletal, muscular,circulatory, respiratory,digestive, and nervoussystems

An overview of body systems

The Skeletal System:

- functions- structure major bones, joints- connective tissues- workings

The Muscular System:

- functions- structure types- workings

The Circulatory System:

- functions- structure heart, pulse, blood

vessel, blood, blood pressure- workings

The Respiratory System:- functions- structure air passages, lungs,

diaphragm- workings

Class discussionResearchGroup work

Observation of models ofdifferent systems

Review video clips of sportsmen and women in action

ResearchGroup work Individual work

Class discussionResearch

Statemain

Comsyste

Matcscienskele

Placeparts

Outlisyste

Identexam

Outlisyste

Meassuchin jou

Use crates

Outlisyste

Explaon thsyste


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Teaching/LearningStrategies

demonstrate knowledge ofthe effects of physicalactivities on the skeletal,muscular, circulatory,respiratory, digestive, andnervous systems

show the interrelatedness ofthe skeletal, muscular,circulatory, respiratory,digestive, and nervoussystems

The Digestive System:

- functions- structure- workings ingestion, absorption

The Nervous System:

- functions- structure nerves, dendrites- central nervous system- workings

The effects of physical activity on the

skeletal, muscular, circulatory,respiratory, digestive, and nervoussystems

Class discussionResearchGroup work

Viewing animated objects

Viewing video clips of sportsmen and women in action

ResearchGroup work Individual work

Measuring heart ratesPlenary sessionResearch

LabeCom

diges

Drawnervo

Demvolun

Reseactivcircunervoin sc

Stateare dothe


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demonstrate anunderstanding of therelationship betweenwellness and lifestyle

apply habits and practices toachieve a healthy lifestyle

Meaning of wellness/lifestyle

Dimensions of wellness:

- physical- emotional- intellectual

Behaviours that affect wellness:

- physical activity- healthy diet- stress management- heredity- environment

- adequate health care

Healthy l ifestyle practices:

Nutrition nutrients, function, diet,healthy sources

Nutritional principles variety,balance, moderation

Weight management - diet & eatinghabits, physical activity & exercise

Stress management social support,relaxation techniques

Class discussion

Projects

Group work

Research

Guided discovery

Cooperative learning

Comself-phealt

Ident

Explafacto

Prepmana

Identdiet

ExplaPrepApply

a hea

Prodmana


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understand the effects ofsubstance abuse on healthand performance

incorporate specific healthbehaviours to attain short-term and long-term goals

understand the concept ofphysical fitness

Definition of drugsReasons why some athletes take

drugsTypes of drugs

Major forms of cardiovasculardiseases:

- hypertension- heart attack- atherosclerosis

- stroke

Protection against cardiovasculardiseases:

- eat healthy- exercise regularly- avoid tobacco- manage blood pressure- practise anger management

Definition of physical fitness

Components of fitness:

- health-related fitness

- sport-related fitnessFactors affecting fitness:

- stress- the environment- diet

Class discussion

Projects

Group work

Research

Guided discovery

DefinClassOutli

frequbeha

Explaenha

Defincard

Discudisea

Use fitne

Demfitnes


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recognize the fitness needsof different physical activities

apply the knowledge ofphysical fitness to enhanceperformance of physicalactivities

demonstrate anunderstanding of principles oftraining

Assessment of fitness levels:

- fitness tests- fitness programme- goals

Cardio-respiratory endurance energy production

Benefits of cardio-respiratoryendurance

Cardio-respiratory enduranceprogramme:

- setting goals- choosing sports and activities- determining frequency of training- assessment of cardio-respiratory

fitness

Principles of training:

- specificity- progression

Methods of training:

- continuous- fartlek

- circuit



Guided discovery

Peer observation

Teacher guidance

Class discussion

Problem solving

Station teaching

Identcompactiv

Perfolevel

Explabody

Presgrou

Use tmon

Deveprog

Explaof tra


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apply the knowledge of theprinciples and methods oftraining to optimizeperformance

incorporate principles oftraining to further developprogrammes to enhancefitness levels

Effects of training on:

- human body- sport performance

Training programme:

- periods of training- pre-season- competition/peak-season- off-season

Phases of a training session:- warm up- fitness- skills- cool down

Teacher guidance

Class discussion

Problem solving

Station teaching

Descthe hperfo

Identpartic

Explasess

Plan


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Standard 2: Apply Concepts and Principles for the Development and Performa


Teaching/Learning

Strategies


create sequences usingbasic movement concepts

demonstrate competency inmovement using apparatus

perform basic gymnasticskills in simple routines

Meaning of Movement Education

Development of movement concepts:

- space awareness- bodyawareness- relationships- effort

Weight bearing on different body parts

Weight transference using differentbody parts

Different methods of take-off andlanding

Body shape in held positions and inflight

Weight bearing and weighttransference, using apparatus

Meaning of gymnasticsBalances:

- crouch balance- headstand

- handstandRolls:

- forward- backward

Cartwheel, round-offAstride vault

Research project

Class discussion

Guidance

Peer tutoring

Observation

Demonstration

Practice

Individual, pair, and groupwork

Demphys

Perfodiffer

Perfo

transbody

Perfoexploand

Demweigactiv

Perfousing

Execrouti


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execute gymnastic skills withcompetency

apply movement concepts inpresenting technically soundgymnastic performances

demonstrate advancedgymnastic skills

demonstrate creative andrhythmic expressions ofsimple movement patterns

apply movement concepts toenhance creative and folkdance sequences

demonstrate an appreciationfor various folk dances

Forward roll on the box

Through vault

Routines involving gymnastic skills

Neck spring

Overarm spring

History, elements, and types of dance

Dynamic awareness:

- weight- time- space- flow

Creative dance patterns:

- contracting and extending- rising and falling- advancing and retreating- moving and stopping

Creative dance

Folk dance

Guidance

Peer tutoring

Observation

Research project

Demonstration

Practice

Perfo

Perfovault

Perfo

Obse

Perfosprin

Outli

Explaof da

Creasequ

Perfo


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apply movement concepts incontemporary and socialdance

apply basic water safety skills

demonstrate basic lifesavingskills

demonstrate basic swimmingtechniques

demonstrate basic swimmingstrokes

demonstrate properswimming strokes

Contemporary dance

Social dance

Dance etiquette

Basic water safety rules and skills

Dry rescue techniques:

- reach- rope throw

Floating

Front crawl

Backstroke

Shallow dive

Breaststroke

Demonstration

Guidance

Peer tutoring

Observation

Research project

Practice

Perfodanc

Dem

Demarou

Exhib15 se

Demthe p

Perfowidth

Perfo

Perfowidth


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demonstrate simple outdooreducation techniquesefficiently

apply safety measures inoutdoor activities

demonstrate orienteeringskills

Basic techniques of map reading

Hiking

Camping

Safety rules

Orienteering skills

Types of maps:

- contour- rainfall- scale interpretation- choice of route

Guidance

Group work

Demonstration

Observation

Practice

Applyand iactiv

Demoutd

Comcour

Set a

Identmaps

Consa giv


75/99

63



understand and appreciatethe history of specificgames/athletics

apply perceptual motorconcepts and principles tothe learning anddevelopment of motor skills

show proficiency in theirmotor skills whileparticipating in game/athleticsituations

apply appropriate strategiesand rules in game situations

make connections betweenskills, rules, and strategies ofteam/athletic activities

History of netball

Direction, balance, hand/eye, foot/eyecoordination

Passing:

- overarm- chest- bounce

- underarmCatching

Foot work:

- stopping- stepping- pivoting

Shooting

Areas of courtPlaying position/areasRules relating to skillsRules of the game

Offensive and defensive strategies

Selection of skills and strategies innormal game situations

OfficiatingScoring

Research

Demonstration

Drills/practice

Observation of netball gamesDiscussionsDemonstration of netball

skills

Guidance

Viewing video clips

Research - gr

hpe curriculum

Documents