physical education - peac official · pdf filethe program is bounded on the context of legal...

Republic of the Philippines Department of Education

DepEd Complex, Meralco Avenue Pasig City

K to 12 Curriculum Guide

PHYSICAL EDUCATION

(Grade 1 to 2)

K TO 12 PHYSICAL EDUCATION

CONCEPTUAL FRAMEWORK

The Physical Education Curriculum under the K to 12 Basic Education Program adopts both fitness and movement curriculum

models. It is anchored on the tenet “Move to Learn, Learn to Move” with the ultimate goal of living an active lifestyle for lifelong fitness

and wellness. The program is bounded on the context of legal and philosophical underpinnings pursuant to Article IV Section 19 of the

Philippine Constitution which mandates that:

The State shall promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry. All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.

The rich and challenging physical activity experiences contribute to the development of fitness and wellness among school-age

students. It is designed to develop a participative and active body; learn to use the body in moving efficiently and effectively in a given space,

time and effort and assure quality of movement.

The program has five learning strands which includes body management, movement skills, games and sports, rhythms and dance and

physical fitness.

Body Management includes body awareness, space awareness, qualities and relationships of movements and how these

are used dynamically in various physical activities.

Movement skills relate to the fundamental movement patterns and skills that form the basis of all physical activities.

Games and sports comprise simple, lead-up and indigenous games, that help in the acquisition of proper sporting

techniques in preparation for greater or competitive participation in selected sports and recreational activities.

Rhythms and dances include understanding and performance of rhythmical movement patterns; promotion and

appreciation of Philippine folk dance, indigenous and traditional dances and other dance forms, and the proficiency in

performing a diversity of dances as contributory activities to achieve lifelong fitness and wellness.

Physical fitness includes assessment through fitness testing, recording, interpreting, planning and implementing appropriate

programs for the development and maintenance of learners’ desired fitness levels.

The strands are organized and sequentially developed across grade levels. Activities are varied and age-appropriate to address the

needs and interests of learners. These learning experiences ensure effectiveness and efficiency of learner’s involvement in all physical

activities for lifetime use.

The framework highlights the application of several approaches to teaching such as differentiated instruction, experiential/contextual learning, movement skills based and integrative movement approaches for effective and meaningful transfer of learning. These approaches find support from Multiple Intellingences, Constructivism, Movement Laban and Social Learning theories.

Learning Approaches

Differentiated Instruction – This approach provides students with different avenues in acquiring content, processing, constructing, or making sense of ideas. Similarly, this provides basis for developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.

Experiential/Contextual Learning - The process of making meaning from direct and everyday experiences.

Integrative Movement Approach – The approach enables learners to relate the movement context to the development of motor skills and their performance of a variety of physical education activities in school and in the community they belong. Likewise, this emphasizes the identification of movement potential which are used as the means for transfer of learning and in understanding the human activity.

Movement Skills-Based – This teaching approach helps learners enjoy and appreciate learning through games, sports, dances, gymnastics and other physical activities.

Learning Theories and Principles

Multiple Intelligences – This model of intelligence differentiates intelligences into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.

Social Learning Theory - This theory focuses on the learning that occurs within a social context. It considers that people learn

from one another, including such concepts as observational learning, imitation, and modeling.

Constructivism – This theory argues that knowledge is constructed when the learner is able to draw ideas from his own

experiences and connects them to new ideas encountered.

Movement Laban Theories – This is an evolving set of principles which provides a language with which to describe and direct

movement experiences. It focuses attention on dynamics of movement, spatial range, and principles of physical development

and coordination.

.


Figure 1. The Conceptual Framework of Physical Education


Learning Area Standard

The learner demonstrates understanding of the concept of physical fitness in achieving, sustaining, and promoting an active

lifestyle for lifelong fitness and wellness.

Key Stage Standards

Strands K - 3 4 – 6 7 - 10

The learner demonstrates understanding of movement concepts and skills in preparation for active participation in various physical activities.

The learner demonstrates understanding of principles in movement and fitness for active participation in various physical activities.

The learner demonstrates understanding of integrating physical activity behaviors in achieving an active lifestyle.

Body Management

Movement Skills

Physical Fitness

Games and Sports

Rhythms and Dance


GRADE LEVEL STANDARDS

Grade Level Grade Level Standards

Grade 1

The learner demonstrates understanding of the body and its parts, movement skills, locomotor and non-locomotor skills, basic games,

rhythmic and gymnastics skills in preparation for active participation in various physical activities.

Grade 2

Grade 3

Grade 4

The learner demonstrates understanding of the importance of acquiring mature patterns of movements as tools for active participation

in physical activities to achieve the desired level of fitness:

Exercise

Individual, dual, and team sports

Dance

Recreational activities

Grade 5

Grade 6

Grade 7

The learner demonstrates understanding of personal fitness in achieving an active lifestyle.

Grade 8

The learner demonstrates understanding of family fitness in sustaining an active lifestyle.

Grade 9

The learner demonstrates understanding of environmental and community fitness in sustaining and promoting an active lifestyle.

Grade 10

The learner demonstrates understanding of global fitness in promoting an active lifestyle.


Table 1a - Scope and Sequence of Physical Education from Grades 1-4

Grade Level Strands Q1 Q2 Q3 Q4

GRADE 1

Body management Body Awareness Space Awareness Qualities of Effort Relationships

Movement skills Rhythms and dance Action Songs Singing Games,

Games and sports Simple Games, Chasing/Fleeing type games, Mimetics. Physical fitness Participation in Enjoyable and challenging Physical Activities

GRADE 2

Body management Body Shapes and Body

Actions

Locations, Directions, Levels, Pathways and

Planes Time, Force and Flow

Person, Objects, Music and Environment

Movement skills Locomotor, Non- Locomotor and Manipulative Skills

Rhythms and dance Simple Folk Dance and Rhythmic Routines ( Ribbon, Hoop, Balls, etc.)

Games and sports Relays and Races

Physical fitness Posture and Body Mechanics

GRADE 3

Body management Body Shapes and Body

Actions

Locations, Directions, Levels, Pathways and

Planes Time, Force and Flow


Movement skills Locomotor, Non- Locomotor and Manipulative Skills

Rhythms and dance Simple Folk Dance and Rhythmic Routines ( Ribbon, Hoop, Balls, etc.)

Games and sports Lead-up and Organized games ( indigenous)

Physical fitness Corrective Exercises

GRADE 4

Body management

Physical fitness Fitness testing

Movement skills Self-testing activities

Games and sports

Individual and dual sports

Rhythms and dance

Folk and creative dances


Table 1a - Scope and Sequence of Physical Education from Grades 5-7


GRADE 5

Body management


Movement skills

Basic principles of exercise

Games and sports Team sports Rhythms and dance Folk and creative

dances

GRADE 6

Body management


Movement skills Exercise program design

Games and sports Team sports

Rhythms and dance Folk and creative dances

GRADE 7

Body management

Movement skills

Physical fitness Fitness components, benefits and testing

Games and sports Individual sports

Games and sports Dual sports

Rhythms and dance Local and indigenous dances


Table 1d - Scope and Sequence of Physical Education from Grades 8-10


GRADE 8

Body management

Movement skills

Physical fitness Health-related fitness

components, assessment and related-activities

(Cardiovascular and Muscular)

Games and sports Team sports Games and sports Indoor recreational

activities

Rhythms and dance Regional and national folk dances with Asian

influence

GRADE 9

Body management

Movement skills Games and sports Skill-related fitness

components, assessment and related-activities (sport-specific)

Games and sports Team sports

Games and sports Outdoor recreational activities

Rhythms and dance Social and ballroom dances

GRADE 10

Body management

Movement skills Physical fitness Lifelong fitness and physical

activity habits

Games and sports Sports leadership

Games and sports Recreational leadership

Rhythms and dance Other dance forms (Hip-hop, Street Dance,

Festival, Contemporary, etc.)

Time Allotment for Physical Education

Grade Level Time Allotment

Kindergarten Integrated with other

subject areas

Grades 1 - 6 40 minutes / week

Grades 7 – 10 60 minutes / week


GRADE – 1

Content Content Standards Performance Standards Learning Competencies

FIRST QUARTER /FIRST GRADING PERIOD

Body Management and Movement Skills

Rhythms and Dance

Games and Sports

Physical Fitness

The learner . . .

demonstrates understanding of body awareness and movement skills is preparation for participation in physical activities.

demonstrates understanding of movement patterns in preparation for participation in physical activities

demonstrates understanding of movement activities in preparation for participation in physical activities.

demonstrates understanding the importance of participating in fun & enjoyable physical activities.

The learner . . .

performs movement experiences accurately and efficiently

performs confidently movement

patterns while singing.

performs accurately movements of

machine, animals, and nature

participates actively in fun and

enjoyable physical activities

The learner . . .

describes the different parts of the body and its movements

creates shapes by using non-locomotor movement .

shows balance on one, two, three four and five body parts.

exhibits transfer of weight.

describes different movement patterns

communicates ideas using digital tools and resources (ICT)

performs different movement patterns

performs movements while singing action songs.

describe movements of machine,

animals and nature

imitates movements of machine,

animals and nature

illustrates movements using

digital tools and resources (ICT)

identifies fun and enjoyable physical

activities

recognizes the importance of participating in fun & enjoyable physical activities

engages in fun & enjoyable physical

activities



SECOND QUARTER/ SECOND GRADING


Rhythms and Dance

Games and Sports

Physical Fitness

The learner . . .

demonstrates understanding of space awareness and movement skills in preparation for participation in physical activities.

demonstrates understanding of

movement in preparation for participation in physical activities

demonstrates understanding of movement concepts in preparation for participation in simple games.

demonstrates understanding of the different challenges, successes, failures in preparation for participation in physical activities.

The learner . . .

performs movement skills in a given space efficiently and accurately.

performs movement sequences while singing efficiently and accurately

participates actively in simple games

shows evidence of acceptable responses to challenges, successes, and failures during participation in physical activities.

The learner . . .

identifies locomotor skills

demonstrates moving within a group without bumping or falling using locomotors skills.

executes locomotor skills while moving in different directions at different levels

describes movement patterns

performs movement while singing action songs

recognizes the terms associated to the space where the body moves.

participates in simple games while being aware of the space where he/she moves.

defines acceptable responses to challenges, successes, and failures during participation in physical activities.

demonstrates acceptable responses to challenges, successes, and failures during participation in physical activities.



THIRD QUARTER/ THIRD GRADING


Rhythms and Dance

Games and Sports

Physical Fitness

The learner . . .

demonstrates understanding of qualities of effort and movement skills in preparation for participation in physical activities.

demonstrates understanding of task-oriented games while singing.

demonstrates understanding of movement experiences while participating in different games with a partner and objects or equipment.

demonstrates understanding of sharing and cooperating while performing physical activities.

.

The learner . . .

performs movement experiences

accurately and effectively

performs excellently task-oriented games while singing

performs actively in simple games with a partner and objects or equipment.

acts as a good team player in physical activities

The learner . . .

demonstrates contrast between slow and fast speeds while using locomotor skills.

demonstrates the difference between heavy and light while moving.

demonstrates the difference between free and bound.

describes task-oriented games/singing games

engages in task-oriented games while singing

describes simple games with a partner and objects or equipment.

participates in simple games with a partner and objects or equipment.

describes the characteristics of a good

team player

differentiates sharing from cooperating

communicates ideas using digital tools and resources (ICT)

demonstrates the characteristics of sharing and cooperating in physical activities



FOURTH QUARTER/ FOURTH GRADING


Rhythms and Dance

Games and Sports

Physical Fitness

The learner . . .

demonstrates understanding of relationships of movement skills in preparation for participation in physical activities.

demonstrates understanding of task-oriented games while singing.

demonstrates understanding of movement experiences in participating in simple group games.

demonstrates understanding of simple instructions and rules.

The learner . . .

performs movement experiences

accurately and effectively

performs actively in task-oriented

games while singing.

participates actively in simple group

games.

follows simple instructions and rules attentively while participating in physical activities

The learner . . .

identifies movement relationships

demonstrates relationship of movement

performs jumping over a stationary object several times in succession, using forward- and- back and side-to-side movement patterns.

identifies task-oriented games

modifies task-oriented games

participates in task-oriented games while singing

identifies group games

describes group games

participates in simple group games

manifests interest in participating in

physical activities

follows simple instructions and rules

enjoys himself/herself while participating in physical activities.


GRADE – 2


FIRST QUARTER /FIRST GRADING PERIOD

Body Shapes and Body Actions Movement skills Simple folk dance and rhythmic routines Relays and races Posture and Body Mechanics

The learner . . .

demonstrates understanding of body shapes and body actions in preparation for various movement activities

demonstrates understanding of movement skills preparation for performing various physical activities

demonstrates understanding of simple folk dance and rhythmic routines

demonstrates understanding of participation in relays and races

demonstrates understanding of posture and body mechanics

The learner . . . demonstrates body shapes and actions

properly

performs movement skills accurately

demonstrates locomotor skills in different rhythmical responses for musicality efficiently

participates actively in simple relays and races

assesses personal body posture and mechanics

The learner . . .

describes body shapes and actions

explores body shapes and actions

creates body shapes and actions

demonstrates momentary stillness in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support

describes different movement skills

differentiates movement skills such

as a jog and a run, a hop and a

jump, a gallop and a slide

recognizes simple folk dance and rhythmic routines

demonstrates locomotor skills in response to even and uneven music

demonstrates movement skills in

relays and races

participates in simple territory/

invasion game such as line, circle

and shuttle relays

exhibits correct body posture

assesses his/her body posture



SECOND QUARTER/ SECOND GRADING

Locations, Directions, Levels, Pathways and Planes Movement skills Simple folk dance and rhythmic routines Relays and races Posture and Body Mechanics

Th The learner . . .

demonstrates understanding of locations, directions, levels, pathways and planes

demonstrates understanding on movement skills

demonstrates understanding of simple folk dance and rhythmic routines

demonstrates understanding of playing with partner and group

demonstrates understanding of good posture and body mechanics

Th The learner . . .

demonstrates locomotor movements accurately

performs series of movement patterns using various movement skills accurately

performs simple folk and rhythmic sequences using various implements confidently

engages actively in relays and races with partner and in group.

observes correct posture while sitting, walking and standing

The learner . . .

describes locomotor movements in a location, direction, level, pathway and plane

follows instruction for directions, levels, pathways and planes

performs locomotor movements in a location, direction, level, pathway and plane

describes movement skills using movement patterns

performs movement patterns like: o jump for distance, landing on both feet

and bending the hips, knees and ankles to reduce the impact of force

- skip and leap using proper form

describes the steps in simples folk dance

describes simple rhythmic routines

performs rhythmic sequences with the use of implements such as a ribbon, hoop, ball, etc.

familiarizes himself/herself in the skills of running

participates in relays and races

describes correct posture of sitting, walking, standing

observes correct posture while sitting, walking, standing



THIRD QUARTER/ THIRD GRADING

Time, Force and Flow Movement Skills Simple Folk Dance and Rhythmic routines Relays and Races Posture and Body Mec

The learner . . .

demonstrates understanding of movement in relation to time, force and flow

demonstrates understanding of movement skills in throwing and catching

demonstrates understanding of simple rhythmic routines

demonstrates understanding of the concept of play and competition

demonstrates understanding observance of correct posture

The learner . . .

shows how the element of time, force, and flow can affect movement to and away from one another efficiently

performs correct skills in throwing and catching

demonstrates graciously simple dance mixes with partner and group

engages in a simple competition actively

exhibits correct posture in different action such as pushing, picking and pulling

The learner . . .

describes the concept of moving and changing speed, direction in differrent situations

describes the importance of speed and direction in performing movement skills.

shows how changing speed and direction can allow himself/herself to move away from one another

demonstrates correct position of the hand and body while catching a ball in different levels

explains the throwing and catching skills with partner in stationary and dynamic action

performs throwing and catching skills with partner in stationary and dynamic action

applies movement concepts in simple dance mixes such as kamayan, alahoy, apat-apat

demonstrates movement concepts in simple dance and rhythmic routine

performs simple folk dance and rhythmic routines

practices movement skills in throwing, catching and running

competes in throw and catch relays and races

describes correct posture in picking up things, pulling/ pushing objects.

observes correct posture while picking up things and pulling/ pushing objects.



FOURTH QUARTER/ FOURTH GRADING


Movement skills Simple folk dance and rhythmic routines Relays and races Posture and body mechanics

The learner . . .

demonstrates understanding of body management in relation to various movement activities relating to person, objects, music and environment

demonstrates understanding of movement skills in throws and strikes

demonstrates understanding of simple folk dance

demonstrates understanding of movement skills in tagging and dodging in relays and races activities

demonstrates understanding of improving posture in related activities

The learner . . .

shows how the body is managed in various movement activities involving person, objects, music and environment correctly

executes various movement skills properly showing throw pattern and strike correctly

executes a simple folk dance graciously

shows interest and enjoyment while participating in relays and races

engages in activities that improve posture correctly

The learner . . .

familiarizes in various movement activities involving person, objects, music and enviroment

participates in self- testing actvities in simple rolls such as Chinese get up, roll with a ball, beat a drum or tambourines, dramatize weather conditions

participates in dramatizing situations such as matter conditions

describes throwing patterns such as underhand and overhand movement

describes striking skills

demonstrates throwing patterns such as underhand and overhand movement

demonstrates striking skills.

familiarizes with and rhythmic routines

familiarizes with dance steps of a simple folk dance such as the Alitaptap

performs the dance Alitaptap

describes tagging and dodging skills

familiarizes in tagging and dodging skills

performs tagging and dodging while participating in relays and races

describes correct body posture

checks his/her body posture

performs activities that improve posture such as book relay, line walk

assesses himself/herself for correct posture in different activities

physical education - peac official · pdf filethe program is bounded on the context of legal...

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