lenachngportfolio.weebly.com · web viewtherefore, the pe curriculum develops in students a range...

KH 7480

Curriculum Design Project

Submitted by:Wendy KohLena Chng

November 4, 2014

Content Page

Chapter Title Pages1 Introduction 2 - 6

2 The Mission, Philosophy and Goals of the

PE Curriculum

7 - 9

3 Unpacking the Goals 10 - 63

4 Curricular Assessment 64 – 97

5 Scope and Sequence 98 - 115

6 Sample Unit Plans 116 – 181

References 182

2

Chapter 1: Introduction

The purpose of Physical Education (PE) is to enable students to demonstrate

individually and with others the physical skills, practices, and values to enjoy a lifetime of

active, healthy living.

Therefore, the PE curriculum develops in students a range of skills through participation

in regular and varied PE experiences. These skills enable students to enjoy movement,

discover interests, and achieve personal goals related to participation in physical

activities. In addition, the PE curriculum also develops students’ competency in

movement. This provides the foundation for continual skill acquisition and facilitates

future successful participation in physical activity.

When planning the PE curriculum, there are many factors to bear in mind. Besides

ensuring that the curriculum meets the national standards, we have to consider if the

activities we offer are realistic, relevant and of benefit to the students. The factors to

consider can be classified in two categories namely the (1) School; and the (2)

Community.

(1) SchoolBefore planning the PE curriculum, we have to examine the resources and constraints

that a school may have such as, (a) time allocated to PE, (b) availability of facilities, (c)

budget for equipment or field trips, (d) manpower, and e) students culture and attitudes.

(a) TimeWe have to consider how much time the school has allocated for PE lessons, and

whether the time allocated is inclusive of Health Education. We can then select the units

or components and begin to map the scope and the sequence of these to the time

available. For example, in middle and high school, PE may be offered for every

semester, or just one semester, and within a semester we would need to note the

number of weeks and the number of hours per week. This will help determine the

number of units or components that can be offered to the students.

(b) Facilities available Before deciding what activities to offer to students, we also have to consider if there are

facilities available within the school or in close proximity to the school to conduct the

activities. For example, a school would only be able to offer softball if it has a softball

3

field or one within walking distance from the school. For a school near a park, activities

like orienteering and cross-country running could be offered to the students.

(c) Budget Funding available for the PE curriculum would determine the type of activities offered to

the students. For schools with limited funds, only the purchase of equipment that is

essential and has multiple uses in a variety of activities such as balls, bats and rackets,

would be considered. Hence the types of activities would be limited for those using such

equipment. Schools supported by more affluent communities may offer golf or archery

despite the cost of the equipment and the fact that it can only be used for that particular

sport.

(d) ManpowerPE teachers may not know all the games available and they would not need to be a

professional player of the sport, but they would have to be competent enough to teach

any sport. This can be addressed with professional development and a teacher’s sense

of professionalism as a continual learner. The main consideration here would be the

number of teachers available to teach PE. A school with only one PE teacher would find

it difficult to offer daily PE for all classes and ensure that students are taught by a

certified PE teacher. This would definitely limit what could be included in the curriculum. .

(e) Students’ culture and attitudeStudents will only learn if they are interested in the game or are curious about the game

and want to learn it. While we would like to cater to the diverse student needs and

interests, we also need to consider alignment with the standards that students need to

achieve. Research shows that students would be more willing to participate in an activity

when they have been given the opportunity to choose the activity. Teachers can offer

this choice within a range of selected activities that align with the PE standards. Thus,

our curriculum would also cater to the learners’ interest.

(2) CommunityWhen developing the curriculum, we must also consider the community in which our

students live. We have to think about (a) the community’s influences, (b) the climate, (c)

the social and cultural factors, and (d) the resources available for students to continue

their pursuit of active living,

4

(a) InfluencesThe community shapes the culture and attitude of the students. What are the popular

activities of the community? Are there any sports associations that would provide

funding to introduce a particular sport in the area? Does the community favor a certain

sport? It is better to teach the sport in the curriculum as there would be plenty of

opportunities for the students to practice it outside of school and continue playing that

sport even after they left school.

(b) Facilities availableIn order for our students to continue an active lifestyle, we have to consider the types of

facilities available within the community. There is no point in teaching skiing when there

are no mountains nearby. In Singapore, for example, there is at least a swimming pool in

every housing estate, a basketball court in every community and badminton courts in the

community clubs. Thus, it makes sense to teach the students how to swim and play

basketball and badminton as they will have plenty of opportunity to continue to

participate in these activities as adults. We can teach basic fundamental motor skills but

we need to consider what kinds of sports-specific skills are taught after students have

mastered the fundamental especially when we faced time constraints.

(c) Social and Cultural factorsWhen planning the curriculum, we may also consider the social and cultural factors like

socio-economic status (SES) of the students and the “social make-up” of the community.

For instance, golf and tennis are considered a rich man’s sport. If the community is of a

higher SES, we may consider offering tennis and golf in our curriculum. Also, there are

certain activities that certain races like to play and associate with. For a community with

mainly Hispanic, it may be good to include soccer. For a community with mostly Asians,

we may offer badminton and basketball, or Cricket if the community is mostly Indians.

We can teach the broad game concepts and offer a variety of sports for exposure but

when we focus on the few core sports that we teach in depth, we should offer activities

that students can relate to and build upon their knowledge especially with the limited

time we have for PE.

(d) ClimateThe community’s climate plays a part in deciding the curriculum. In colder regions, near

mountains, we may offer skiing for obvious reasons. In summer when it is hotter, or

during winter, we may want to offer more indoor type activities.

5

In planning our PE curriculum, we must take into consideration the many factors

mentioned when we select the scope and sequence of what is to be included. Hence,

the PE curriculum will provide students with the fundamental motor skills and movement

concepts in primary schools and develop these further into various combinations of skills

and games concepts that will enable them to play selected core sports in secondary

schools as stated within the curriculum. Schools are at liberty to add to these core sports

based on their school and community factors. Ultimately, our decisions should bear in

mind one main focus which is the purpose of the curriculum. This purpose would be to

enable our students to enjoy a lifetime of active and healthy living.

6

Chapter 2: The Mission, Philosophy and Goals of the PE Curriculum

Mission Statement:

The Physical Education (PE) curriculum will equip students with the knowledge, motor

skills and attitude to participate in and enjoy a lifetime of active and healthy living.

Philosophies:

Primary SchoolThe Primary 1 (P1) to Primary 6 (P6) PE curriculum provides a range of movement

experiences for students’ overall development in the three domains. The focus at this

stage would be exploration and mastery of the fundamental motor skills first in isolation

and then in combination. The development of skill competency would be framed within

the movement concepts framework of body awareness, spatial awareness, effort and

relationships. Through the learning areas of athletics, dance, games and sports,

gymnastics and swimming, the foundation of specific movement patterns will be laid with

numerous opportunities for reinforcement and the transfer of skills and understanding

across multiple areas to develop efficiency, effectiveness and versatility in their

performance. Cognitive, personal and social responsibility will also be reinforced

throughout the P1 – P6 PE curriculum.

Secondary SchoolIn secondary school, students’ development will focus on the refinement of basic

movement patterns and combinations to higher level combinations with increasing

complexity, variety, and versatility to take on more challenging activities and tasks.

Students in the secondary school will develop the more complex and specialized

movement skills that are needed for sports and other physical activities as well as an

understanding of the game concepts over three broad categories of games namely

invasion games, net-barrier games and striking/fielding games with a focus on a

selection of core sports, namely basketball, football, badminton and softball. The

curriculum will also develop students’ personal and social responsibility, self-

management skills and ability to make informed choices.

Pre-UniversityThe pre-university curriculum will build on the foundation of quality movement laid in

primary and secondary school. The students’ mature performance will be enhanced

across different specialized situations and physical activities, so that students are able to

carry out the physical activities independently and safely on their own beyond school.

Students will learn, master and apply the skills and concepts in a variety of sports-

specific physical activities on an elective basis such as basketball, badminton, rugby and

softball. Students will also pursue physical health and fitness and make meaningful

connections between health concepts and practical applications through experiential

learning. Ultimately pre-university will develop self-directed learners who see meaning in

their sustained physical activities, and accept personal responsibility for their health and

fitness.

8

Goals

The six goals for the Physical Education (PE) Curriculum are:

Goal 1: Acquire a range of motor skills to participate in a variety of physical

activities.

Goal 2: Understand and apply movement concepts, principles and strategies in a

range of physical activities.

Goal 3: Demonstrate safe practices during physical and daily activities with

respect to themselves, others and the environment.

Goal 4: Display positive personal and social behavior across different

experiences.

Goal 5: Acquire and maintain health-enhancing fitness through regular

participation in physical activities.

Goal 6: Enjoy and value the benefits of living a physically active and healthy life.

9

Chapter 3: Unpacking the Standards (Goals)

In this chapter, we have unpacked the goals into what they would like as learning

outcomes for each of the education levels from Primary 1 to Secondary 4.

To achieve the six PE goals the following forms of physical activities have been

selected:

Dance;

Gymnastics;

Games and Sports;

Physical Health and Fitness; and

Outdoor Education.

The learning outcomes for these forms of physical activities have been drawn up to help

students achieve the six PE goals.

The lower primary level focuses on mastery of fundamental motor skills such as

locomotor, non- locomotor and manipulative skills with application of movement

concepts to develop efficiency, effectiveness and versatility in students’ performance.

Once the foundation is laid, the upper primary level extends on the mastery of discrete

skills to focus on more complex combinations and sequences of movements, and skills

application in more recognizable forms of activity and games.

The Secondary level will build on the foundation of quality movement laid at the primary

level. Students will take up three electives (physical activities offered) a year, one from

each games category (territorial-invasion game, net-barrier game, and striking-fielding

game or target game). In addition, they are to take compulsory modules of Outdoor

Education, Physical Health and Fitness and dance.

By the end of their secondary school years, they will complete electives that meet the

following criteria:

Three territorial-invasion games;

Three net-barrier games;

Two striking-fielding games;

Two target games;

Four Outdoor Education modules that include swimming, cycling / blading, Risk

Management and Outdoor Living Skills.

Three Physical Health and Fitness modules

10

One dance module

With a wide range of activities, students will find a few activities of their choice that they

would like to continue pursuing for the rest of their lives. The Secondary education plans

to provide students with knowledge and skills of a wide range of activities to lead an

active lifestyle.

The following table below shows these forms of physical activities address the goals of

PE.

Table 1: Activities addressing goals of PE

Level Modules Goals addressed

Primary 1 – 6 Dance

Locomotor and Non-Locomotor Skills

Laban’s Movement Framework Concepts

Combination of Skills and Movement Phrases

Goals 1 to 4

Gymnastics

Locomotor and Non-Locomotor Skills

Balancing and Rotating with/ without Weight

Transference

Mounting/ Dismounting/ Vaulting

Combination of Skills in Sequence

Goals 1 to 4

Games / Sports

Manipulative Skills

Combination of Fundamental Motor Skills

Games concepts for

o Territorial/ Invasion Games

o Net/ Barrier Games

o Striking/ Fielding Games

Goals 1 to 4

Physical Health and Fitness

General safety

Road safety

Goal 3 to 6

11


Water safety

Cycling safety

Sports safety

Safety in public places and physical activity

Personal hygiene

Growth and health

Growth and fitness

Germs and diseases

Outdoor Education

Navigational skills

Outdoor living skills

Building Competency in Risk Assessment and

Management

Developing A Sense Of Place

Enhancing Physical Health And Well-Being

through outdoor activities

Goal 1 to 6

Secondary 1 -

4

Games Electives

Territorial/ Invasion Games

Net/ Barrier Games

Striking/ Fielding Games

Target Game

Goals 1 to 4

Secondary 1 -

3

Physical Health and Fitness

Health and Fitness Management

Sports Nutrition

Sports Safety

Goals 2, 3, 5

and 6

Secondary 1

and 2

Outdoor Education

Swimming

Cycling

Blading

Goals 1, 3, 4

and 5

Secondary 3

and 4

Outdoor Education

Risk Management

Goals 3, 4 and

6

12


Outdoor Living Skills

Secondary 4 Dance

Social Dance

Goals 1, 4, 5

and 6

13

Primary Level: Primary 1

Goal 1: Acquire a range of motor skills to participate in a variety of physical activities.

Dance Explore a variety of locomotor and non-locomotor movements in

variations of location in space, direction, level and time to different

stimuli.

Explore shapes with various body parts at different levels and facing

in different directions.

Work individually and in pairs to develop a movement phrase with at

least 2 locomotor and non-locomotor movements using a

combination of shapes, directions, levels and time (i.e. in unison,

take turns) to rhythm and stimuli.

Express through body movements a range of feelings and ideas to

different stimuli.

Gymnastics Travelling and Jumping

Travel using a variety of locomotor movements on feet in variations

of direction, level, pathway, time and force.

Travel using a variety of locomotor movements on different body

parts (e.g. hands and feet, bottom) in variations of shape, direction,

time and pathway.

Travel in space, in relation to position (e.g. over/under, through,

around, on/off) with different small apparatus (e.g. hoop, rope).

Travel in space, in relation to position (i.e. in front of/behind, beside,

around, meet/part, near to/far from) and timing (i.e. mirror, match,

contrast, unison, take turns, lead/follow) with a partner.

Jump using one-foot and two-feet take-off, to form different shapes,

to land lightly and with control on two feet.

Jump using one-foot and two-feet take-off, to form different shapes,

to land lightly and with control on one foot, and on two feet.

Jump over a swinging rope held by others several times in

succession, in forward-backward, and sideway directions.

Balancing

Balance on a combination of body parts (e.g. hands and feet,

14


bottom) and in a variety of body positions (e.g. standing, sitting,

lying, kneeling), in symmetrical (e.g. stretch, star, tuck, pike,

straddle) and asymmetrical shapes.

Rotating

Rock using the shapes of round-tuck, and coming out of the rock in

various body positions (e.g. standing, kneeling) and body shapes

(e.g. round, wide).

Roll using the shapes of narrow-stretch (e.g. log roll), round-tuck

(e.g. egg roll) and wide-stretch (e.g. straddle roll) in side direction.

Sequencing

Perform a sequence of two different movements (e.g. travelling

action to a rotating action) with smooth transition.

Games and

Sports

Rolling and Underhand Catching

Roll using the underhand movement pattern, a small bag along a

line.

Roll using the underhand movement pattern, small to medium-sized

objects towards a large target.

Catch using the hands, a ball rolled from a partner from a distance

5m away.

Tossing/Throwing and Catching

Throw using the underhand movement pattern, a variety of small

objects towards a large target at least 3m away, at a low and

medium level.

Throw using the 2-handed underhand movement pattern, a

medium-sized ball towards a large target at least 5m away, at

different levels.

Throw using the overhand movement pattern, a variety of small

objects towards a large target at least 5m away, at different levels.

Throw using the sidearm movement pattern, a variety of small

objects towards a large target, at least 5m away.

Self-toss using the 1- and 2- handed underhand movement pattern,

a ball at different levels.

Catch using 1 and 2 hands a self-bounced ball at different levels.

15


Catch using two hands a gently thrown ball from a distance of 3m

away, at waist level.

Striking

Strike with one hand using the underhand movement pattern a large

light weight ball upwards, allowing for one bounce before the next

strike.

Physical

Health and

Fitness

Not applicable.

Outdoor

Education

Not applicable.

Goal 2: Understand and apply movement concepts, principles and strategies in a range

of physical activities.

Dance Recognize the different locomotor and non-locomotor movements.

Gymnastics Recognize the different locomotor and non-locomotor movements.

Identify people and/or objects that are within personal space,

general space and within boundaries.

Games and

Sports

Recognize the key elements of rolling and throwing for accuracy.

Demonstrate an understanding of the proper hand and finger

position for catching a ball coming at different heights and

directions.

Demonstrate an understanding of the “open face” hand position to

direct the ball when striking it from a stationary position or a

running approach.

Physical

Health and

Fitness

Not applicable.

Outdoor

Education

Not applicable.

16

Goal 3: Demonstrate safe practices during physical and daily activities with respect to

themselves, others and the environment.

Dance Demonstrate safe movement bearing in mind personal space in a

movement phrase with self and in pairs.

Gymnastics Understand the need for safe play in a gymnastics activity with self

and others.

Games and

Sports

Demonstrate playing safely in a physical activity setting with self and

a partner.

Physical

Health and

Fitness

General Safety

Understand that accidents can occur at any place or time.

Be aware of and take personal safety precautions to prevent

accidents.

Understand the danger of exposure to excessive solar Ultra-Violet

radiation and take protection measures to protect their skin.

Road Safety

Be aware of the types of pedestrian crossing and demonstrate good

road safety practices.

Outdoor

Education

Building Competency in Risk Assessment and Management

Explore moving across a variety of flat ground surfaces, e.g.,

pavements, school field, etc.

Identify possible hazards within the school grounds e.g., wet

surfaces, sharp objects, obstacles in pathways, etc.

Goal 4: Display positive personal and social behavior across different experiences.

Dance Display positive personal and social behavior while engaged in

dance activities individually and with others, e.g. respecting a

partner’s personal space.

Gymnastics Understand the positive personal and social behavior that should be

shown when engaged in gymnastics activities individually and with

others, e.g. respecting personal space of others while moving

around the designated area.

Games and

Sports

Show positive personal and social behavior while engaged in

activities individually and with others e.g. sharing equipment or

17


taking turns.

Demonstrate practices for working in a group without interfering or

disrupting others.

Physical

Health and

Fitness

Show positive personal and social behavior across different

experiences.

Understand that everyone has personal responsibility for:

o Taking care of their own health through good diet and regular

participation in physical activities;

o Taking safety precautions to prevent accidents during physical

activities at any time or place; and

o Practicing good hygiene and keeping the environment and

home clean to prevent the spread of germs and diseases.

Outdoor

Education


Identify key features within the school premises e.g., location,

people, etc.

Identify positions of landmarks within the school using their senses,

e.g., sight, hearing, smell, touch, etc.

List ways to take care of and use responsibly the common areas

within the school premises.

Goal 5: Acquire and maintain health-enhancing fitness through regular participation in

physical activities.

Dance Identify different dances that one can participate in to promote

growth and health.

Gymnastics Understand how participation in gymnastics activities is beneficial to

growth and health.

Games and

Sports

Identify different physical activities that one can participate in to

develop growth and health.

Understand how participation in physical activities is beneficial to

growth and health.

Physical

Health and

Understands the need to be active and takes participate actively in

PE lessons.

18



Fitness

Outdoor

Education


Identify outdoor activities that one can participate in to develop

growth and health.


Dance Actively participate in dances that are enjoyable.

Identify the dances that give personal satisfaction and enjoyment.

Gymnastics Understand the value that gymnastics has in helping provide better

body control for a physically active and healthy life.

Games and

Sports

Enjoy and acknowledge the value of living a physically active and

healthy life.

Physical

Health and

Fitness

Growth and Health

Identify different body parts and understand that participation in

regular physical activities promote growth and health.

Understand what is healthy eating and the importance of it.

Demonstrate healthy eating habits.

Have good daily habits for caring for one’s body in order to maintain

or improve health and prevent illnesses.

Understand myopia and how to care for the eyes.

Demonstrate good eye care habits.

Germs & Diseases

Understand that germs are harmful to health as they can spread

diseases.

Show good personal hygiene habits and keep the environment and

home clean to prevent the spread of germs.

Outdoor

Education


State outdoor activities that one can participate in for enjoyment

19

Primary 2


Dance Explore using a variety of locomotor and non-locomotor movements

in variations of space, directions, levels, pathways, time, force and

flow to even and uneven beats in response to music/stimuli.

Explore movements at different levels and extensions using different

shapes.

Express by varying qualities of time, force and flow in movements a

range of moods or feelings.

Work in pairs or in threes to demonstrate a movement phrase using

a combination of shapes, levels, pathways and effort with locomotor

and non-locomotor movements to rhythm and music.

Gymnastics Locomotor

Travel using a variety of locomotor movements on feet and on

different body parts with control and good form, while moving in

variations of shape, directions, pathways and time.

Travel in variations of direction, levels and pathways in relation to

low apparatus and obstacles (e.g., bench, low-beam) with control.

Jump onto low apparatus with control.

Jump over a rope turned by self.

Non-locomotor (weight bearing)

Hang momentarily on medium height apparatus (e.g. low bar, rope,

climbing bar, beam) using different or a combination of body parts

(e.g. hand, knees).

Balance with hips raised to different levels in relation to the head

while attempting various non-locomotor movements safely and in

control (e.g., inverted pike shape, shoulder stand).

Rotational action (weight transfer)

Spin for ½ or a full circle with a body part connected to the floor at

any one time (e.g. turn on 2-feet/1 foot/knees, bottom) or while the

body is in flight.

Roll using the basic shape of round-tuck in a forward direction.

Mounting, Dismounting and Vaulting

20


Move off a low apparatus, forming different shapes during flight and

land in a controlled finish position.

Sequencing

Create a sequence of two different movements with control, smooth

transition and a clear starting and ending position.

Games and

Sports

Rolling and Underhand Catching

Roll using the underhand movement pattern, a small ball for

distance.

Tossing/Throwing and Catching

Throw/toss using the underhand movement pattern, a variety of

small and medium-sized objects towards a stationary partner, at

least 4m away who will catch with one and two hands, at and above

waist level.

Throw using the overhand movement pattern, a variety of objects to

a target, increasing the distance from the target and maintaining

accuracy.

Throw/toss using the underhand movement pattern, a variety of

objects to a moving partner, who will catch with one and two hands.

Throw using the overhand movement pattern, a variety of small

objects towards a stationary partner, at least 6m away, who will

catch with one and two hands.

Bouncing /Dribbling/ Tapping (with hand, leg and implement)

Dribble with dominant and non-dominant hand while moving through

space for a sustained period without losing control.

Dribble a ball using the inside of the foot of the dominant leg.

Dribble using an implement (e.g., junior stick) a ball along the

ground.

Kicking and Trapping (with body part)

Kick using the instep of the foot a stationary ball from a stationary

position to a target, at least 4m away.

Kick a stationary ball using a smooth running approach.

Striking with body part

Strike with 1 and 2 hands using the underhand movement pattern, a

21


large light weight ball against a target on the wall.

Striking & trapping (with implement)

Strike using the underhand movement pattern, a drop ball (or

shuttlecock) with a large, short-handed paddle against the wall.

Strike using the two-handed sidearm movement, a ball from a

tee/cone.

Push using a long-handed implement, a ball to a target on the

ground.

Physical

Health and

Fitness

Not applicable.

Outdoor

Education

Not applicable.



Dance Demonstrate an understanding of pathways, levels and shapes in

locomotor and non-locomotor movements.

Respond appropriately to even and uneven beats.

Gymnastics Demonstrate an understanding of the uses of different bases of

support in balance activities (e.g. point and patch).

Demonstrate the characteristics of soft landing from different

heights.

Games and

Sports

Recognize the key elements of rolling and throwing for distance.

Demonstrate an understanding on how to reduce the impact force

while catching and receiving objects.

Demonstrate an understanding of where to place the non-kicking

foot in kicking a stationary ball from a stationary position or a

running approach.

Physical

Health and

Fitness

Not applicable.

22



Outdoor

Education

Not applicable.



Dance Identify ways to move safely and with others during dance activities.

Gymnastics Demonstrate safe play while working individually on travelling,

balancing, rotating and in sequences.

Games and

Sports

Explain the ways of one is able to protect himself or herself and

others from sustaining injuries during physical activities.

Physical

Health and

Fitness

Road Safety

Be aware of the common causes of road accidents and understand

the importance of adhering to road safety rules.

Show good road safety habits.

Safety in Public Places and Physical Activity

Be aware of possible dangers in public places and take precautions

where necessary.

Be aware of and practice personal safety rules to prevent accidents

during physical activity.

Outdoor

Education


Explore moving across a variety of uneven ground surfaces, e.g.,

open fields, sandpits, etc.

Identify possible hazards that may cause harm to self and others,

e.g. lightning risks, extended exposure to UV, etc.


Dance Demonstrate cooperative practices for working in a group on dances

activities.

Gymnastics Identify the positive personal and social behavior to be shown when

engaged in gymnastics activities individually and with others.

Games and Show respect for self, others and equipment during physical

23


Sports activities.

Physical

Health and

Fitness

Understand that everyone has to take personal responsibility for:

o taking care of their own health through good eating habits and

regular exercises;

o taking safety precautions to prevent accidents during physical

activities, or at public places; and

o Practicing good hygiene habits for healthy growth and

preventing the spread of illnesses and diseases.

Outdoor

Education


Describe the unique distinctiveness of the school, e.g., school

history, identity, etc.

Identify positions of landmarks within the school using pictorial

charts, e.g., symbols, drawings, etc.

Explain reasons for taking care of the school premises.



Dance Understand how regular participation in dance is beneficial to

growth and health by developing flexibility.

Gymnastics Identify different gymnastics activities that one can participate in to

develop growth and health.

Games and

Sports

Identify places in the neighborhood around the school that are

suitable for physical activities.

Physical

Health and

Fitness

Actively participate in physical activities in school that develop

growth & health.

Outdoor

Education



growth and health.

24


Dance Actively participate in a variety of dances that one is able to.

Explain ways to create time for dancing beyond PE periods and

school.

Gymnastics Actively participate in gymnastics activities that are enjoyable and

challenging.

Games and

Sports

Actively participate in physical activities that are enjoyable and

challenging in school.

Physical

Health and

Fitness

Growth and Health

Understand that good eating habits and exercise are necessary for

healthy growth.

Actively participate in a variety of physical activities and

demonstrate good eating habits.

Demonstrate good hygiene habits to prevent the spread of illnesses

and diseases.

Understand the importance of developing good oral hygiene habits

to ensure that the teeth are healthy and well-maintained.

Practice good oral hygiene habits to keep the teeth clean and

healthy.

Germs & Diseases

Understand how common diseases such as flu and HFMD are

spread quickly.

Identify the symptoms of the 2 common diseases and explain the

good personal hygiene habits that can prevent the spread of the

diseases.

Explain how an unclean environment is a risk to healthy living.

Outdoor

Education


State outdoor activities that one can participate in for enjoyment.

25

Primary 3


Dance Explore movement phrases in variations of position (i.e. in front

of/behind, between) and formation, with and without contacting

group members, in response to music.

Work in small groups of 3 to 5, to develop and demonstrate a

movement phrase and perform in various positions, with and without

contacting group members.

Perform a pre-selected movement phrase to music and repeat with

modifications to the group formation.

Gymnastics Travelling, Jumping and Climbing

Travel in relation to position (e.g. over/under, beside, on/off,

alongside) with a variety og low, medium-height, and high apparatus

(e.g. bench, vaulting box, bar).

Jump over a self-turned rope several times in succession.

Balancing

Balance on hand(s) with straightened arm(s), in combination with

two feet, and in combination with one foot, with the body facing in

the downward, upward and sideway directions, with hips raised to

different levels in relation to the floor.

Balance on the head and hands, in the inverted position (e.g. tripod,

tucked head stand), and coming out of the balance with control.

Rotation

Roll in forward direction, starting and ending in different body

shapes and body positions.

Roll using the shape of round-tuck in a backward direction down an

inclined surface, demonstrating a lift off of the hands for head

clearance.

Jump using two-feet take-off with hand support on low apparatus

(e.g. bench, vaulting box), to turn in lateral rotation by transferring

body weight onto hands, bringing the body over the apparatus, and

back to feet, several times in succession.


26


Jump to hold momentarily on hands with straightened arms on high

apparatus (e.g. bar, vaulting box, beam), hips at the height of the

hands, bearing own body weight with feet off the ground.

Jump off a medium-height apparatus (e.g. beam, vaulting box) to

land in a controlled finished position.

Sequencing

Perform a sequence of four different movements (e.g. travelling

action, a jumping action, another travelling action, and a balancing

action) with smooth transition, and different starting and ending

positions.

Games and

Sports

Throwing and Catching

Throw using the 2-handed push pattern (chest pass and bounce

pass) and the 2-handed overhead movement pattern (overhead

pass) to a stationary and moving partner.

Throw using the backhand pattern, a disc to a stationary and

moving partner, who will catch at different levels.

Throw (Shoot) using a variety of movement patterns at or into

increasingly smaller targets (e.g. cone, hoop, basket, or net) at

different levels, using proper follow through.

Throw (Pass) and catch using one and two hands away from the

body, a variety of objects with a partner while both partners are

moving, at least 4 to 12m away.

Throw (Pass) to a moving partner in the presence of a defender.

Kicking and Trapping (with body part)

Trap using foot while stationary a ball coming below the knee.

Kick (Pass) using the inside of the foot a ball on the ground to a

stationary and moving partner who will trap using the foot.

Pass to a moving partner in the presence of a defender.

Kick a rolling ball towards a goal, using smooth running approach.

Striking and Trapping (long-handled implement)

Strike using the 2-handed sidearm movement pattern, a long-

handled implement and a ball thrown from a distance of at least 8m.

Trap using a long-handled implement a ball coming at different

27


directions.

Push using a long-handled implement a ball to a stationary and

moving partner who will trap with long-handled implement.

Push using a long-handled implement a ball to a moving partner in

the presence of a defender.

Push (Shoot) using a long-handled implement a ball at a target

(goal).

Striking / Volleying (with body part)

Strike (Serve or Pass) using the underhand movement pattern

(forearm pass) with 1 and 2 hands, a ball with a partner

continuously with control in a strike-bounce-strike pattern.

Strike (Volley) using the 2-handed overhead movement pattern a

ball so that it travels in the intended direction at the desired height.

Striking (with a racquet)

Strike using the underhand and overhand movement patterns, a

racket and a shuttle with a partner continuously in control over a

high net.

Strike using the underhand and forehand stroke a racket and ball

continuously against a wall.

Strike using the underhand, forehand and backhand stroke a racket

and ball continuously with a partner over a low net.

Dribbling

Dribble using hands, keeping away from a defender, either through

moving or shielding the ball.

Dribble using the feet and a long-handled implement for sustained

period through space while avoiding others (changing directions,

stopping and starting with control), while preventing others from

stealing the ball.

Physical

Health and

Fitness

Not applicable.

Outdoor

Education

Navigation Skills – locate the position of self in relation to the

landmarks in the school using pictorial charts, e.g., symbols,

28


drawings



Dance Demonstrate an understanding of locomotor and non-locomotor

movements in relation to position and formation.

Gymnastics Demonstrate an understanding of moving with fluidity from one

movement to the next for smooth transition in sequence work.

Recognize the key element of a round-tuck roll in the forward and

backward direction and explain the similarities and differences in

these movements.

Games and

Sports

Recognize the key elements of throwing, kicking and striking for

distance and accuracy.

Demonstrate an understanding on how to reduce the impact force

while catching and receiving objects.

Demonstrate an understanding of the amount of force required

when dribbling a ball with hands, foot and implement.

Demonstrate an understanding of shielding and direction changes to

avoid losing possession.

Physical

Health and

Fitness

Not applicable.

Outdoor

Education

Outdoor Living Skills – know what to pack for a day trip, e.g., a trip

to the park.



Dance Demonstrate safe behavior when participating in dance activities

with self and others.

Gymnastics Demonstrate safe play while working individually on gymnastics

sequences and weight transfer.

Games and Demonstrate safe practices when participating in physical activities

29



Sports with self (e.g. proper attire, warm-up before physical activity, etc.).

Physical

Health and

Fitness

Water Safety

Be able to articulate how accidents can occur during water-based

activities.

Be aware of and take personal safety precautions to prevent

accidents in the water.

Apply UV protection measures when swimming in the outdoors.

Outdoor

Education


Explain ways to manage the safety of self, e.g., being appropriately

attired and staying hydrated.


Dance Show respect for self, others and equipment during dance activities.

Gymnastics Show positive personal and social behavior while engaged in

gymnastics activities individually and with others.

Games and

Sports

Show care for self, others and equipment during physical activities.

Physical

Health and

Fitness

Understand that everyone is responsible for:

o taking care of their own health through a healthy and balanced

diet and regular participation in physical activities;

o taking personal safety precautions to prevent eye injuries, and

accidents during water- based activities; and

o practicing good hygiene habits for healthy growth and

preventing the spread of mosquito-borne diseases.

Outdoor

Education


Display school connectedness e.g. being proud of the school.

Show care for the school and its environment.



Dance Identify different types of moderate- to vigorous-intensity dance

30



activities to participate in.

Gymnastics Explain how regular participation in gymnastics activities is

beneficial to growth and health.

Games and

Sports

Participate in at least 30 minutes of physical activities in school

every day.

Physical

Health and

Fitness

Actively participates regularly in physical activities in school and at

home to develop growth & health.

Outdoor

Education



growth and health.


Dance Actively participate in dances according to one’s ability.

Identify dances that can be done with the family.

Gymnastics Identify the gymnastics activities that give personal satisfaction and

enjoyment.

Games and

Sports

Identify the activities that give personal satisfaction and enjoyment

in school and the neighborhood and participate in them.

Physical

Health and

Fitness

Growth and Health

Identify the different food groups and understand their functions for

growth and health.

Understand that being healthy is not just about healthy eating but

also about being active every day.

Demonstrate healthy eating habits.

Understand how eye injuries can occur and take safety precautions

to prevent them from happening.

Be aware of and show proper handling of the spectacles to prevent

eye discomfort.

Germs & Diseases

Cultivate and practice good hygiene habits to keep the hands and

31


feet clean.

Understand how mosquito breeding occurs and the diseases

associated with mosquitos.

Explain the signs and symptoms of mosquito-borne diseases and

indicate the appropriate help to seek.

Take precautionary measures to prevent the spread of mosquito-

borne diseases.

Take precautionary measures to protect one’s self from mosquito

bites.

Outdoor

Education


State outdoor activities that one can participate in for enjoyment.

32

Primary 4


Dance Explore different body parts to lead movements in variation of

direction, level pathway, time and force in response to music.

Work in small groups of 3 to 5, to develop and demonstrate a

movement phrase with different body parts leading the movement.

Perform a pre-selected movement phrase to music, and repeat with

modifications to the movement phrase.

Gymnastics Balancing

Balance on hands with straightened arms and with feet supported

(e.g. apparatus-support, wall-support), with hips and feet raised

above the height of the head.

Balance on hands with straightened arms on the floor and a variety

of low to medium-height apparatus, with the body facing downward,

while swinging one straightened leg up and off the floor, and

pushing off the floor with the other foot, to switch legs in the air, and

landing on the foot of the swung leg.

Rotating

Turn in lateral rotation, demonstrating a transfer of body weight from

feet, onto hands by swinging one straightened leg up and off the

floor, and pushing off the floor with the other foot, and back to feet to

land with control.


Jump with hand support on at least a medium-height apparatus to

mount on feet, in tuck and straddle shapes.

Jump off high apparatus (e.g. beam, vaulting box) to land in a

controlled finished position.

Jump from low apparatus to rebound on a springboard, to form

gymnastics shapes of stretch, tuck, and straddle during flight, to

land in a controlled finished position.

Sequencing

Perform a sequence of four different movements which includes

combining a balance action and a rotating action, demonstrating

33


varied movement pathways, with smooth transition and different

starting and ending positions.

Games and

Sports

Sending and Travelling

Send (Throw, Kick and Push using a long-handled implement) an

object (ball, puck) to a stationary and moving teammate, remain in

position or move into a new position to receive a return pass in the

presence of a defender.

Send (Strike, Serve & Volley) an object using body parts and racket

over a net/barrier away from the opponent and move into position to

receive a pass from a teammate.

Send (Strike) an object using an implement so that the object travels

in the intended direction and move to a desired position.

Receiving and Sending

Receive a pass (with hands, feet and a long-handled implement)

and send to a stationary and moving teammate in the presence of a

defender.

Receive a pass (with hands, feet and a long-handled implement) or

a rebound and shoot on a goal, with and without a defender.

Receiving, Propelling and Sending

Receive a pass and dribble (using hands, feet and a long-handled

implement), keeping away from a defender and either pass to a

stationary and moving partner or shoot on a goal, with and without a

defender.

Travelling and Sending

Move into position to strike an object accurately and with applied

force using the underhand, overhand, backhand and

forehand/sidearm stroke so that the ball travels in the intended

direction and location over a low and high net.

Physical

Health and

Fitness

Not applicable.

34


Outdoor

Education

Navigation Skills – locate the position of team in relation to the

landmarks in the school using score orienteering.



Dance Demonstrate an understanding of leading the movement using

different body parts.

Gymnastics Identify rotation movements of the same planes (i.e. transverse,

sagittal, frontal).

Demonstrate an understanding of the difference between a springy

action of a rebound and a jump.

Games and

Sports

Demonstrate an understanding of how to pass, kick, strike, an

object to a moving/ stationary partner in the presence of a defender.

Demonstrate and understanding of appropriate pass(es) when

throwing an object at a high target and to a moving partner in the

presence of a defender.

Physical

Health and

Fitness

Not applicable.

Outdoor

Education

Outdoor Living Skills – know how to prepare a meal for a day trip,

e.g., a trip to the park.



Dance Demonstrate safe behavior when moving in tandem in dance

activities with self and others.

Gymnastics Demonstrate safe play while working individually on gymnastics

sequences and weight transfer on apparatus.

Games and

Sports

Demonstrate safe practices when participating in physical activities

with self and others. (e.g. following the rules and playing fair,

cooperating with others).

35



Physical

Health and

Fitness

Cycling Safety

Be aware of and take safety precautions both as a cyclist and as a

pedestrian to ensure personal and community safety.

Outdoor

Education


Identify ways to manage safety of self and others, e.g., knowing how

to respond to an injury and maintaining food hygiene.


Dance Demonstrate care for self, others and equipment during dance

activities

Gymnastics Demonstrate self-management when working in a group on

gymnastics activities to avoid interfering or disrupting others.

Games and

Sports

Demonstrate resilience when participating in physical activities.

Physical

Health and

Fitness

Show positive personal responsibility by:

o taking care of one’s own health through good eating and sleep

habits, and participation in regular physical activities;

o rejecting substances that are harmful to health;

o taking the necessary safety precautions to prevent injuries

during cycling; and

o practicing good environment hygiene habits for healthy growth

and to prevent water-borne diseases.

Outdoor

Education

Developing a Sense of Place

Identify positions of landmarks within the school using score

orienteering.

Show how one can use the school environment in a responsible

manner



Dance Accumulate at least 30 minutes of moderate- to vigorous- intensity

36



dance activities every day.

Gymnastics Acquire body control through regular participation in gymnastics.

Games and

Sports

Accumulate at least 30 minutes or more of moderate- to vigorous-

intensity physical activities in school every day.

State the different types of moderate- to vigorous-intensity physical

activities that one can participate in.

Physical

Health and

Fitness

Actively participates regularly in physical activities outside of school

to promote growth & health.

Outdoor

Education


Identify and participate in outdoor activities that promote growth and

health.


Dance Participate in a regular dance program.

Identify factors that motivate participation in dance at school and at

home.

Gymnastics Actively participate in gymnastics activities that give personal

satisfaction and enjoyment.

Games and

Sports

Actively participate in a variety of physical activities according to

one’s ability.

State ways to increase time for physical activities beyond PE

periods and school.

Physical

Health and

Fitness

Growth and Fitness

Understand the importance of sleep for healthy growth and

demonstrate good sleep habits.

Understand that participation in physical activities helps to promote

healthy development of bones, muscles, heart and lungs.

Understand that a certain level of physical fitness is required to

maintain a good quality of life and participate regularly in physical

activity.

37


Understand the F.I.T.T. principles for improving fitness.

Understand that substances such as tobacco products, inhalants

and alcohol are harmful to our health.

Germs & Diseases

Understand how tooth decay can occur.

Identify foods that increase risk of tooth decay and restrict intake.

Understand how water-borne diseases can be transmitted by

bacteria through unhygienic practices.

Demonstrate good personal, home, social and environment hygiene

habits to prevent water-borne diseases.

Outdoor

Education


Identify and participate in outdoor activities for personal enjoyment.

38

Primary 5


Dance Explore individually, in pairs, threes and fours, movement phrases in

unison (synchronized) with BSER concepts, and varying spatial

patterns and formations (e.g. couples in a circle interweaving), in

response to music/stimuli.


Balance on hands with straightened arms and with feet supported in

an inverted position.

Balance on hands with straightened arms on a variety of low to

medium-height apparatus.

Rotating

Turn in lateral rotation, demonstrating a transfer of body weight from

feet, onto hands by swinging one straightened leg up and off the

floor, and pushing off the floor with the other foot, and back to feet to

land with control.


Jump with hand support over a medium-height apparatus to land on

feet with control.

Sequencing

Perform a sequence in pairs of four different movements which

includes a balance action and a rotating action, varied movement

pathways, with smooth transition and different starting and ending

positions.

Games and

Sports

Invasion Games:

Maintaining possession of the ball or object

Pass the ball when guarded to teammate who is open, dodge

defender and move into open space to receive the ball.

(Dodge defender and move into open space), receive the ball with a

jump or stride stop and pivot to a ready position to shoot, pass or

dribble.

Using space to invade

(Receive the ball in a ready position to shoot, pass or dribble) and

39


dribble when there is an open pathway towards the goal.

Regaining possession of the ball

Intercept the ball when it is within reach.

Denying space to attack

Guard the attacker from receiving the ball.

Net/Barrier Games:

Maintaining a rally

Strike with a paddle, racquet or body across the net to the opponent

to return.

Creating space to attack

Strike with a paddle, racket or body, the ball or bird across the net to

the opponent’s forecourt, to move opponent forward, creating space

in the rear court for attack.

Strike with a paddle, racket or body, the ball or bird across the net to

the opponent’s rear court, to move opponent to the rear, creating

space in the forecourt for attack.

Striking/Fielding Games:

Getting to the first base

Strike / Bat a stationary ball (placed on a stand) away from the first

base;

Getting on bases beyond the first base

Strike / Bat a stationary ball (placed on a stand) away from the

bases that are loaded and run.

Defending the bases

Stand in position to maximize coverage before batter hits the ball.

Move into position to catch the ball after the batter hits the ball.

Run and catch the ball when it lands near the fielder’s zone.

Throw the ball to teammate to put the runner out.

Physical

Health and

Not applicable.

40


Fitness

Outdoor

Education

Navigation Skills – locate the position of self in relation to the

landmarks in the neighborhood using pictorial charts, e.g., symbols,

drawings and colors.



Dance In groups of three or four, create and perform a set dance in unison

to music using at least 2 movement phrases with BSER concepts,

varying spatial patterns and formations, and demonstrating a clear

beginning, middle and end.

Gymnastics Identify the differences between symmetrical and asymmetrical

shapes and movement.

Demonstrate and understanding of the factors necessary to

coordinate in pairs on symmetrical and asymmetrical shapes and

movement.

Games and

Sports

Invasion Games:

Demonstrate understanding of invasion games concept of attacking

the opponent’s defending areas and score a goal while protecting

own goal at the same time.

Net/Barrier Games:

Demonstrate understanding of net-barrier games concept of

sending the object back to the opponent so that he/she is not able to

return it or is forced to make an error.


Demonstrate understanding of striking / fielding games concept of

placing the ball away from the fielder in order to run the bases and

score more runs than the opponents and prevent the batting team

from scoring runs.

Physical

Health and

Not applicable.

41



Fitness

Outdoor

Education

Outdoor Living Skills – prepare a meal for a day trip, e.g., a trip to

the park.



Dance Demonstrate safe behavior when cooperating with others in dance

phrases.

Gymnastics Demonstrate the ability to play safely in a gymnastics activity and on

apparatus with self and others.

Games and

Sports

Demonstrate safe practices when participating in team sports (e.g.

no hard tackles, wearing protective equipment, etc.).

Physical

Health and

Fitness

Sports Safety

Understand the reasons of doing proper warm up and cool down

sessions to prevent injuries.

Demonstrate ability to perform safe stretches as part of the warm-up

and cool-down.

Outdoor

Education


Identify ways to manage safety of self and others, during a day trip

to the park e.g., knowing how to respond to an injury.


Dance Demonstrate resilience and teamwork when participating in dance

activities.

Gymnastics Demonstrate social awareness when working in a group on

gymnastics activities.

Games and

Sports

Demonstrate teamwork and conflict management skills when

participating in physical activities.

Physical

Health and

Fitness


o taking care of one’s own health through good eating and sleep

habits, and participation in regular physical activities;

42


o rejecting substances that are harmful to health;

o taking the necessary safety precautions to prevent injuries

during physical activities; and

o practicing good personal, home, social and hygiene habits to

prevent food-borne diseases.

Outdoor

Education


Describe the unique distinctiveness of the neighborhood, e.g.,

history, identity, etc.

Identify ways to take care of the neighborhood, e.g., being

considerate to others and use the neighborhood park responsibly.



Dance Accumulate at least 60 minutes of moderate- to vigorous- intensity

dance activities every day.

Gymnastics Acquire muscle strength through regular participation in gymnastics.

Games and

Sports

Accumulate at least 60 minutes or more of moderate- to vigorous-

intensity physical activities in school and after school every day.

Identify factors that influence one in the participation of physical

activities

Physical

Health and

Fitness

Acquire health-enhancing fitness through regular participation in


Outdoor

Education



health.



Identify factors that enable continued participation in dance.

Gymnastics Identify the skills from gymnastics that can help improve

participation in other physical activities.

43


Games and

Sports

Actively participate in moderate to vigorous physical activities

according to one’s ability.

State physical activities that can be done with the family.

Physical

Health and

Fitness

Growth and Fitness

Understand the importance of maintaining 60 minutes of regular

moderate to vigorous physical activity daily.

Understand that a certain level of physical fitness is required to

maintain a good quality of life and participate regularly in physical

activity.

Demonstrate an understanding of F.I.T.T. principles for improving

fitness.

Demonstrate ability to reject harmful substances such as tobacco

products, inhalants and alcohol when offered.

Understand laws and regulations related to smoking, substance use

and abuse help to safeguard the health of the community and

maintain a clean environment.

Germs & Diseases

Demonstrate good oral hygiene habits to prevent tooth decay and

gum disease.

Understand how food-borne diseases can be transmitted by

bacteria through unhygienic practices and result in food poisoning.


habits to prevent food-borne diseases.

Outdoor

Education



44

Primary 6


Dance Explore individually and in pairs, with a wide range of actions of the body

parts and whole body, varying combinations of balance, weight shift,

elevation, landing, and fall and recovery in response to music/stimuli.

Explore in pairs, threes and fours, movement phrases in canon (starting

at different times within regular intervals) with BSER concepts, and

varying spatial patterns and formations, in response to music/stimuli.


Balance on hands and/or head in an inverted position.

Balance in pairs on a combination of body parts in symmetry and

asymmetry.

Sequencing

Perform a sequence in pairs or groups incorporating four different

movements in symmetry and/or asymmetry which includes a balance action

and a rotating action, varied movement pathways, with smooth transition

and different starting and ending positions.

Games and

Sports

Invasion Games:

Creating space to invade

Dodge a defender and move into open space to create space for

teammate to pass, dribble or shoot.

Attacking the goal

(Receive the ball in a ready position to shoot, pass or dribble), shoot

when there is space and within ability.

Dribble when there is an open lane towards the goal, shoot in a

continuous action when within ability and follow through to rebound the

ball.

Stopping the invasion

Guard the attacker with the ball from moving towards the goal.

Guard the attacker with the ball from shooting.

Net/Barrier Games:

45


Winning a point

Strike with a paddle, racket or body, the ball or bird forcefully and

accurately across the net, to an open space to win a point.

Defending space

Move to an optimal position / base position after every contact.

Move in sync with partner / teammates to an optimal position and

formation to create a defensive wall, aiming to return the ball/bird.


Getting to the first base

Strike / Bat the ball (thrown from a pitcher) away from the first base;

Getting on bases beyond the first base

Strike / Bat the ball away (thrown from a pitcher) from the bases that are

loaded and run.

Defending the bases

Stand in position to maximize coverage before batter hits the ball.


Run and catch the ball when it lands near the fielder’s zone.

Throw the ball to teammate to put the runner out.

Physical

Health and

Fitness

Not applicable.

Outdoor

Education

Navigation Skills – locate the position of team in relation to the

landmarks in the neighborhood using score orienteering.

Goal 2: Understand and apply movement concepts, principles and strategies in a range of


Dance Create, practice and perform 2 short set dances in unison and in canon

with a clear beginning, middle and end using BSER concepts, varying

spatial patterns and formations, and fall and recovery.

Gymnastics Apply the concepts of BSER to coordinate a group sequence with

smooth transitions, incorporating symmetrical and asymmetrical shapes

46



and movement.

Games and

Sports

Invasion Games:

Demonstrate understanding of invasion games concept of attacking the

opponent’s defending areas and score a goal while protecting own goal

at the same time.

Net/Barrier Games:

Demonstrate understanding of net-barrier games concept of sending the

object back to the opponent so that he/she is not able to return it or is

forced to make an error.


Demonstrate understanding of striking / fielding games concept of

placing the ball away from the fielder in order to run the bases and score

more runs than the opponents and prevent the batting team from scoring

runs.

Physical

Health and

Fitness

Not applicable.

Outdoor

Education

Outdoor Living Skills – Plan and prepare a pack for a day trip, e.g., a trip

to the park.



Dance Demonstrate safe behavior when performing dances alone and with

others.

Gymnastics Demonstrate the ability to work safely in a team on a gymnastics activity/

sequence and on apparatus.

Games and

Sports

Promote safe practices when participating in physical activities with self

and others (e.g. no hard tackles, wearing protective equipment, etc.).

47



Physical

Health and

Fitness

Sports Safety

Plan a safe physical fitness training plan and set personal targets for

fitness.

Know of the testing procedures for the fitness test and participate in the

test safely.

Outdoor

Education


Plan to manage safety of self and others on a day trip to a neighborhood

park.


Dance Demonstrate resilience and teamwork when participating in dance

activities.

Gymnastics Demonstrate care and concern when working in pairs or a group in

gymnastics activities to support others.

Games and

Sports

Demonstrate responsible decision-making skills when participating in


Physical

Health and

Fitness


o Planning and adhering to a health and fitness plan incorporating a

balance diet and regular physical activity;

o taking the necessary safety precautions to prevent injuries during

physical activities and fitness testing; and

o practicing good personal, home, social and hygiene habits to

prevent diseases spread by contact.

Outdoor

Education


Describe the unique distinctiveness of the neighborhood, e.g., history,

identity, etc.

Identify ways to take care of the neighborhood, e.g., being considerate

to others and use the neighborhood park responsibly.

48



Dance Maintain at least 60 minutes of moderate- to vigorous- intensity dance

activities every day.

Gymnastics Acquire health-enhancing fitness through regular participation in

gymnastics.

Games and

Sports

Acquire health-enhancing fitness through regular participation in

physical activity.

Maintain at least 60 minutes of moderate- to vigorous-intensity physical

activities in and out of school

Physical

Health and

Fitness

Maintains health-enhancing fitness through regular participation in


Outdoor

Education



health.



Identify factors that motivate others to participate in dance.

Gymnastics Actively participate in practicing the skills from gymnastics that can help

improve participation in other physical activities.

Games and

Sports

Identify factors that motivate participation in physical activities at school

and at home.

Actively participate in moderate to vigorous physical activities and

encourage family and others to do so.

Physical

Health and

Fitness

Growth and Fitness

Promote 60 minutes of regular moderate to vigorous physical activity

daily among peers and family.

Maintain a level of physical fitness required for a good quality of life and

participation regularly in physical activity.

Apply F.I.T.T. principles in a physical activity plan for improving fitness.

Promote the rejection of harmful substances such as tobacco products,

49


inhalants and alcohol among peers and family.

Germs & Diseases

Demonstrate good oral hygiene habits to prevent tooth decay and gum

disease.

Understand how diseases can be transmitted by bacteria through

unhygienic practices and personal contact.


habits to prevent diseases spread by contact.

Outdoor

Education



50

Secondary 1 to 4

The Secondary level physical education program builds on the foundation of quality movement

laid at the primary level. The students’ mature performance is enhanced across different

specialized situations and physical activities, so that they become competent and enthusiastic

participants.

Students are to complete the range of activities offered for the semester as shown below. The

games electives will develop the ability of the student to participate independently, safely and

with enough competence to be a participant at a recreational level. Students are also to

complete mandatory modules on Physical Health and Fitness, Outdoor Education, Swimming

and Dance.

The electives are shown in the table below:

Games category

Territorial /

Invasion

Net / Wall

Games

Striking /

Fielding; Target

Fitness / Outdoor Education /

Individual activities

Duration 4 weeks 4 weeks 4 weeks 3 weeks 3 weeks

Secondary

1

Basketball

or Team

Handball

Pickleball or

table tennis

Rounders or

Cricket

Physical

Health and

Fitness I

Outdoor

Education I -

Swim

Secondary

2

Soccer or

Ultimate

Volleyball Softball Physical

Health and

Fitness II

Outdoor

Education II –

Cycling /

Blading

Secondary

3

Lacrosse or

Hockey

Badminton Lawn bowling or

bowling

Physical

Health and

Fitness III -

Running

Outdoor

Education III –

Risk

Management

Secondary

4

Netball or

Football

Tennis or

Squash

Golf or Pool Dance Outdoor

Education IV –

Outdoor living

skills

51

Note: Physical Health and Fitness lessons should be taught over the 6 weeks with Outdoor

Education, so that the body has ample time for rest. There should not be more than 3 lessons of

Physical Health and Fitness in a week.

52

Secondary 1


Games

Electives

As per each game.

PHF I Able to perform correct stretching techniques

Swimming Enter and exit the pool using hands and legs from a standing and

sitting position.

Float on a static horizontal prone position and perform a fast curl up

to a vertical standing position.

Float on a static horizontal supine position with a floatation aid and

perform a fast clockwise rotation of body to a vertical standing

position.

Jump or leap into the water with a personal floatation device, waving

gone hand above the head with the fist clenched.

Swim on the back with floatation aid for 5m in a straight pathway.

Swim in a recognizable stroke (Front crawl or Breaststroke) in a

straight pathway.



Games

Electives

As per each game according to their games category.

PHF I Understand how strengthening exercises can be used to improve

movement in various physical activities and vice versa.

Understand and apply the training principles to improve one’s

fitness.

Swimming Demonstrate an understanding of the rules of behavior in, on or near

the water in relation to other people or apparatus.

53



Games

Electives

Apply the skills required to carry out an exercise routine safely.

Apply concepts of personal and environmental safety when


PHF I Understand the principles of injury management with regard to

common sports injuries.

Swimming Be aware of personal safety measures to prevent accidents around

pool area.

Be aware of safety measures to prevent accidents around unknown

or familiar water bodies.


Games

Electives

Demonstrate care for self and others during physical activities.

PHF I Demonstrate resilience in completing training program.

Demonstrate integrity in evaluating own fitness.

Respect one’s body by making healthier choices.

Take responsibility of safety of self and others when undertaking


Swimming Demonstrate respect for self, others and equipment during physical

activities.



Games

Electives

Participate in a variety of physical activities according to one’s ability.

Participate in recreation competitions or personal challenges.

PHF I Design a 3-month training program to improve various components

of health-related fitness, and performance-related fitness using

training principles.

Swimming Accumulate 60 minutes or more of moderate to vigorous physical

activities everyday.

54


Games

Electives

Understand that the role of moderate to vigorous physical activity

helps to achieve or maintain good health.

PHF I Evaluate own BMI and strive to achieve the healthy BMI-for-age

range.

Understand the physical, mental and social benefits of physical

activities.

Swimming Participate in a variety of physical activities according to one’s ability.

55

Secondary 2


Games

Electives

As per each game.

PHF II NA

Cycling / Roller

Blading

Basic cycling or roller blading skills, i.e. how to start, stop, change gears etc.



Games

Electives


PHF II Evaluate the components of performance related fitness

Understand how various types of training methods to help develop

different aspects of fitness

Understand the functions of bones, tendons and ligaments required

for various physical activities

Understanding the Principles of Training and how it improves one’s

performance

Understand how to develop a fitness programme over an extended

period of time with different phases/cycles

Cycling / Roller

Blading

Understand and demonstrate cycling / blading safety



Games

Electives




PHF II Understand safety considerations using the W checklist and apply it

to physical activities

Understand principles of injury prevention with regard to common

56



sport injuries

Cycling / Roller

Blading

Know how to plan route within community for safe cycling / balding


Games

Electives


PHF II Understand the amount of energy needed for an individual

Demonstrate resilience in completing the training exercises

Demonstrate integrity in evaluating own fitness

Take responsibility of their own training

Cycling / Roller

Blading

Demonstrate care for self and for others during cycling.



Games

Electives



PHF II Design and implement a three-month training programme to improve

cardiovascular endurance, muscular strength or muscular endurance

using the Principles of Training and FITT Principle

Cycling / Roller

Blading

Participate in cycling as a recreation activity.


Games

Electives



PHF II Evaluate own BMI and diet, and strive to achieve the healthy BMI-

for-age range.

Evaluate own Fitness Test scores and strive to achieve better results

57


after 3 months of training.

Cycling / Roller

Blading

Participate in cycling as one of the moderate to vigorous physical

activities to enhance one’s fitness and health.

58

Secondary 3


Games

Electives

As per each game.

PHF III –

Running

Demonstrate proper warm-up, stretching and cool down techniques

for running

Risk

Management

NA



Games

Electives


PHF III -

Running

Understand a holistic training programme would include cross-

training, speed work and core training

Know how to pace their runs according to the distance covered and

their own ability

Identify proper running technique for running efficiency and injury

prevention

Understand the role of diet and hydration for long distance running

Risk

Management

Identify hazards through the use of a simplified risk assessment tool,

e.g., ‘W’ checklist, and manage risks to protect self and others.

Manage minor injuries – strains, sprains, cuts, burns and scalds.



Games

Electives




PHF III -

Running

understand common injuries related to running and how to prevent

and manage them

59



Risk

Management

Apply risk assessment and management principles when planning

and undertaking an outdoor activity.

Manage minor injuries – blisters, bites and stings.

Know what to pack in a first-aid kit when planning and undertaking

an outdoor activity.


Games

Electives


PHF III -

Running

Display resilience in achieving the goal of running the set distance

Take responsibility over own health and fitness, and safety in their

running pursuit

Risk

Management

Understand and appreciate the relationships between self, the

school and the environment when planning for an outdoor activity

Demonstrate care for the environment and consider environmental

impact when planning for an outdoor activity



Games

Electives



PHF III -

Running

Evaluate own progress of fitness and able to continue pursuing

distance running as a lifelong physical activity

Risk

Management

Participate in outdoor activities and identify green spaces, e.g.,

community parks and park connectors, in which one can safely

explore.


Games

Electives



60


PHF III -

Running

Complete running a distance of 5km safely

Risk

Management

Appreciate being in the outdoors and the benefits of physical activity

in green spaces.

61

Secondary 4


Games

Electives

As per each game.

Dance Demonstrate ability to perform at least 2 types of social dance, i.e.

ballroom, salsa, cha-cha, line, folk etc.

Outdoor Living

Skills

NA



Games

Electives


Dance Demonstrate ability to participate in a social dance event

Outdoor Living

Skills

Demonstrate navigational skills in an urban and natural setting i.e.

orienteering

Demonstrate ability to build a shelter in a safe, efficient and

environmentally sensitive way.

Cook a simple meal using a portable stove and utensils safely

Plan and embark on a 3-day outdoor expedition (land and sea)



Games

Electives




Dance Demonstrate safe practices during social dance

Outdoor Living

Skills

Demonstrate safe practics during outdoor activities

Identify hazards through the use of a simplified risk assessment tool,

e.g., ‘W’ checklist, and manage risks to protect self and others.

62


Games

Electives


Dance Demonstrate grace and respect when dancing with a partner

Outdoor Living

Skills

Understand and appreciate the relationships between self, the

school and the environment when planning for an outdoor activity

Demonstrate care for the environment and consider environmental

impact when planning for an outdoor activity



Games

Electives



Dance Particpate in a variety of health-enhancing physical activities

Outdoor Living

Skills

Participate in outdoor expedition i.e. hiking, kayaking, mountain

climbing


Games

Electives



Dance Appreciate the art of social dance as a form of physical activity

Outdoor Living

Skills

Appreciate being in the outdoors and the benefits of physical activity

in green spaces.

63

Chapter 4: Curricular Assessments

To evaluate the effectiveness of the curriculum, curricular assessments have been developed.

This would enable teachers to gauge if what they have taught is what their students have learnt.

The following curricular assessments would not cover all the content taught. They would

however, be able to provide some feedback on student learning across the levels for selected

forms of physical activities within each level. Tables 2 to 6 are the recommended rubrics for

Gymnastics, Dance, Games and Sports, and the project work that students would do as part of

the curricular assessment.

As the forms of physical activities in the secondary levels are done on a modular basis and can

be electives, assessment is based on the recommended units.

Curricular Assessment – Primary 1

Activity Performance Task

Gymnastics

(Goals 1 and 2)

1. Students to perform individually the following sequence:

a. Starting Position: Perform a tall balance (e.g. stretch, star, pike)

for 2 seconds;

b. Travel using a variety of locomotor movements on feet in

different directions and pathways (e.g. jump, hop, leap);

c. Perform a egg roll or log roll;

d. Ending Position: Perform a balance with a different tall/small

shape and hold it for 2 seconds.

Dance

(Goals 3 and 4)

1. Students (in groups of 3s or 4s) to come up with a simple movement

phrase incorporating 3 locomotor skills with turns, pivoting and

stretching in different pathways to music.

They may adopt one of the gymnastics routine and perform it to

music.

Games and Sports 1. Students use the underhand throw pattern to throw a variety of

64


(Goals 1 and 2) small objects over a large object at medium height about 10 feet

away.

2. Students to catch at waist level, using two hands, a gently thrown

ball from a distance of 10 feet away.

Portfolio

(Goals 4, 5 and 6)

1. Students in their groups of 3 or 4, to list at least 5 different activities

that one can participate in to promote growth and health.

2. Students to submit a photo as evidence of a physical activity with

their family.



Gymnastics

(Goals 1 and 2)

1. Students to perform individually the following sequence:

a. Starting Position: Balance on different body surfaces with

hand(s) and leg(s) raised to different levels in relation to the floor

and hold for at least 2 seconds;

b. Travel in a variety of pathways, using at least 2 locomotor skills

other than walking or running.

c. Perform a forward roll;

d. Ending Position: Perform a different balance from the starting

position and hold it for at least 3 seconds.

Dance

(Goals 3 and 4)

1. Students in pairs to perform a simple movement phrase with

smooth transitions to an 8-beat count incorporating a roll and two

balances. (Music may be used)

Games and Sports 1. Students to perform the following tasks with a soft soccer ball:

65


(Goals 1 and 2)

a. Dribble a ball using the inside of the foot of the dominant leg

from point A to point B (30 feet apart);

b. Kick using the instep of the foot to a partner at point C (10 feet

away from point B).

2. Students to perform the following tasks with a soft basketball /

volleyball:

a. Dribble with dominant hand from point A to point B (30 feet

apart);

b. Use the underhand strike pattern to hit the ball against a wall

(10 feet away from point B).

Portfolio

(Goals 4, 5 and 6)

1. Students work in groups of 3 to design a poster identifying various

types of moderate-vigorous physical activities (MVPA).

2. Students submit a photo as evidence of an MVPA with their family.



Gymnastics

(Goals 1 and 2)

1. Students to perform individually a sequence of four different

movements incorporating the following:

a. A tucked head stand for 3 seconds;

b. A forward roll;

c. 2 pathways; and

d. Ending and starting with the correct presenting stance.

Games and Sports 1. Students to perform the following:

66


(Goals 1 and 2)

a. Kick a ball using the inside of the foot on the ground to a moving

partner and trap the return pass using the foot for a consecutive

number of 10 passes at a distance of 10m apart.

b. Push a ball using a long-handled implement to a moving partner

and trap the return pass for a consecutive number of 10 passes

at a distance of 10m apart.

Outdoor Education

(Goals 3, 4, 5 and 6)

1. Students complete a card control orienteering activity in pairs.



Games and Sports

(Goals 1 and 2)

1. Students to perform the following:

a. Receive a pass and dribble using hands to pass to a moving

partner in a group of 4 with cooperative play.

b. Receive a pass and dribble using feet to pass to a moving

partner in a group of 4 with cooperative play.

c. Move into position to strike a small ball accurately and with

applied force using the forehand/sidearm stroke so that the ball

travels in the intended direction and over a low and high net.

Physical Health and

Fitness

(Goals 3, 4, 5 and 6)

2. Students to score the following for their role in the Traffic Games:

a. Cyclist – no more than 2 demerit points;

b. Go-Kart driver – no more than 2 demerit points; and

c. Pedestrian – no demerit points.



Gymnastics

(Goals 1, 2 and 3)

1. Students to perform in pairs a synchronized sequence of four

different movements which includes a balance action and a rotating

action, varied movement pathways, with smooth transition and

67


different starting and ending positions.

Games and Sports

(Goals 1 and 2)

1. Students to play a 2 v 2 striking game to score runs to first base

using a two-handed strike pattern:

a. Using a Tee ball stand for batting with first base 20m away;

b. Fielders return ball to Tee to stop runs; and

c. Each run is a point for a target of 5 points accumulative.

Physical Health and

Fitness

(Goals 4, 5 and 6)

1. Students to complete an F.I.T.T activity log for a week.



Dance

(Goals 1, 2 and 3)

1. Students in groups of 5 to choreograph and perform cannon

movement phrases to music for at least 3 minutes.

Games and Sports

(Goals 1, 2 and 3)

1. Students to maintain possession safely for 10 consecutive passes in

a 3 v 3 small-sided invasion game on half a badminton court

(breadthwise):

a. Without travelling when in possession; and

b. Using only chest or bounce passes.

2. Students to play a 2 v 2 net game on a long and narrow court (half a

badminton court lengthwise):

a. Showing good court coverage; and

b. Placing the shuttle/ ball in open space to score a point (target of

10 points).

Outdoor Education 1. Students work in groups of 4 to design and successful execute a

68


(Goals 1 to 6) score orienteering activity.

Directions for teachers:

Each of the assessment tasks stated should not be done as tests for individuals or pairs with

other students awaiting their turn while the teacher is grading. The teacher will not inform

students when they are graded so that they continue practicing for the assessment task while

the teacher moves from one individual, pair or group to the next to grade them. Each

assessment task should be done as part of a culminating activity for the specific unit with the

exception of the poster in Primary 2. The poster would be a project given to students towards

the end of the school year.

Rubrics for the different units are in Annex A. The layout for the Games and Sports assessment

tasks for Primary 1 and Primary 2 is in Figures 1 and 2.

Figure 1: Layout for Primary 1 Games and Sports Assessment

Starting Point 10 feet apart

Bench or Box-top:Medium Height (at

waist level)

Underhand Throw

Catch

Starting Point

Thrower position

10 feet apart

69

Figure 2: Layout for Primary 2 Games and Sports Assessment

This is recommended for groups of 4 players with Player 1 to dribble and kick, and Player 2 to

trap. Player 1 then moves to the position of trapping and Player 2 dribbles the ball back to the

end of the line at Point A avoiding the test area. Player 3 dribbles and kicks concurrently as

Player 2 is returning. Sequence repeats with Player 1 returning to Point A after trapping the ball.

This is recommended for pairs. Each person will have a ball.

30 feet apart

Point APoint B Point C

Partner

10 feet apart

Dribble, Kick, Trap

Dribble (Foot) Kick

Dribble (Foot) back to end of the line at Point A

30 feet apart

Point A Point B Wall

10 feet apart

Dribble, Underhand Strike

Dribble (Hand) Underhand Strike

Dribble (Hand) back to end of the line at Point A

70

Assessment Rubrics

Table 2: Rubrics for Gymnastics

Skill Star (4 pts) Target (3 pts) Acceptable (2 pts)

Unacceptable (1 pt)

Balances Students are

able to hold the

position for at

least 3 sec.

Students are

able to hold the

position for at

least 2 sec.

Students are

able to hold the

position for less

than 2 sec.

Students are not

able to hold the

position at all.

Travel Able to perform

at least 2

different types of

locomotor skills

in good form

smoothly.

Able to perform

at least 2

different types of

locomotor skills

in good form.

Able to perform

at least 2

different types of

locomotor skills

but movement is

still developing.

Unable to

perform any type

of locomotor

skills.

Rotating action

Able to perform

the required skill

with good form

and in a mature

pattern.

Able to perform

the required skill

with good form

but not always

consistently in a

mature pattern.

Able to perform

the required skill

with breaks in

form on several

occasions.

Performs the

required skill with

constant breaks

in form and

pattern.

Sequence Transitions

between skills

are smooth with

no stops, breaks

or hesitation.

Transitions

between skills

are smooth with

slight hesitation

resulting in a

pause in the

performance on

occasion.

Transitions have

obvious pauses

that cause a

break in the

motion and flow

of the

performance.

Transitions have

obvious breaks

and stops so that

the performance

appears to be

isolated skills

instead of a

sequence.

71

Table 3: Rubrics for Dance

Level Skill Performance Synchronicity Transition

4 Able to perform the

required skill with good

form and in a mature

pattern.

Groups/ pairs are

synchronized throughout

the performance.

Transitions between skills

are smooth with no stops,

breaks or hesitation.


required skill with good

form but not always

consistently in a mature

pattern.

Groups/ pairs are

synchronized with a few

minor breaks throughout

the performance.

Transitions between skills

are smooth with slight

hesitation resulting in a

pause in the performance

on occasion.


required skill with breaks in

form on several occasions.

Groups/ pairs have several

noticeable breaks in the

synchronization of their

performance.

Transitions have obvious

pauses that cause a break

in the motion and flow of

the performance.

1 Performs the required skill

with constant breaks in

form and pattern.

Groups/ pairs are not

synchronized most of the

time during the

performance.

Transitions have obvious

breaks and stops so that

the performance appears

to be isolated skills instead

of a sequence.

Table 4: Rubrics for Dance (Primary 6)

Level Holistic Rubrics

4 Students:

Move to the beat very well;

Use expressive and purposeful gestures throughout the whole performance;

Use of a variety of pathways, levels, directions, force and timing with their gestures;

Make smooth transitions from one action to the next throughout the performance;

and

Are synchronized in cannon with the music and with their partner(s).

3 Students:

72

Level Holistic Rubrics

Move to the beat;

Use some expressive and purposeful gestures;

Use some of the following in their movement phrase:

o Pathways;

o Levels;

o Directions;

o Force; and

o Timing.

Make some smooth transitions from one action to the next; and

Lose synchronicity with the music and their partner(s) at times during the

performance.

2 Students:

Does not always move to the beat;

Use very few expressive and purposeful gestures;

Use only one or two of the following in their movement phrase:

o Pathways;

o Levels;

o Directions;

o Force; and

o Timing.

Make transitions that are not smooth from one action to the next; and

Lose synchronicity with the music and their partner(s) often during the performance.

1 Students:

Do not move to the beat;

Are not able to perform a movement phrase ;

Are unwilling to perform; and

Lose synchronicity with the music and their partner(s) throughout during the

performance.

73

Table 5: Rubrics for Games and Sports


Unacceptable (1 pt)

Dribbling with foot

Able to dribble

with ball close to

feet; with good

form, and have

full control of the

ball.

Able to dribble,

and have control

of the ball.

Able to dribble

but occasionally

losing control.

Unable to keep

ball close to self

and losing control

of the ball.

Kicking the ball

Kick ball with

correct form, and

smooth

execution, and

sends ball

accurately to

partner.

Kick ball with

correct form, and

smooth

execution, but

partner had to

move to receive

ball.

Kick ball with

correct form, but

execution may

not be smooth.

Partner had to

move to receive

ball.

Kick ball with

incorrect form.

Ball did not reach

partner.

Trapping the ball with feet

Able to get

behind the ball

and trapped the

ball in a

controlled

manner.

Able to get

behind the ball

and trapped the

ball but may not

consistently in a

controlled

pattern.

Able to get

behind the ball

and trapped the

ball, but

movement may

be awkward on

several

occasions.

Unable to trap

the ball.

Dribbling with dominant hand

Able to dribble

with ball close to

body; with good

form and control,

and looking

ahead all the

times.

Able to dribble

with ball close to

body, and have

control of the

ball, and looking

ahead most of

the time.

Able to dribble

with ball close to

but occasionally

looking down at

ball for control.

Unable to keep

ball close to self

and losing control

of the ball.

Underhand strike

Able to perform

the required skill

with good form

Able to perform

the required skill

with good form

Able to perform

the required skill

with breaks in

Performs the

required skill with

constant breaks

74


Unacceptable (1 pt)

and in a mature

pattern.

but not always

consistently in a

mature pattern.

form on several

occasions.

in form and

pattern.

Two-handed sidearm strike

Able to perform

the required skill

with good form

and in a mature

pattern.

Able to perform

the required skill

with good form

but not always

consistently in a

mature pattern.

Able to perform

the required skill

with breaks in

form on several

occasions.

Performs the

required skill with

constant breaks

in form and

pattern.

Combination of skills

Able to perform

the required skills

in combination

with good form

and in a mature

pattern with

accuracy and

seamless

transition.

Able to perform

the required skills

in combination

with good form

but not always

consistently in a

mature pattern

with accuracy.

Able to perform

the required skills

in isolation but

combination with

breaks in form on

several

occasions.

Performs the

required skills in

isolation not

combination with

constant breaks

in form and

pattern.

75

Table 6: Rubrics for Group Project

Level 4 Level 3 Level 2 Level 1

Members of the

group share the work

with each doing their

part. Members

communicate well,

giving everyone and

opportunity to

express their

thoughts, ideas and

opinions. Project was

relevant to the theme

and well presented.

Members of the

group share the work

with each doing their

part. Certain

members tend to

monopolize the

conservations at

times. There is some

opportunity for others

to express their

thoughts, ideas and

opinions. Project was


and well presented.

Some members of

the group share the

work with each doing

their part.

Communication

between members is

limited with one or

two dominating the

conversation and the

others following their

lead. Project was


with adequate

presentation.

Members were not

working as a team

and some were not

involved in the

project.

Communication was

limited to those

working on the

project. Project was

somewhat relevant to

the theme but poorly

presented.

76

Curricular Assessment for Secondary 1 – 4

Games Category: Territorial / Invasion

Activity: Basketball (Secondary 1)

Domain Performance Tasks

Psychomotor

(Goals 1, 2 and

3)

Skills tests: set shots, lay-up shots

Play a recreation game of 5-v-5 basketball.

Cognitive (Goal

2)

Students demonstrate knowledge and application on tactical

concepts for territorial/invasion game through game play and written

test.

Affective (Goals

3 and 4)

Observation of students’ behavior (safety, respect, fairplay) during

game play

Activity: Swimming (Secondary 1)


Psychomotor

(Goals 1 and 2)

SwimSafer Stage 2 certification

Games Category: Striking / Fielding

Activity: Softball (Secondary 2)


Psychomotor

(Goals 1, 2 and

3)

Skills test: throwing, catching and batting

Play a game of softball

Cognitive (Goal

2)


concepts for Striking / Fielding game through game play and written

test.

Affective (Goals

3 and 4)


game play

77

Games Category: Net / Wall

Activity: Badminton (Secondary 3)


Psychomotor

(Goals 1, 2 and

3)

Skills test: Drop, Net, Lift

Play a game singles and doubles badminton

Cognitive (Goal

2)


concepts for Net / Wall game through game play and written test.

Affective (Goals

3 and 4)


game play

Activity: Running (Secondary 3)


Psychomotor

(Goals 1, 2 and

3)

Complete running a distance of 5km run at a comfortable and safe

pace

Cognitive (Goal

2)

Students demonstrate knowledge of training principles, roles of diet

and hydration for long distance running through written tests

Affective (Goals

3, 4 and 5)

Portfolio of students’ training log – include warm-up exercises, proper

stretching techniques, strengthening exercises etc.

Activity: Outdoor Living Skills (Secondary 4)


Psychomotor

(Goals 2, 3, 4

and 5)

Plan and embark on a 3-day land / sea expedition.

Cognitive (Goal

2)

Portfolio – planning of the trip and safety considerations.

Affective (Goals

4, 5 and 6)

Portfolio of students’ reflections of the 3-day land / sea expedition.

78

Curricular Assessment for Secondary 1

Description of the assessment of Territorial / Invasion (Basketball):

For the assessment rubric development assessment, we will select 5 descriptors to assess

during the culminating activity when students play a 5-v-5 basketball game. Out of the 6

descriptors, I have selected 3 psychomotor skills, 1 cognitive knowledge and 2 affective domain

to assess. These descriptors are important in a game of basketball to assess if the students fully

understand the game. The table below gives a description of what and why the descriptors are

chosen.

Descriptor What it assesses Why assess this Unit Outcomes

Skills tests

- Set shot

and lay-up

shots

Ability to score by

shooting the ball into the

basket

Shooting the ball into the

basket is an important

skill in basketball. It

determines if the team

can win the game.

Students will have the

skills to play a game of

basketball.

Passing Ability to pass the ball

accurately to a teammate

who is open. Use a

variety of passes to pass

the ball successfully.

2 important attacking

concepts are to keep

possession of the ball

and creating space to

attack the goal. In

basketball, it is important

to have the ability to

pass accurately in order

to maintain possession

and attacking the goal.

With the rule on no

double dribbling, it

makes players think on

their feet and make quick

decisions, thus their

passes would determine

their understanding and

Students will know the

basic offensive and

defensive tactics for a

territorial / invasion

game.

79


application of attacking

tactics.

Guarding Guarding the attacker

from receiving the ball.

Main role of a defender.

By guarding the

opponents, the player is

actually denying

opponent space to

invade and stopping the

invasion. This is an

important defense tactic.


basic offensive and



game.

Supporting Providing options for

teammate with the ball

by running free from

defender and receiving a

pass when necessary.

As players work as a

team to invade the goal,

it is important to provide

options and support so

that the team can

maintain possession of

the ball.


basic offensive and



game.

Rules Understanding the rules

and able to spot

infringement of rules.

Rules are important in a

game of netball and

there are many rules in

netball that are basic.

Students need to know

these rules to play the

game.


rules of basketball and

be able to apply them

during a game.

Teamwork Able to work as a team,

and work well with

others.

Basketball is a team

game. Although anyone

can shoot and attack the

goal, students must

understand that

everyone plays a part in

order for the team to win.

It is important that every

player is recognized in

the game and not only

Students will

demonstrate the ability to

work as a team.

80


those who can shoot /

score.

Sportsman-

ship /

fairplay

Respecting decision of

officials, win and lose

gracefully.

As the culminating

activity will be officiated

by students themselves

especially when adopting

the Sport Education

Model as a instructional

strategy, it is important

that they learn to respect

the decisions of the

officials and respect the

officials. Sportsmanship

is critical in all games in

order for all to enjoy the

game.

Students will

demonstrate fair play,

respect officials and

opponents, and strive to

do their best.

Rubric for Basketball Assessment

Descriptor: Skills test – set shot and lay-up shots

I. Students will have 2 attempts on shooting (stationary), on designated points 5 feet away

from the basket at every point.

II. Students will perform 5 lay-up shots from the right and 5 from the left of the basket.

Points will be calculated based on the number of successful shots into the basket.

Descriptor: Passing

Students will be observed during culminating activity of basketball competitions within class.

Level 1 Relies on one or two passes during the game;

81

Passes are weak and often gets intercepted;

Shows indecisiveness in passing.

Level 2 Uses a variety of passes but sometimes not at appropriate times;

Passes are made successfully to teammate most of the time.

Level 3 Uses a variety of passes usually at appropriate times;

Passes are made successfully to teammate all the time;

Advances the ball to goal.

Level 4 Uses a variety of passes at appropriate times;

Passes are fast and accurate;

Advances the ball to goal;

Leads receiver with passes.

Descriptor: Guarding


Level 1 Opponent easily gets free;

Little effort in following the opponent;

Does not bother to obstruct when opponent has the ball.

Level 2 Follows closely to opponent and adds pressure on opponent;

Attempts to guard area of play;

Intercepts weak passes sometimes.

Level 3 Follows closely to opponent and intercepts the pass frequently;

Is alert and knows where the ball is in attempt to guard the area.

Level 4 Know when to guard players and when to guard area, and intercepts the

ball coming near him/her most of the time;

Is alert and able to read the game and anticipate the ball.

Descriptor: Supporting


Level 1 Does not attempt to support when ball was not in his/her area of

82

responsibility.

Running up and down the court but does not get free from defender or

get any passes;

Level 2 Runs free from defender to get a pass most of the time;

Provides options for teammate though may not be at appropriate times.

Level 3 Constantly provides options for teammates by getting free from defender;

Is alert in the game and know his/her roles and responsibilities.

Takes a free pass when appropriate

Level 4 Always provides options for teammates by getting free from defender and

advancing the goal;

Takes a free pass when appropriate

Is alert during the game and knows when to support.

Descriptor: knowledge on rules

Students will take a written test on rules of the game and tactics of territorial / invasion game.

Level 1 Scores below 70%

Level 2 Scores between 70% - 79%

Level 3 Scores between 80% – 95%


Descriptor: teamwork

Students will be observed throughout the unit.

Level 1 Refuses to carry out roles or playing positions assigned to him/her.

Refuses to co-operate with teammates, and often argues with them.

Level 2 Carries out roles and responsibilities when a teacher tells him/her so;

Would help a teammate when requested.

Level 3 Carries out roles and responsibilities willingly;

83

Helps and encourages teammates;

Helps out even when not told.

Level 4 Volunteers for all roles and duties;

Puts in effort in all tasks;

Helps and encourages teammates;

Descriptor: Sportsmanship / Fair play


Level 1 Argues with umpire;

Throw tantrums when losing;

Laughs and makes fun of others.

Level 2 Respects umpire’s decision.

Shakes hands with opponents before and after the game.



Cheers for every goal scored.

Level 4 Respects umpire’s decision even if it was a bad call.


Cheers for every goal scored, even when opponent is winning.

Puts in best efforts in the game.

Description of the assessment of Swimming

SwimSafer is a national water safery programme introduced by the National Water Safety

Council (NWSC) in July 2010 which combines both the National Survival Swimming Award

(NASSA) and the Learn-To-Swim Programme (LTSP) into a progressive six-stage programme.

For this curriculum, students are to complete at least Swimsafer Stage 1. Those who have prior

skills in swimming can proceed to take a higher certification.

84

The SwimSafer programme covers drowning prevention techniques in addition to swimming

ability. Participants would be introduced to flotation survival techniques on how to stay alive in

water.

For SwimSafer Stage 1, the objective is for students to gain confidence and develop

independence in the water, as well as learn general and deep-end water safety. Techniques

taught includes forward and backward movement, safe entry and exit, and introduction to

personal water survival skills.

Students with stage 1 certification will be able to:

SwimSafer Stage 1 Entries & Exits

• Enter the water safely and confidently with slide-In entry and exit using ladder and from pool

edge.

SwimSafer Stage 1 Sculling & Body Orientation

• Recover from a face down float or glide to a standing position

• Recover from a back float or glide to a standing position

• Introduction to Floatation Survival Technique

SwimSafer Stage 1 Underwater skills

• Submerge in waist depth water, open eyes and blow bubbles.

Movement / Swimming / Strokes

• Swim – Any stroke

• Forward movement 10 m

• Intro to Backward movement 5m

SwimSafer Stage 1 Survival & Activity skills

• Support body in an upright position and signal distress.

• Grasp a flotation aid thrown for support

• Be pulled to safety

• Wearing clothing, correctly fit a PFD, jump into the water, float for 30 seconds and then climb

85

out of deep water.

SwimSafer Stage 1 Knowledge

Rules of behaviour in, on or near the water, Water safety knowledge at a swimming pool

Source: Sports Singapore. http://www.swimsingapore.com/swimsafer/swimsafer-stage-1

86

http://www.swimsingapore.com/swimsafer/swimsafer-stage-1


Description of the assessment of Striking / Fielding game (Softball):


during the culminating activity when students play a game of softball. Out of the 5 descriptors, I

have selected 3 psychomotor skills, 1 cognitive knowledge and 1 affective domain to assess.

These descriptors are important in a game of softball to assess if the students fully understand

the game. The table below gives a description of what and why the descriptors are chosen.


Skills tests

– Catch

and throw

Essential skills required

to be successful in a

softball game.

These are essential skills

in a game of softball.



softball

Striking and

advancing

the base

Ability to bat the ball to

an open space in order

to aid other players in

advancing the game.

Batting the ball is

important in deciding if

the players advance to

the bases and eventually

scoring for the team.


basic offensive and


striking/fielding game.

Defending

bases

Ability to stand in

position to maximize

coverage, catch the ball

when in fielder’s zone

and throw the ball to

teammate to put the

runner out.

Defending the base is

important in the game of

softball in order to

prevent opponent from

scoring.


basic offensive and


striking/fielding game.

Knowledge

of rules and

tactics

Ability to demonstrate

knowledge of rules and

tactics in a written test

and during the game.

Having the knowledge

would show that the

student understand the

game and able to play

the game.

Students will be able to

play a game of softball.

Sportsman-

ship /

fairplay

Respecting decision of

officials, win and lose

gracefully.

As the culminating

activity will be officiated

by students themselves

Students will

demonstrate fair play,

respect officials and

87

especially when adopting

the Sport Education

Model as a instructional

strategy, it is important

that they learn to respect

the decisions of the

officials and respect the

officials. Sportsmanship

is critical in all games in

order for all to enjoy the

game.

opponents, and strive to

do their best.

88

Rubric for Softball Assessment

Descriptor: Throwing and Catching

Students will perform catching and throwing practice as a warm up routine.

Level 1 Unable to catch most of the ball passed, without dropping.

Able to throw the ball but unable to reach the teammate.

Did not try to catch the ball when it does not reach him/her.

Level 2 Able to catch the ball passed to him/her most of the time.

Able to throw the ball to teammate, but sometimes lack accuracy.

Shows effort in attempt to catch the ball when ball does not reach

him/her.

Level 3 Able to catch the ball passed to him/her most of the time.

Able to throw the ball accurately and quickly to teammate most of the

time.

Able to run to catch the ball when ball does not reach him/her.

Level 4 Able to catch the ball passed to him/her all the time.

Able to throw the ball quickly and accurately to teammate all the time.

Able to run to catch the ball when ball does not reach him/her.

Descriptor: Batting

Students will be observed during culminating activity of softball competition within class.

Level 1 Able to bat the ball, only after several attempts.

No strategy in batting the ball.

Ball batted was weak and easily retrievable.

Level 2 Able to bat the ball within 3 strikes.

Able to bat the ball low to prevent ‘flyball’.

Able to place the ball in the open space to aid players in advancing the

base.

Level 3 Usually able to hit the ball within 2 tries.

89

Able to place ball low and far.

Able to place ball in the open space to aid players in advancing the base

most of the time.

Level 4 Usually able to hit the ball at the first strike.

Able to place ball low and far or high and in the outfield.

Able to place ball in the open space to aid players in advancing the base

all the time.

Able to hit a home run!

Descriptor: Defending the base

Students will be observed during culminating activity of softball competition within class.

Level 1 Does not stand in position to maximize coverage before batter hits the

ball.

Does not know where to stand, unless being told by teammates.

Does not attempt to catch the ball when near the ball.

Slow in retrieving ball and passes are not accurate.

Level 2 Stand in position to maximize coverage.


Runs to catch the ball when it lands near the fielder zone.

Able to pass the ball to teammate to put runner out sometimes.

Level 3 Stand in position to maximize coverage and able to direct teammates to

optimal position.

Able to move into position quickly to retrieve ball.

Able to make good decisions in closing bases by passing ball quickly to

teammate to put runner out.

Level 4 Stand in position to maximize coverage and able to direct teammates to

optimal position.

Able to move into position quickly to retrieve ball.

Able to catch / run to catch a ‘flyball’.

Able to make good decisions in closing bases by passing ball quickly and

90

accurately to teammate to put runner out.

Descriptor: knowledge on rules

Students will take a written test on rules of the game and tactics of striking / fielding game.





Descriptor: Sportsmanship / Fair play

This affective domain will be observed during game play and competitions.

Level 1 Argues with umpire;

Throw tantrums when losing;

Laughs and makes fun of others.





Cheers for every goal scored.

Level 4 Respects umpire’s decision even if it was a bad call.


Cheers for every goal scored, even when opponent is winning.

Puts in best efforts in the game.

91


Description of the assessment of Net / Wall game (Badminton):


during the culminating activity when students play a singles game of badminton. Out of the 5

descriptors, I have selected 3 psychomotor skills, 1 cognitive domain and 1 affective domain to

assess. These descriptors are important in a game of badminton to assess if the students fully

understand the game. The table below gives a description of what and why the descriptors are

chosen.


Skills tests

– Drop, net,

lift and

clear

Essential skills required

to be successful in a

badminton game.

These are essential skills

in a game of badminton

that allow students to

play a tactical game of

badminton.



badminton at a

competitive level.

Tactical –

creating

space for

attack and

winning a

point.

Display skills of footwork,

service and shuttle

control as well as a

combination of skills,

with good form, at

appropriate times to win

a point.

Playing badminton is

about tactics, ability to

execute appropriate

skills and shots to win a

point. Thus, it is

important that students

know the tactics in

badminton in order to win

a point.

Students will know and

able to demonstrate

concepts of net/wall

game.

Tactical –

defending

space

Display skills of covering

available court space

adequately and returning

the shuttle to place the

opponents in a less

advantageous offensive

position.

It is important for players

to move to optimal

position after every

contact with the shuttle

to be ready to defend

space and against

attack. Thus, this would

prevent opponent from

Students will know and

able to demonstrate

concepts of net/wall

game.

92


scoring.

Rules of

the game

and scoring

Know all the rules of the

game and how to keep

scores.

Players need to know the

rules in order to umpire

the game and know

where is the ‘in’ and ‘out’

court in a game of

singles and doubles.


rules of badminton and

be able to apply them

during umpiring a game.

Effort Show resilience and

determination in picking

up the skills and during

game.

Badminton is an

individual / duo sport and

outcome of the game is

depending sometimes on

the mental ability of the

player, i.e. if the player

shows determination in

defending against attack,

or if players tries hard in

maintaining the rally or

simply just give up. This

game is a good test of

one’s mental endurance.

Students display positive

personal and social

behavior across different

experiences.

93

Rubric for Badminton Assessment

Descriptor: skills test: drop, net , lift and clear

Students will perform the following drills where player A, serves the bird high, Player B drops the

bird, Player A returns with a net, and Player B returns with a lift, and Player A hits an overhead

clear (instead of a serve) Repeat sequence for 10 times before switching over.

Level 1 Unable to maintain a rally or execute the sequence with the partner.

Use mainly only one type of shot throughout drill.

Does not return to base position after execution of shot.

Level 2 Able to maintain rally with the partner most of the time.

Able to execute at least 2 different shots.

Returns to base position after execution of shots most of the time.

Level 3 Able to execute the required sequence with partner most of the time.

Able to execute all 4 different shots, but missing a few occasionally.

Returns to base position after execution of every shot.

Level 4 Able to execute the required sequence with accuracy all the time.

Able to execute all 4 different shots with accuracy.

Returns to base position after execution of every shot smoothly and

easily.

Descriptor: Tactical game play

Students will play a game of singles with a partner of the similar skills standard.

Level 1 Use only one type of shot during the game.

Unable to return most of the shots.

Unable to maintain a rally with partner.

Level 2 Use at least 2 types of shots at appropriate times.

Able to place bird in the forecourt and the backcourt most of the time.

Returns to base position after execution of shots most of the time.

Level 3 Able to execute a variety of shots at appropriate times.

Able to place bird in the forecourt / backcourt appropriately most of the

94

time.

Use appropriate shots most of the time during game play.

Level 4 Able to execute a variety of shots with accuracy appropriately all the

time.

Able to place bird in the forecourt / backcourt appropriately all the time.

Returns to base position after execution of every shot smoothly and

easily.

Descriptor: Rules of the game

Students will take a written test on rules of the game and tactics of net/wall game.





Descriptor: Affective – Effort

Effort of the students will be assessed during practice and game play.

Level 1 Does not attempt to return shuttle during game play.

Gives up easily.

Shows resistance to learning new shots.

Level 2 Shows attempt to return every shot during game play.

Tries to learn new skills.

Practices hard when teacher is not watching.


Willing to learn and master new skills.

Practices hard when teacher is not watching.


Willing to learn and master new skills.

Practices outside class time to improve skills.

95

Description of assessment of Physical Health & Fitness (Running)

Students will be assessed on the following:

1. Written test – on knowledge of physical health and fitness

2. Portfolio – 6-month training program to complete a 10km race

3. Fitnessgram – to show fitness level of students

4. Completion of a community 5km run.

96


Description of the assessment of Outdoor living skills

Students will be assessed on the following:

1. plan and embark on a 3-day outdoor expedition (land and sea), with all safety

considerations and completion of Risk Assessment Management System (RAMS)

checklist.

2. Journal – self reflection on own journey.

3. Complete a community project (own choice) with the objective of making the world a

better place to live in.

97

Chapter 5: Scope and Sequence

The scope and sequence for primary, secondary and pre-university levels have been mapped out based on the forms of physical

activities which have been selected for the respective levels. This chapter will illustrate the scope and sequence for Goal 1: Acquire a

range of motor skills to participate in a variety of physical activities. The tables below show the scope and sequence for the selected

forms of physical activities in primary 1 to primary 6 with the exception of Physical Health and Fitness which does not have explicit

skill development in Goal 1.

Scope and Sequence for Primary

Dance:

Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6

Locomotor and

non-locomotor

movements in

variations of

location in

space, direction,

level and time.

Shapes with

various body

parts at different

levels and facing

Locomotor and

non-locomotor

movements in

variations of

force and flow to

even and

uneven beats in

response to

music/stimuli.

Movements at

different levels

Movement

phrases in

variations of

position (i.e. in

front of/behind,

between) and

formation, with

and without

contacting group

members.

Different body

parts to lead

movements in

variation of

direction, level

pathway, time

and force.

Movement

phrase with

different body

parts leading the

Movement

phrases in

unison

(synchronized)

with BSER

concepts, and

varying spatial

patterns and

formations (e.g.

couples in a

circle

Movement phrase

with a wide range

of actions of the

body parts and

whole body,

varying

combinations of

balance, weight

shift, elevation,

landing, and fall

98


in different

directions.

Movement

phrase with at

least 2

locomotor and

non-locomotor

movements

using a

combination of

shapes,

directions, levels

and time (i.e. in

unison, take

turns).

Expression of

feelings and

ideas through

body

movements a

range.

and extensions

using different

shapes.

Expression of

moods or

feelings by

varying qualities

of time, force

and flow in

movements.

Movement

phrase using a

combination of

shapes, levels,

pathways and

effort with

locomotor and

non-locomotor

movements.

Pre-selected

movement

phrase with

modifications to

the group

formation.

movement.

Pre-selected

movement

phrase with

modifications to

the movement

phrase.

interweaving). and recovery.

Movement phrases

in canon (starting

at different times

within regular

intervals) with

BSER concepts,

and varying spatial

patterns and

formations.

99

Gymnastics:


Travelling and

Jumping

Locomotor

movements on

feet; on different

body parts in

variations of

shape, direction,

time and

pathway.

Use of space, in

relation to

position with

different small

apparatus in

contrast, unison,

take turns, with a

partner.

Jump using one-

foot and two-feet

Travelling and

Jumping

Locomotor

movements on

feet and on

different body

parts with control

and good form,

while moving in

variations of

shape,

directions,

pathways and

time, in relation

to low apparatus

and obstacles

with control.

Jump onto low

apparatus with

control and over

Travelling, Jumping

and Climbing

Locomotor

movements in

relation to

position with a

variety of low,

medium-height,

and high

apparatus.

Jump over a self-

turned rope

several times in

succession.

Balancing

Balance on

hand(s) with

straightened

arm(s), in

combination with

Balancing

Inverted balance

on hands on the

floor and a

variety of low to

medium-height

apparatus and

switch legs in the

air.

Rotating

Lateral rotation,

demonstrating a

transfer of body

weight from feet,

onto hands.

Mounting,

Dismounting and

Vaulting

Jump with hand

support on at

Balancing

Inverted balance

on hands and on

a variety of low

to medium-

height

apparatus.

Rotating

Lateral rotation,

demonstrating a

transfer of body

weight from feet,

onto hands and

back to feet with

control.

Mounting,

Dismounting and

Vaulting

Jump with hand

support over a

Balancing

Inverted balance

on hands and/or

head.

Balance in pairs

on a combination

of body parts in

symmetry and

asymmetry.

Sequencing

Sequence in

pairs or groups

incorporating

four different

movements in

symmetry and/or

asymmetry

including a

balance action

and a rotating

100


take-off, to form

different shapes,

to land lightly

and with control

on two feet; over

a swinging rope

held by others

several times in

succession, in

forward-

backward, and

sideway

directions.

Balancing

Balance on a

combination of

body parts and in

a variety of body

positions, in

symmetrical and

asymmetrical

shapes.

a rope turned by

self.

Non-locomotor

(weight bearing)

Hang on medium

height apparatus

using different or

a combination of

body parts.

Balance with

hips raised to

different levels in

relation to the

head while

attempting

various non-

locomotor

movements

safely and in

control.

Rotational action

two feet, and in

combination with

one foot, with the

body facing in

the downward,

upward and

sideway

directions, with

hips raised to

different levels in

relation to the

floor.

Balance on the

head and hands,

in the inverted

position and

coming out of the

balance with

control.

Rotation

Forward roll,

starting and

least a medium-

height apparatus

to mount on feet,

in tuck and

straddle shapes.

Jump off high

apparatus (e.g.

beam, vaulting

box) to land in a

controlled

finished position.

Jump from low

apparatus to

rebound on a

springboard, to

form gymnastics

shapes of

stretch, tuck, and

straddle during

flight, to land in a

controlled

medium-height

apparatus to

land on feet with

control.

Sequencing

Sequence in

pairs of four

different

movements

including a

balance action

and a rotating

action, varied

movement

pathways, with

smooth transition

and different

starting and

ending positions.

action, varied

movement

pathways, with

smooth transition

and different

starting and

ending positions.

101


Rotating

Round-tuck

rocking and

recovery in

various body

positions and

body shapes.

Narrow-stretch

roll, round-tuck

roll and wide-

stretch roll in

side direction.

Sequencing

Sequence of two

different

movements with

smooth

transition.

(weight transfer)

½ or a full circle

spin with a body

part connected

to the floor at

any one time or

while the body is

in flight.

Forward roll.

Mounting,

Dismounting and

Vaulting

Dismount off a

low apparatus,

forming different

shapes during

flight and land in

a controlled

finish position.

Sequencing

Sequence of two

different

ending in

different body

shapes and body

positions.

Backward roll

down an inclined

surface.

Two-feet take-off

with hand

support on low

apparatus to turn

in lateral rotation

by transferring

body weight onto

hands, bringing

the body over

the apparatus,

and back to feet,

several times in

succession.

Mounting,

Dismounting and

finished position.

Sequencing

Sequence of four

different

movements

including a

balance action

and a rotating

action, with

pathways,

smooth transition

and different

starting and

ending positions.

102


movements with

control, smooth

transition and a

clear starting and

ending position.

Vaulting

Jump to hold

momentarily on

hands with

straightened

arms on high

apparatus with

hips at the height

of the hands,

bearing own

body weight with

feet off the

ground.

Jump off a

medium-height

apparatus to

land in a

controlled

finished position.

Sequencing

Sequence of four

different

103


movements with

smooth

transition, and

different starting

and ending

positions.

Games and Sports:


Rolling and

Underhand

Catching

underhand roll

o a small bag

along a line.

o small to

medium-sized

objects

towards a

large target.

Rolling and

Underhand

Catching

Underhand roll

using a small

ball for distance.

Tossing/Throwing

and Catching

Underhand

throw/ toss a

variety of small

Throwing and

Catching

2-handed push

pattern (chest

pass and

bounce pass) to

a stationary and

moving partner.

2-handed

overhead pass

to a stationary

Sending and

Travelling

Throw, Kick and

Push an object

using a long-

handled

implement to a

stationary and

moving

teammate in the

presence of a

Invasion Games:

Maintaining

possession of the

ball or object

Pass the ball

when guarded

to teammate

who is open,

dodge defender

and move into

open space to

Invasion Games:

Creating space to

invade

Dodge a

defender and

move into open

space to create

space for

teammate to

pass, dribble or

shoot.

104


Catch

underhand roll

from a partner

5m away.

Tossing/Throwing

and Catching

Underhand

throw a variety

of small objects

towards a large

target at least

3m away, at a

low and medium

level.

2-handed

underhand

throw a

medium-sized

ball towards a

large target at

least 5m away,

at different

and medium-

sized objects

towards a

stationary

partner, at least

4m away

Catch

underhand

throw/ toss with

one and two

hands, at and

above waist

level.

Overhand throw

a variety of

objects to a

target with

increasing

distance and

accuracy.

Underhand

throw/ toss a

and moving

partner.

Backhand throw

a disc to a

stationary and

moving partner

Catch a

backhanded

throw from a

stationary and

moving position

at different

levels.

Shoot using a

variety of throws

at or into

increasingly

smaller targets

at different

levels, using

proper follow

defender.

Receive a return

pass in the

presence of a

defender.

Strike, Serve

and Volley an

object using

body parts and

racket over a

net/barrier away

from the

opponent.

Receive using

body parts a

pass from a

teammate.

Strike an object

using an

implement so

that the object

travels in the

receive the ball.

Dodge defender

and move into

open space,

receive the ball

with a jump or

stride stop and

pivot to a ready

position to

shoot, pass or

dribble.

Using space to

invade

Receive the ball

in a ready

position to

shoot, pass or

dribble and

dribble when

there is an open

pathway

towards the

Attacking the goal

(Receive the

ball in a ready

position to

shoot, pass or

dribble), shoot

when there is

space and

within ability.

Dribble when

there is an open

lane towards the

goal, shoot in a

continuous

action when

within ability and

follow through to

rebound the

ball.

Stopping the

invasion

Guard the

105


levels.

Overhand throw

a variety of

small objects

towards a large

target at least

5m away, at

different levels.

Sidearm throw,

a variety of

small objects

towards a large

target, at least

5m away.

Self-toss using

the 1- and 2-

handed

underhand

throw/ toss, a

ball at different

levels.

Catch using 1

variety of

objects to a

moving partner

Catch an

underhand

throw/ toss

while on the

move with one

and two hands.

Overhand throw

a variety of

small objects

towards a

stationary

partner at least

6m away

Catch an

overhand throw

from a partner

at least 6m

away with one

through.

Pass and catch

using one and

two hands, a

variety of

objects with a

partner while

both partners

are moving, at

least 4 to 12m

apart.

Pass using a

variety of throws

to a moving

partner in the

presence of a

defender.

Kicking and

Trapping (with body

part)

Trap using the

foot while

intended

direction and

move to a

desired position.

Receiving and

Sending

Receive a pass

with hands, feet

and a long-

handled

implement in the

presence of a

defender.

Send a pass to

a stationary and

moving

teammate, in

the presence of

a defender.

Receive a pass

with hands, feet

and a long-

goal.

Regaining

possession of the

ball

Intercept the

ball when it is

within reach.

Denying space to

attack

Guard the

attacker from

receiving the

ball.

Net/Barrier Games:

Maintaining a rally

Strike with a

paddle, racquet

or body across

the net to the

opponent to

attacker with the

ball from moving

towards the

goal.

Guard the

attacker with the

ball from

shooting.

Net/Barrier Games:

Winning a point

Strike with a

paddle, racket

or body, the ball

or bird forcefully

and accurately

across the net,

to an open

space to win a

point.

Defending space

Move to an

106


and 2 hands a

self-bounced

ball at different

levels.

Catch using two

hands a gently

thrown ball from

a distance of 3m

away, at waist

level.

Striking

One-handed

underhand

strike a large

light weight ball

upwards,

allowing for one

bounce before

the next strike.

and two hands.

Bouncing /Dribbling/

Tapping (with hand,

leg and implement)

Dribble with

dominant and

non-dominant

hand without

losing control.

Dribble a ball

using the inside

of the foot of the

dominant leg.

Dribble with an

implement a ball

along the

ground.

Kicking and

Trapping (with body

part)

Kick using the

instep of the

stationary or

moving a ball

coming below

the knee.

Kick using the

inside of the foot

a ball on the

ground to a

stationary and

moving partner.

Kick to a moving

partner in the

presence of a

defender.

Kick a rolling

ball towards a

goal, using

smooth running

approach.

Striking and

Trapping (long-

handled

implement or a

rebound and

shoot on a goal,

with and without

a defender.

Receiving,

Propelling and

Sending

Receive a pass

and dribble

using hands,

feet and a long-

handled

implement

keeping away

from a defender.

Pass to a

stationary and

moving partner

or shoot on a

goal, with and

return.

Creating space to

attack

Strike with a

paddle, racket

or body, the ball

or bird across

the net to the

opponent’s

forecourt, to

move opponent

forward,

creating space

in the rear court

for attack.

Strike with a

paddle, racket

or body, the ball

or bird across

the net to the

opponent’s rear

court, to move

optimal

position / base

position after

every contact.

Move in sync

with partner /

teammates to

an optimal

position and

formation to

create a

defensive wall,

aiming to return

the ball/bird.

Striking/Fielding

Games:

Getting to the first

base

Strike / Bat the

ball (thrown

from a pitcher)

107


foot a stationary

ball to a target,

at least 4m

away.

Kick a stationary

ball using a

smooth running

approach.

Striking with body

part

1 and 2-handed

underhand

strike a large

light weight ball

against a target

on the wall.

Striking & trapping

(with implement)

Underhand

strike a drop ball

with a large,

short-handed

handled implement)

2-handed

sidearm strike,

using a long-

handled

implement, a

ball thrown from

a distance of at

least 8m.

Trap while

stationary or

moving, using a

long-handled

implement, a

ball coming from

different

directions.

Push using a

long-handled

implement a ball

to a stationary

and moving

without a

defender.

Travelling and

Sending

Strike an object

accurately and

with applied

force using the

underhand,

overhand,

backhand and

forehand/sidear

m stroke while

on the move.

opponent to the

rear, creating

space in the

forecourt for

attack.

Striking/Fielding

Games:

Getting to the first

base

Strike / Bat a

stationary ball

(placed on a

stand) away

from the first

base;

Getting on bases

beyond the first

base

Strike / Bat a

stationary ball

(placed on a

away from the

first base;

Getting on bases

beyond the first

base

Strike / Bat the

ball away

(thrown from a

pitcher) from the

bases that are

loaded and run.

Defending the

bases

Stand in

position to

maximize

coverage before

batter hits the

ball.

Move into

position to catch

the ball after the

108


paddle against

the wall.

Two-handed

sidearm strike a

ball from a

tee/cone.

Push using a

long-handed

implement, a

ball to a target

on the ground.

partner.

Push, using a

long-handled

implement, a

ball to a moving

partner in the

presence of a

defender.

Shoot, using a

long-handled

implement, a

ball at a target.

Striking / Volleying

(with body part)

Underhand

stroke (forearm

pass) with 1 and

2 hands, a ball

with a partner

continuously

with control in a

strike-bounce-

stand) away

from the bases

that are loaded

and run.

Defending the

bases

Stand in

position to

maximize

coverage before

batter hits the

ball.

Move into

position to catch

the ball after the

batter hits the

ball.

Run and catch

the ball when it

lands near the

fielder’s zone.

Throw the ball

batter hits the

ball.

Run and catch

the ball when it

lands near the

fielder’s zone.

Throw the ball

to teammate to

put the runner

out.

109


strike pattern.

Volley using the

2-handed

overhead

stroke, a ball so

that it travels in

the intended

direction at the

desired height.

Striking (with a

racquet)

Volley using the

underhand and

overhand

stroke, a shuttle

with a partner

over a high net.

Volley using the

forehand and

underhand

stroke with a

racket and ball

to teammate to

put the runner

out.

110


against a wall.

Volley with

underhand,

forehand and

backhand stroke

a racket and ball

to a partner over

a low net.

Dribbling

Dribble using

hands, a ball

while moving or

shielding it from

a defender.

Dribble using

feet through

space while

avoiding others

and preventing

others from

stealing the ball.

111


Dribble using a

long-handled

implement

through space

while avoiding

others and

preventing

others from

stealing the ball.

Outdoor Education:


Not applicable. Not applicable. Navigation Skills

– locate the

position of self

in relation to the

landmarks in the

school using

pictorial charts,

e.g., symbols,

Navigation Skills

– locate the

position of team

in relation to the

landmarks in the

school using

score

orienteering.

Navigation Skills

– locate the

position of self

in relation to the

landmarks in the

neighborhood

using pictorial

charts, e.g.,

Navigation Skills

– locate the

position of team

in relation to the

landmarks in the

neighborhood

using score

orienteering.

112


drawings symbols,

drawings and

colors.

Scope and Sequence for Secondary and Pre-U

Secondary

As the Secondary Syllabus is based on elective modules, the scope and sequence is based on the model presented in Chapter 3.

Pre-University

The PE Syllabus aims to enable students to demonstrate individually and with others the physical skills, practices and values to enjoy

a lifetime of active, healthy living. Building upon the experience of the physical activities in the Secondary School, the Pre-U PE

Syllabus provides for breadth and depth of learning, so that students become health and fitness advocates.

Students must complete the 4 categories of activities listed out below:

A. Advanced Games

113

Students must have learned the game in the Secondary level before they can attempt to choose the advanced module for the

game. In this module, students will learn about the history of the game, its origin, all rules, and be able to officiate the game

proficiently. In addition, student will acquire all necessary skills that requires them to play the game at a competitive level.

Examples of sports and games that can be offered in this category include, basketball, badminton, volleyball, softball, golf,

tennis etc.

B. Outdoor Recreation

This category requires students to engage their sense of adventure through the exploration of both natural and urban

environment to other unfamiliar settings. Students will develop appropriate outdoor skills through physical activities while

cultivating an attitude of care and appreciation for the environment, and thoughtful consideration for the risks and safety of

self and others.

Examples: Camping, Kayaking, Rock-climbing, Skiing.

C. Personal Challenge

With the completion of Physical Health and Fitness Modules in the Secondary level, students would have the knowledge and

skills to prepare themselves for greater challenge. Students then could choose to set a challenge for themself and work

towards achieving the goal. Completion of this module includes documentation of training program and log, and completion of

a community-run event.

Example: completing a 10KM run, or half-marathon or marathon; completion of a triathlon challenge; completion of a 100KM

bicycle challenge etc.

D. Organization and management of events

114

Competition provides a platform for students to apply the values, skills and understanding learnt during physical education

lessons in an authentic context. It serves as an important leverage point to expose our students to real-life sports settings in

a bid for them to acquire relevant 21st century competencies to cope with the fast changing world.

Students will role-model active and healthy living through active participation and advocacy in physical activities. This is

manifested through students having an active role in the decision-making in the organization of the competition, organizing

the team and preparing the team for the competition. These opportunities hone students’ leadership skills and sharpen their

risk assessment and management skills as health advocates.

An outcome for this elective is for students to organize an event for the community to participate in. Example, 5KM walk / run,

Basketball Challenge, Badminton Challenge, health fairs etc.

115

Chapter 6: Sample Unit Plans

To illustrate how this curriculum may be implemented sample unit plans have been included for primary level Dance and Net/ Barrier

Games. These sample lesson plans state the concepts to be taught, the goals and rationale for 10 lessons for each level from

primary 4 to primary 6. There is also formative assessment and a summative assessment where applicable as stated in the curricular

assessments as described in Chapter 4.

These unit plans are aligned to the unpacking of the goals done in Chapter 3 where the learning outcomes have been clearly stated.

116

Sample Unit Plan for Dance (Primary 4 – 6)

PRIMARY 4

Lesson Concept Taught Goal & Rationale Activity Teaching Cues Content Mastery

1 Rules and

Routines

Goal

Students will review

the management

rules.

Rationale

Students will be

aware of the

expectations on

achievement and

behaviour during

lessons.

Pathways

Groupings

Space – Personal;

Open

Participation –

maximum effort;

turn-taking

Etiquette – respect;

teamwork; fair play

Pathways – zig zag; circular;

straight; curved; and spiral.

Directions – forwards;

backwards, sideways (left/

right); and diagonal

Personal space – arm’s

length away from anyone

Open space – open spots in

play area

Respect your friend’s;

personal space; opinion;

everyone has a say.

Best effort – always try

Teamwork – take turns;

cooperate.

Fair Play – have integrity in

all you do

Students

demonstrate the

behaviors as stated

in teaching cues.

117


Grouping – fours; pairs;

threes.

2 Leading

movements with

different body

parts in a

variation of

direction, and

pathways.

Goal

Students are able to

put together a

movement phrase

leading with different

body parts with

various directions

and pathways.

Rationale

This will bring out the

concept for body

awareness and

emphasize smooth

transitions between

movements in a

phrase.

Write your name

with different body

parts to a beat.

Draw a line following

the music on paper

that moves in

different pathways

and create that line

using with your body

movements leading

with different body

parts.

Perform to a partner

who will give

feedback on how

closely the

movement

resembles the line.

Lead with:

o Arms;

o Legs;

o Head;

o Shoulders;

o Elbows; etc.

Make your line move to the

music – show what you think

the music is saying

Move like your line; use

different body parts to start

the movement

Remember the movement

phrase

Do the phrase again exactly

the way you did it the first

time.

Students recreate

and perform their

movement phrase


body parts,

pathways and

directions to the

music.

3 Leading Goal Move to the beat in Lead with: Students perform a

118


movements with

different body

parts in a

variation of

direction, and

pathways.


put together a

movement phrase


body parts with

various directions,

levels and pathways.

Rationale

Students will

understand how

levels change the

flow of the movement

and be able to

incorporate that in

their phrase.

different pathways

and levels.

Work in pairs

mirroring partner’s

pathways and levels

to the beat.

Create a movement

phrase with your

partner to the beat

incorporating levels,

pathways and


body parts.

o Arms;

o Legs;

o Head;

o Shoulders;

o Elbows; etc.

Mirror your partner’s

movements exactly.

Levels are:

o High – fully extended on

toes;

o Low – at knee level; and

o Medium – at waist to

chest.

Work together to

synchronize your

movements.

Follow the beat.

Use different pathways.

synchronized mirror

– image movement

phrase with their

partners their


body parts, level and

pathways to the

beat.

4 Leading

movements with

different body

Goal


create a movement

Listen to the music

with your partner

and draw your

Directions shown with arrow

head on line ( )

Levels shown as:

Students create a

written synchronized

movement phrase

119


parts in a

variation of

direction, and

pathways.

phrase leading with

different body parts

with various levels;

pathways and effort

(force) and timing to

the music.

Rationale

Students will

understand how the

force of their

movement and

varying the timing of

their actions changes

the impact and flow

of their movement

phrase.

movement phrase

with a line showing

pathways; levels;

effort (force); and

timing.

Work in pairs to

create the

movement phrase

that represents your

line.

Practice your

movement phrase.

o High –

o Low – ; and

o Medium – above the

movement line.

Effort indicated by thick line

for strong and thin line for

soft and light.

Timing indicated by:

o Fast;

o Slow;

o Very slow; etc. written

above the movement line.

Remember to synchronize

your movements.

with their partner

using levels;

pathways; effort

(force); and timing to

the music.

5 Leading

movements with

different body

parts in a

Goal


perform a movement

phrase leading with

Practice your

movement phrase

with your partner

based on your


your movements

Vary your timing and effort

(force) based on the

Students perform a

synchronized

movement phrase

with their partner

120


variation of

direction, and

pathways.


with various levels;

pathways and effort

(force) and timing to

the music.

Rationale

Students will be able

to recreate and refine

their movement

phrase.

design.

Refine the

movement phrase to

ensure smooth

transitions between

movement changes.

Perform your

movement phrase

for another pair.

Formative

Assessment

Peer assessment on

performance by

pairs.

expression in the music.

Keep refining the

movements to get a smooth

transition from one action to

the next.

using levels;

pathways; effort


the music.

6 Movement

phrases with

different body

parts leading the

movement and

incorporating

Goal

Students in groups of

3 to be able to

develop a movement

phrase leading with


Listen to the music

with your partners

and draw your

movement phrase

with a line showing

pathways; levels;

Directions shown with arrow

head on line ( )

Levels shown as:

o High –

o Low – ; and

Students create a

written synchronized

movement phrase

with their partners

using levels;

pathways; effort

121


pathways, levels,

force and timing.

and incorporating

pathways, levels,

force and timing to

music.

Rationale

This is a progression

to group work in

synchronization as

the dynamics for a

group of 3 is different

from pairs.

effort (force); and

timing.

Work in threes to

create the

movement phrase

that represents your

line.

Practice your

movement phrase.

o Medium – above the

movement line.

Effort indicated by thick line

for strong and thin line for

soft and light.

Timing indicated by:

o Fast;

o Slow;

o Very slow; etc. written

above the movement line.


your movements.


the music.

7 Movement

phrases with

different body

parts leading the

movement and

incorporating

pathways, levels,

force and timing.

Goal


3 to be able to refine

and perform a

movement phrase


body parts and

incorporating

pathways, levels,

Practice your

movement phrase

with your partners

based on your

design.

Refine the

movement phrase to

ensure smooth

transitions between


your movements




Keep refining the



the next.

Students perform a

synchronized

movement phrase

with their partners

using levels;

pathways; effort


the music.

122


force and timing to

music.

Rationale

This is application

and reinforcement of

refining and

performing a

movement phrase in

threes.

movement changes.

Perform your

movement phrase.

8 Movement

phrases with

different body

parts leading the

movement and

incorporating

pathways, levels,

force and timing.

Goal


5 to be able to

develop; refine and

perform a movement

phrase leading with


and incorporating

pathways, levels,

force and timing to

music.

Design and practice

your movement

phrase with your

partners to a given

piece of music.

Refine the

movement phrase to

ensure smooth

transitions between

movement changes.

Perform your

Write your movement

phrase design using the

symbols learnt.


your movements.




Keep refining the



Students design,

refine and perform a

synchronized

movement phrase

with their partners

using levels;

pathways; effort


the music.

123


Rationale

This is application


designing, refining

and performing a

movement phrase

with the dynamics of

a group of 5.

movement phrase. the next.

9 Interpreting pre-

selected

movement

phrases.

Goal


5 to interpret a

written movement

phrase and practice it

in groups of 5 to

music.

Rationale

This is application


designing, refining

Teacher

demonstration of

movement phrase to

the set music.

Interpret the

movement phrase

for a group of 5.

Practice the

movement phrase to

the given music.

Keep in mind the pathways

used and the leading body

parts.

How would you work in fives

to coordinate the

performance with the

accents of force, levels and

timing?


your movements.

Students interpret

and adapt a

synchronized pre-

selected movement

phrase for a group

of 5 to the given

music.

124


and performing a

movement phrase


a group of 5.

10 Interpreting pre-

selected

movement

phrases.

Goal


5 to refine and

perform a pre-

selected movement

phrase to music.

Rationale

This is application


designing, refining

and performing a

movement phrase


a group of 5.

Practice and refine

the pre-selected

movement phrase to

the given music.

Perform the

movement phrase to

the given music for

another group.

Formative

Assessment

Peer assessment on

performance by

groups.



parts.


your movements and keep

transitions smooth.

Students refine and

perform a

synchronized pre-

selected movement

phrase for a group

of 5 to the given

music.

125

PRIMARY 5

Lesson Concept Taught Goal & Rationale Activity Teaching Cues Assessment

1 Rules and

Routines

Goal


the management

rules.

Rationale

This is reinforcement

of the expectations

on achievement and

behaviour during

lessons.

Pathways with

space – Personal;

Open.

Moving to music

with expression in

pairs: participation –

maximum effort;

turn-taking.

Moving to music in

groups with etiquette

– respect;

teamwork; fair play.

Pathways – change

directions; and look out for

personal space – arm’s


and open space – open

spots in play area



everyone has a say.



cooperate.


all you do

Students

demonstrate the

behaviors as stated

in teaching cues.

2 Interpreting pre-

selected

movement

phrases.

Goal

Students to review

and perform pre-

selected movement

phrase from primary

Listen to music for

pre-selected

movement phrase

and review steps.

Practice pre-



parts.


your movements and keep

Students refine and

perform a

synchronized pre-

selected movement

phrase for a group

126


4.

Rationale

This will revise

leading with body

parts, levels, force,

timing and pathways.

selected movement

phrase in pairs.

Perform pre-

selected movement

phrase.

transitions smooth. of 5 to the given

music.

3 Movement

phrases in

unison

(synchronized)

with BSER

concepts, and

varying spatial

patterns

(clustered;

symmetrical;

asymmetrical;

etc.).

Goal

Students to create

movement phrases

individually and in

pairs with pathways,

levels, timing and

force using varying

spatial patterns to the

beat.

Rationale

The key concept here

is spatial patterns

leading up to

Teacher

demonstration of

spatial patterns for

an individual.

Design and practice

individually your

movement phrase

with spatial patterns

to a given piece of

music.

Design and practice

in pairs a movement

phrase in unison


Use symmetrical/

asymmetrical spatial

patterns.


your movements.

Keep refining the



the next.

Students design

and practice a

synchronized

movement phrase

individually and with

their partner to the

music with

emphasis on spatial

patterns.

127


formations later on. to a given piece of

music.

4 Movement

phrases in

unison

(synchronized)

with BSER

concepts, and

varying spatial

patterns

(clustered;

symmetrical;

asymmetrical;

etc.).

Goal

Students to create

movement phrases in

threes with pathways,

levels, timing and

force using varying


music.

Rationale

This is for application

and adaptation to the

dynamics of a group

of 3.

Design and practice

in threes, your

movement phrase


to a given piece of

music.

Use symmetrical/


patterns.

Keep your movements in

unison.

Keep refining the



the next.

Students design

and practice a

synchronized

movement phrase

with their partners

to the music with

emphasis on spatial

patterns.

5 Movement

phrases in

unison

(synchronized)

with BSER

Goal

Students to create

movement phrases in

fours with pathways,

levels, timing and

Design and practice

in fours, your

movement phrase


to a given piece of

Use symmetrical/


patterns.


unison.

Students design

and practice a

synchronized

movement phrase

with their partners

128


concepts, and

varying spatial

patterns

(clustered;

symmetrical;

asymmetrical;

etc.).

force using varying


music.

Rationale

This is for application

and adaptation to the

dynamics of a group

of 4.

music. Keep refining the



the next.

to the music with

emphasis on spatial

patterns.

6 Movement

phrases in

unison

(synchronized)

with BSER

concepts, and

formations (e.g.

couples in a

circle

interweaving).

Goal

Students to create

movement phrases in

fours with pathways,

levels, timing and

force using

formations (e.g.

couples in a circle

interweaving) to the

music.

Rationale

Design and practice

in fours, your

movement phrase

with formations to a

given piece of

music.

Use couples or group

formations.

Think about combining

pathways in unison with

pairs as part of the group of

4.


unison.

Keep refining the



the next.

Students design

and practice a

synchronized

movement phrase

in groups of 4 to the

music with

emphasis on

formations and

interconnected

movements such as

interweaving.

129


This is extending

spatial patterns to

formations for the

dynamics of a group

of 4.

7 Movement

phrases in

unison

(synchronized)

with BSER

concepts, varying

spatial patterns

and formations

(e.g. couples in a

circle

interweaving).

Goal

Students to create a

combination of 2

movement phrases

(repeated

throughout) in threes

with pathways,

levels, timing and

force using spatial

patterns and

formations to the

music.

Rationale

This is extending

movement phrases

Teacher

demonstration of a

combination of 2

movement phrases

repeated to form a

set dance of 1

minute to music.

Design and practice

in threes, your

combination of

movement phrases


given piece of

music.

Design two movement

phrases to the music first.

Combine the two phrases –

keep in mind smooth

transitions from one phrase

to the next.


unison.

Keep refining the



the next.

Students design

and practice a

synchronized

combination of two

movement phrases


music with

emphasis on

formations and

interconnected

movements such as

interweaving.

130


beyond just a single

execution to a

combination leading

to a set dance piece.

8 Combination of

at least 2

movement

phrases in a set

dance with BSER

concepts, varying

spatial patterns

and formations,

and

demonstrating a

clear beginning,

middle and end.

Goal

Students to refine

and perform a

combination of 2

movement phrases

(repeated

throughout) in threes

with pathways,

levels, timing and

force using spatial

patterns and

formations to the

music.

Rationale

This is extending

movement phrases

Refine and perform

in threes, your

combination of

movement phrases


given piece of

music.

Keep in mind smooth


to the next.


unison.

Keep refining the



the next.

Students refine and

perform a

synchronized

combination of two

movement phrases


music with

emphasis on

formations and

interconnected

movements such as

interweaving.

131


beyond just a single

execution to a

combination leading

to a set dance piece.

9 Combination of

at least 2

movement

phrases in a set

dance with BSER

concepts, varying

spatial patterns

and formations,

and

demonstrating a

clear beginning,

middle and end.

Goal

Students to create a

set dance of 2

movement phrases

(repeated

throughout) in fours

with pathways,

levels, timing and

force using spatial

patterns and

formations to the

music.

Rationale

This is extending

combination of

movement phrases to

Design and practice

in fours, your

combination of

movement phrases


given piece of

music.

Design two movement

phrases to the music first.

Combine the two phrases –

keep in mind smooth


to the next.


unison.

Keep refining the



the next.

Students design

and practice a

synchronized

combination of two

movement phrases


music with

emphasis on

formations and

interconnected

movements such as

interweaving.

132


a set dance piece.

10 Combination of

at least 2

movement

phrases in a set

dance with BSER

concepts, varying

spatial patterns

and formations,

and

demonstrating a

clear beginning,

middle and end.

Goal

Students to refine

and perform a set

dance of 2 movement

phrases (repeated

throughout) in fours

with pathways,

levels, timing and

force using spatial

patterns and

formations to the

music.

Rationale

This is extending

combination of

movement phrases to

a set dance piece.

Refine in fours, your

combination of

movement phrases


given piece of

music.

Perform in fours,

your combination of

movement phrases


given piece of music

for another group.

Formative Assessment

Peer assessment on

performance by

groups.

Keep in mind smooth


to the next.


unison.

Keep refining the



the next.

Have a clear beginning,

middle and end.

Students refine and

perform a

synchronized

combination of two

movement phrases


music with

emphasis on

formations and

interconnected

movements such as

interweaving.

133

PRIMARY 6


1 Rules and

Routines

Goal


the management

rules.

Rationale

This is

reinforcement of the

expectations on

achievement and

behaviour during

lessons.

Pathways with space

– Personal; Open.

Moving to music with

expression in pairs:

participation –

maximum effort; turn-

taking.

Moving to music in

groups with etiquette

– respect; teamwork;

fair play.

Pathways – change

directions; and look out for

personal space – arm’s


and open space – open

spots in play area



everyone has a say.



cooperate.


all you do

Students

demonstrate the

behaviors as stated

in teaching cues.

2 Combinations of

a wide range of

actions of the

body parts and

whole body, with

Goal

Students to create

and practice in

fours, a

combination of 3

Teacher

demonstration of

balance, weight shift,

elevation, landing,

and fall and recovery

Balance is held for at least 3

seconds.

Keep in mind formations.

Have a clear start, middle

and end.

Students design

and practice in

fours a combination

of 3 movement

phrases

134


varying balance,

weight shift,

elevation,

landing, and fall

and recovery.

movement phrases

with BSER

concepts

emphasizing

balance, weight

shift, elevation,

landing, and fall and

recovery, and

formations with a

clear beginning,

middle and end.

Rationale

This will review

combining

movement phrases

in fours.

in response to a 1-

minute piece of

music.

Students design and

practice in fours a

combination of 3

movement phrases

incorporating


elevation, landing,


in response to music.

Work as a team in unison. incorporating

balance, weight

shift, elevation,

landing and

recovery to music.

3 Combination of a

wide range of

actions of the

body parts and

Goal

Students to refine

and perform in

fours, a

Students refine and

perform in fours a

combination of 3

movement phrases

Balance is held for at least 3

seconds.

Keep in mind formations.

Have a clear start, middle

Students refine and

perform in fours a

combination of 3

movement phrases

135


whole body, with

varying balance,

weight shift,

elevation,

landing, and fall

and recovery.

combination of 3

movement phrases

with BSER

concepts

emphasizing

balance, weight

shift, elevation,

landing, and fall and

recovery, and

formations with a

clear beginning,

middle and end.

Rationale

This will reinforce

combining

movement phrases

in fours.

incorporating


elevation, landing,


in response to music.

and end.

Work as a team in unison.

incorporating

balance, weight

shift, elevation,

landing and

recovery to music.

4 Set dance in

cannon – The

Grand Old Duke

Goal

Students to learn

the set dance for

Teacher leads

students through

movement phrases

Make an archway.

Take turns (in cannon) to

move down the archway with

Students

demonstrate

knowledge of

136


of York “The Grand Old

Duke of York”.

Rationale

This will introduce

movement phrases

in cannon.

and combinations of

“The Grand Old Duke

of York”.

Students practice the

set dance “The Grand

Old Duke of York”.

the combination of steps.

Keep in time to the music.

Keep in synchronized

movement with your partner.

moving in cannon

to movement

phrases from “The

Grand Old Duke of

York”.

5 Set dance in

cannon – The

Grand Old Duke

of York

Goal

Students to perform

the set dance for

“The Grand Old

Duke of York”.

Rationale

This will reinforce

the concept of

movement phrases

in cannon.

Students practice the

set dance “The Grand


Students perform as

a whole group the set

dance “The Grand


Make an archway.


move down the archway with

the combination of steps.


Keep in synchronized

movement with your partner.

Students perform in

cannon the

movement phrases

from “The Grand


6 Movement

phrases in canon

(starting at

Goal

Students create and

practice in pairs,

Students create a

combination of 2

movement phrases in


perform the combination.


Students create

and perform a

combination of 3

137


different times

within regular

intervals) with

BSER concepts,

and varying

spatial patterns

and formations.

threes and fours,

movement phrases

in canon (starting at

different times

within regular

intervals) with

BSER concepts,

and varying spatial

patterns and

formations, in

response to

music/stimuli.

Rationale

This is to allow

students to apply

their knowledge of

movement phrases

in cannon.

pairs and perform it in

cannon.

Students create a

combination of 3

movement phrases in

threes and perform it

in cannon.

Students create a

combination of 3

movement phrases in

fours and perform it in

cannon.

Keep in time with the cannon

and your partners.

movement phrases

in a cannon.

7 Movement

phrases in canon

Goal

Students create and

Students

choreograph and

Take turns (in cannon) to Students create

and practice a

138


(starting at

different times

within regular

intervals) with

BSER concepts,

and varying

spatial patterns

and formations.

practice in fives, a

combination of

movement phrases

in cannon in a set

dance to music with

a clear beginning,

middle and end.

Rationale

This is to reinforce

students’

knowledge and

application of the

combination of

movement phrases

in cannon.

practice in groups of

5 a combination of at

least 3 movement

phrases to music in a

cannon for at least 3

minutes.



Keep in time with the cannon

and your partners.

combination of at

least 3 movement

phrases, in cannon

for a group of 5.

8 Combination of

movement

phrases in

cannon in a set

dance.

Goal

Students refine and

practice in fives, a

combination of

movement phrases

Students refine

choreography for the

set dance and

practice in groups of

5 a combination of at




Keep in time with the

Students refine and

practice a

combination of at

least 3 movement

phrases, in cannon

139


in cannon in a set

dance to music with

a clear beginning,

middle and end.

Rationale

This is to reinforce

students’

knowledge and

application of the

combination of

movement phrases

in cannon.

least 3 movement

phrases to music, in

cannon for at least 3

minutes.

cannon and your partners. for a group of 5.

9 and

10

Combination of

movement

phrases in

cannon in a set

dance.

Goal

Students perform in

fives, a set dance

using a combination

of movement

phrases in cannon

to music with a

clear beginning,

Groups given 15

minutes to practice

before assessment.

Groups of 5 (half the

groups to perform

each lesson) perform

their choreographed

set dance in cannon.

Remember the rubrics, look

out for:

o Smooth transitions;

o Synchronization; and

o Performance using

cannon.

Write your reflection on the

following:

Students are able

to choreograph a

set dance using a

combination of

movement phrases

in cannon with a

clear beginning,

middle and ending.

140


middle and end.

Rationale

This is to assess

students’

knowledge and

application of the

combination of

movement phrases

in cannon.

Peer assessment with

reflection.

Teacher assessment

for grading.

o How the performance

made you feel; and

o What would you have

done differently if you were

performing.

141

Assessment of Unit

Students will be assessed formatively twice in Primary 4 and once in Primary 5. A final curricular assessment for the unit will be done

at the end of Primary 6. Peer assessment would be done during weeks 5 and 10 in Primary 4 and during week 10 in Primary 5. The

following holistic rubrics will be used for the peer assessment in Primary 4 and 5.

Primary


4 & 5 Students:


Use expressive and

purposeful gestures

throughout the whole

performance;

Use of a variety of

pathways, levels,

directions, force and timing

with their gestures;

Make smooth transitions

from one action to the next

throughout the

performance; and

Students:

Move to the beat;

Use some expressive and

purposeful gestures;

Use some of the following

in their movement phrase:

o Pathways;

o Levels;

o Directions;

o Force; and

o Timing.

Make some smooth

transitions from one action

to the next; and

Students:

Does not always move to

the beat;

Use very few expressive

and purposeful gestures;

Use only one or two of the

following in their movement

phrase:

o Pathways;

o Levels;

o Directions;

o Force; and

o Timing.

Make transitions that are

Students:


Are not able to perform a

movement phrase ;

Are unwilling to perform;

and

Lose synchronicity with the

music and their partner(s)

throughout during the

performance.

142

Primary


Are very synchronized with

the music and their

partner(s).



at times during the

performance.

not smooth from one action

to the next; and



often during the

performance.

6 Students:


Use expressive and

purposeful gestures

throughout the whole

performance;

Use of a variety of

pathways, levels,

directions, force and timing

with their gestures;

Make smooth transitions

from one action to the next

throughout the

performance; and

Students:

Move to the beat;

Use some expressive and

purposeful gestures;

Use some of the following

in their movement phrase:

o Pathways;

o Levels;

o Directions;

o Force; and

o Timing.

Make some smooth

transitions from one action

to the next; and

Students:

Does not always move to

the beat;

Use very few expressive

and purposeful gestures;

Use only one or two of the

following in their movement

phrase:

o Pathways;

o Levels;

o Directions;

o Force; and

o Timing.

Make transitions that are

Students:


Are not able to perform a

movement phrase ;

Are unwilling to perform;

and

Cannot perform in cannon.

143

Primary


Are synchronized in

cannon with the music and

with their partner(s).

Miss timing for cannon with

their partner(s) at times

during the performance.

not smooth from one action

to the next; and

Unable to maintain timing

for cannon.

Source: Young, D., 2011, Moving to Success [p 135]. Greenville, SC: DBY Publications.

144

Sample Unit Plan for Net/ Barrier Games – Striking with a Racquet (Primary 4 – 6)

PRIMARY 4 (Badminton)


1 Rules and Routines Goal

Students to be able to

list rules and perform

the routines that is

necessary for every

lesson.

Rationale

Setting rules and

routines early in the

unit will avoid

disruptions in future

lessons as students

know the

expectations of the

teacher and thus are

able to follow them.

To teach the

management rules

Formations for

grouping (celery,

carrot, etc.)

Rules

Place racquets

and birds on the

floor when

teacher is talking

Ensure a distance

of at least 5ft from

the next player

Do not disrespect

the equipment

e.g. pull the net or

throw racquet on

floor

Routines

Enter gym and sit

in rows of 4s and


explain the rationale

for the rules e.g.

safety for keeping a

minimum distance of

5ft from next player

145


remember seating

position. First two

in each row to be

partners for the

day. So are the

last two.

On teacher’s

instruction, first

person of each

row to collect

equipment for

everyone in the

row

At the end of the

lesson, the last

person of each

row to return the

equipment

2 Introduction to

Badminton (how to

score) - Playing the Bird

Goal

Students to

understand that in

Throwing a Bean Bag

(Challenge Activity)

Each pair of students

As students play the

game, they should

ask themselves:


explain that:

a) Empty spaces are

146


into Space badminton (or any net

barrier games), the

objective is to place

the ball into empty

spaces in the

opponent’s half.

Rationale

The understanding of

this concept sets the

background for all

subsequent lessons

since all skills and

concepts taught will

specifically address

the objective of

scoring (or preventing

it).

to play against each

other. The objective is

to throw the bean bag

into opponent’s half

such that it lands on

the floor to score. 2

sets to be played with

different rules.

Set 1 – Player without

the bean bag must

choose a position

before bag is thrown.

As bag is thrown,

he/she cannot move

from chosen spot but

can only reach out

with hands to catch

bag.

Set 2 – This time,

player without the

bean bag can move

as the bag is being

What does empty

spaces mean in

relation to the

position of the

opponent?

In Set 2, is it more

difficult to score

and why?

where the

opponent is not

standing and

preferably as far

from him/her as

possible.

b) In Set 2, it is more

difficult to score

because

opponent can

now run to the

bag for the catch.

Hence in order to

score, other

factors must be

considered like

how fast, high far

or near you are

going to throw the

bag back.

147


thrown. However,

he/she must return

the bag in the same

spot and body

orientation that

he/she catches the

bag with.

3 Introduction to long

implement - Grips

(Badminton)

Goal

Students to know the

difference between

the forehand and the

backhand grip

Rationale

It is important that

students know how to

grip the racquet in the

correct way before

progressing to other

skills

Keep the bird in the

air


Each student to have

a bird each and they

are to continuously hit

the bird upwards.

Students can start off

with one type of grip

first. They are to

eventually keep the

bird up with both grips

in an alternating

sequence for at least

Grip the racquet like

doing a friendly

handshake. The

thumb should be

pressing on one of

the wider surface of

the racquet grip. Do

not grip racquet too

tightly.

Forehand – Turn the

racquet such that the

underside of the arm

faces the direction of


keep the ball in the air

with both grips

effectively without

having to move

frequently

148


20 hits. the stroke. Use index

finger to control the

forehand stroke.

Backhand – Turn the

racquet such that the

knuckles face the

direction of the

stroke. Use the thumb

to control the

backhand stroke.

4 Basic Skill – Serve Goal


do a serve using the

forehand grip across

to the opponent’s half.

No other

requirements as the

objective is to start

easy just by getting

the bird across.

Practice Drill

Students to serve to

one another. No

returns are allowed.

Students are to catch

the bird each time

his/her partner

serves. He/she will

then serve back to

Serve

Non master foot

forward

Use a forehand

grip and pull

racquet back

Hold bird with

outstretched arms

at the feather with

only the index and


serve the bird across

consistently on the

first hit.

149


Rationale

Learning to serve

early in the unit

makes sense as it

must be performed in

every rally.

the partner. middle fingers

Release bird – do

not toss

Hit the bird in the

middle of the

head of the

racquet

(cue: foot forward, pull back, release, swing)

5 Basic Skill – Serve Goal


hit a high serve to the

top of the head of

partner.

Rationale

Learning the high

serve leads to the

next lesson as the

high serves then

Practice Drill

Students to serve to

one another. No

returns are allowed.

Students are to catch

the bird each time

his/her partner

serves. He/she will

then serve back to

the partner.

(same as previous

lesson)


serve high to a

partner that can be

easily returned with

an overhead

clearance without the

partner having to

move from his/her

spot.

150


become feeds for

practising the

overhead clearance.


Pairs which are able

to serve well can

progress to

challenging one

another by standing

on different spots in

the court. The partner

will then attempt to do

a high serve as

accurately as he/she

can to him/her.

6 Basic Skill - Overhead

Clearance

Goal


return a bird from a

high serve using the

Overhead Clearance.

Students are

expected to be able to

return the bird high

and pass the short

Practice Drill

Students to literally

perform and hold the

stance-execution

actions so that

teacher can correct

mistakes. When

teacher is satisfied

that all can perform

Overhead Clear

Stance:

Non-master leg

forward

Slant body

towards master

side

Pull racket to

back of head with


perform the Overhead

Clearance

consistently from

reasonably placed

high serves.

151


service line.

Rationale

In badminton, the

overhead clearance is

the most commonly

used skill for

beginners. Thus

students can

generally maintain a

rally already after

learning the overhead

clearance.

the stance and

execution actions,

students to practice

with partners. One to

feed bird while

partner practices the

overhead clearance.

After about 10 shots,

switch feeder.

racquet head

facing down i.e.

elbows higher

than wrist

Execution

Move feet to get

under the bird just

above the

forehead

Extend arm

upwards

Contact bird at

the highest point

when arm and

racquet are fully

extended

Follow through

with snap of wrist

(cue: racket high, pull back, extend arm, follow

152


through),

7 Overhead Clear Goal


extend the range of

their overhead

clearance to the back

court

Rationale

This is a progression

from the previous

lesson where the

objective is just to get

the bird beyond the

service line. Most

times, beginners will

have problems hitting

the bird far. To hit the

bird far requires

proper execution and

a good follow through.

Angry birds


Place a hula hoop in

the middle of the

backcourt with a cone

in the centre.

Objective is to reach

the cone with a high

overhead clearance

to score 2 points

while getting the bird

into the front court

scores 1 point.

Partners to challenge

one another.

Ensure to contact

the bird in the

middle of the

head of the

racquet.

Also, contact bird

at the highest

point with both

arm and racquet

fully extended.

Follow through

strong with both

wrist and arm.


hit the bird to an area

target placed in the

middle of the

backcourt

consistently.

153


Getting all of these

right will allow the

player to maintain a

proper rally since

he/she can now

effectively place the

bird anywhere.

8 Maintaining a rally with

Overhead Clearance

only

Goal


maintain a rally with

Overhead Clearance

only

Rationale

This allows

application of the

Overhead Clearance

in a more real life

setting

Maintaining a Rally

Students are to

maintain a rally using

the Overhead

Clearance only. Start

off with a high

forehand serve.

Count the number of

hits for each rally. If

player unable to

return with an

Overhead Clearance,

let the bird drop and

restart the rally.

Ensure to return

the bird high and

to partner. This is

a rally and not a

match.

Move feet quickly

to get under the

bird.

Ensure stance

and execution are

proper.


maintain a rally of at

least 10 hits

154


9 Basic Skill – return to

base

Goal


return to base after

every execution of

shot.

Rationale

Returning to base is

an important

defending concept

and maintain a rally.

Practice Drill for

Footwork

Teaching moving

around the court, with

leading leg.

Practice Drill for

returning to base.

Students to practice

in pairs. Feeder to

serve to any where in

court opposite court,

partner to catch the

bird with hands, and

return to base.

Change over after 10

serves.

Ensure that the

master leg takes

a step big enough

for arm and

racquet to reach

the bird.



least 20 hits

10 Maintaining a rally

(Unit Assessment)

Goal


maintain a rally with a

serve, and overhead

Maintaining a Rally

Students are to


all the strokes learnt.

Ensure to return

the bird to

partner. This is a

rally and not a



least 20 hits

155


clear.

Rationale

Once again, this is to

allow application of all

the skills that were

learnt in a real life

setting.

Start off with a high

forehand serve.

match. However,

with the forehand

and backhand

strokes in play

this time, the

returns are not

necessarily high.

Move feet quickly

to get to bird.

Ensure all

footwork, stance

and execution are

proper.

156





list rules and perform

the routines that is

necessary for every

lesson.

Rationale

After a long break

from badminton, it is

necessary to review

all the rules and

routines with the

students concerning

the badminton unit so

that they can perform

up to teacher’s

expectations in the

coming lessons.

Teacher to review the

management rules

Rules

Place racquets

and birds on the

floor when

teacher is talking

Ensure a distance


the next player

Do not disrespect

the equipment


throw racquet on

floor

Routines

Enter gym and sit

in rows of 4s and

remember seating

position. First two

in each row to be



for the rules e.g.


minimum distance of


157


partners for the

day. So are the

last two.

On teacher’s

instruction, first

person of each

row to collect

equipment for

everyone in the

row

At the end of the

lesson, the last

person of each

row to return the

equipment

2 Revision - Basic Skills Goal

Students to review

and practice the

serve and Overhead

Clearance.

Revision of Strokes

Teacher to demo

each stroke.Then

each student to

practice 10 hits for

each of the strokes

Ensure to return

the bird to

partner. This is a

rally and not a

match.

Move feet quickly


perform all strokes

correctly and thus

maintain a rally of 20

hits.

158


Rationale

This will prepare the

students for more

advanced concepts

and skills.

with feeding from

respective partners

Maintaining a Rally

Students are to


all the strokes learnt.

Start off with a high

forehand serve.

to get to bird.

Ensure all

footwork, stance

and execution are

proper.

3 Singles Game –

Discovery into “setting

up for an Attack”

Goal

Students to play a

singles game. The

objective is really to

get the students to

discover the concept

of setting up an

attack.

Rationale

The key concept to

learn in the following

Singles Game


Students are to play a

game trying to

outscore one another

using the Volleyball

scoring system. First

to get to 15 points

wins. Teacher will

then use this

experience to lead

them to understand

Questions:

a) Where did you

place the bird

when your

opponent was in

– Left, Right,

Back and Front

Court?

b) What if your

opponent was

standing in the

middle of the


describe:

a) What empty

spaces are in

relation to the

position of the

opponent. (This

was learnt in an

earlier lesson)

b) How to create

these spaces for

scoring

159


lessons is “setting up

an attack”. Having

them play a singles

game then

questioning them to

lead them to

understand the

concept will help

students learn better

in the following

weeks.

how to score. court, what can

you do?

c) So, if you wanted

to attack say the

back court, where

should you force

the opponent to

prior to the kill?

d) Similarly, if you

wanted to attack

say the right side

of the court,

where should you

force the

opponent to prior

to the kill?

4 Basic Skill - Drop Shot Goal


place the bird in the

forecourt and

backcourt.

Practice Drill

Partner will feed the

bird to player and

player is to return to

the forecourt. Change

Stance and Execution

are all the same as

for the Overhead

Clearance. Except in

the follow through,


execute a drop shot

consistently such that

the bird lands before

the service line and

160


Rationale

This skill allows

students to place bird

short when setting up

an attack which will

be learnt in Lesson 6

roles after 10 feeds. instead of snapping

the wrist and

following through with

the arm, just a tap in

the middle of the

head of the racquet

will do.

(cue: tap, snap wrist)

crosses the court not

more than 2.5ft above

the net.

5 Placement – forecourt

and backcourt.

Goal


place the bird at the

forecourt and the

back court.

Rationale

Placing of shuttle is

important in setting

up for attack.

Save the Birds


Partner to serve 10

times to player,

player is to place 5

birds in the forecourt

and 5 birds in the

back court. (areas will

be marked out). 1

point for every bird

that lands in the ‘save

area’.

Same cues for

overhead clear and

drop shots.


hit the bird to

forecourt and

backcourt.

161


6 Basic skill – forehand

and backhand

underhand

Goal


play the bird at the

net

Rationale

After setting up an

attack with a drop

shot, next part is to

set up an attack with

a deep shot.

However, the return

may sometimes be a

drop shot from the

opponent resulting in

playing at the net.

Get there first


Players to stand

before the service

line. The game starts

off with an underhand

toss of the bird.

Players simply to play

a game of badminton

except the court now

is exceptionally small

with the service line,

the mid line and the

out-line as the

boundaries. Only

forehand and

backhand strokes are

allowed.

Ensure footwork

for both forehand

and backhand

strokes are

followed

Try to hit the bird

as close to the

net as possible

If bird is close to

the net, contact

bird above the net

with face of

racquet above the

net


return the bird not

more than 2ft from

the net and a

trajectory that is non-

lobbing.

7 Net Play Goal


play the bird at the

Net Play


Students to play only

Ensure footwork

for both forehand

and backhand


return the bird not

more than 2ft from

162


net

Rationale

After setting up an

attack with a drop

shot, next part is to

set up an attack with

a deep shot.

However, the return

may sometimes be a

drop shot from the

opponent resulting in

playing at the net.

in the forecourt and

they can only use net

play. Same scoring

system used earlier.

strokes are

followed

Try to hit the bird

as close to the

net as possible

If bird is close to

the net, contact

bird above the net

with face of

racquet above the

net

the net and a

trajectory that is non-

lobbing.

8 Setting up an attack Goal


use all shot taught to

place the bird at the

forecourt of

backcourt.

Challenge Activity

Students will play a

game using only half

the badminton court.

This will force them to

place the shuttle to

the forecourt or

backcourt to win a

Where should I

place my bird?

What stroke do I

use when I want

to place the

shuttle to the

backcourt /

forecourt?


identify and use the

correct stroke to

place the bird in the

forecourt and

backcourt.

163


point.

9 Defending – returning

to base

Goal


return to base from

anywhere in the court

after execution of

shot.

Rationale

Defending concept

and maintain rally.

Drill

Partner to point to

any 4 corners of the

court and player to

pretend to return the

bird, then return to

base position.

Front – forehand,

backhand, back,

overhead clear.

Play the challenge

Activity in lesson 8

after drill.

Move with the

leading foot.


move efficiently in the

court to defend

space.

10 Singles Game

(Assessment)

Goal

Students to play a

singles game on half

the badminton court.

Singles Game



game trying to



Always think about

“setting up for an

attack” by forcing the

opponent to the

opposite of where

you want to place the

The 10 lessons are

successful if students

are able to use a

variety of

strokes/shots in

scoring.

164


Rationale

This allows for putting

the concept of

“setting up for an

attack” to practise in

a real life setting


to get to 15 points

wins.

bird.

165




Students to be able

to list rules and

perform the routines

that is necessary for

every lesson.

Rationale

After a long break

from badminton, it is

necessary to review

all the rules and

routines with the

students concerning

the badminton unit so

that they can perform

up to teacher’s

expectations in the

coming lessons.

Teacher to review the

management rules

Rules

Place racquets

and birds on the

floor when

teacher is talking

Ensure a distance


the next player

Do not disrespect

the equipment


throw racquet on

floor

Routines

Enter gym and sit

in rows of 4s and

remember seating

position. First two

in each row to be



for the rules e.g.


minimum distance of


166


partners for the

day. So are the

last two.

On teacher’s

instruction, first

person of each

row to collect

equipment for

everyone in the

row

At the end of the

lesson, the last

person of each

row to return the

equipment

2 Revision - Setting up

an attack

&

Singles Game -

Discovery into

Defending Space

Goal

Students to review

the forms of “setting

up for an attack”

through conversation

with the teacher.

Singles Game



game of half-court

badminton trying to


Questions:

a) In an earlier

lesson, we learnt

what empty

spaces are. Now,

how would you


explain that

a) To minimize

empty spaces

and defend them

effectively, player

167


Students are then to

play a singles game

which serves to allow

students to practise

what they have learnt

and also to discover

for themselves how

to defend space

effectively. Teacher

will do a series of

questioning after the

game to lead

students to discover

basic strategies to

defend space.

Rationale

After a long break

from badminton,

students should

review again all they

have learnt in past



to get to 15 points

wins. Teacher will

then use this

experience to lead

them to discover how

to defend space.

minimize these

spaces and

defend them

effectively.

b) Where is that spot

on court which is

the shortest

distance to all

other spots?

must always

stand in a

strategic position

to await the return

and also to get to

the bird as quickly

as possible with

proper footwork.

b) The middle of the

court is the

shortest distance

to every other

spots on the

court. Hence,

returning to the

middle all the time

is essential to

cover all spaces

effectively.

168


lessons for continuity.

Also, since defending

space is the main

focus in the coming

weeks, using this

lesson for discovery

into strategies for

defending space is a

good starting point.

3 Defending Space -

Footwork

Goal

Students to be able

to perform footwork

for moving diagonally

forward and

backwards.

Rationale

Learning Footwork is

essential to

defending space. Yet

it is difficult to grasp.

Practice Drill

Teacher is basically

lining up the students

and rehearsing the

footwork with them

step by step. It is like

choreographing a

mass dance.

Teacher should

ensure that students

are able to perform

the footwork

Footwork

Movements can

either be chasses

or steps

Leading foot when

moving forward is

always the foot

that is in the

direction of the

movement

Leading foot when

moving back is

Students able to

perform the footwork

quickly and

effortlessly at the

command of the

teacher in fluid

motions.

169


Hence, learning it

early and putting in

more practice in

subsequent lessons

is necessary. In

Primary 4, it was only

an introduction. This

unit teaches

defending space

more in-depth.

effortlessly and

relatively quickly.

Singles Game

Putting drill in

practice.

always the Master

Foot (Assumption

here is that the

ensuing shot is an

Overhead

Clearance)

When moving

forward, last step

should be a lunge.

Not necessary for

moving back as

we are assuming

the ensuing shot

is an Overhead

Clearance.

4 Defending Space –

Footwork and

Returning to the Middle

of Court

Goal

Students to be able

to perform proper

footwork to spaces

that are front and

back from the middle

Practice Drill

Students will work in

group of 4s with each

student taking turns

at the drill. To start

off, 4 birds are put at

Perform the

footwork as was

learnt in the

previous lesson

There is no

specific footwork

Students can perform

the footwork

effortlessly and

always remembers to

return to the middle

of the court.

170


of the court. At the

same time, they are

also able to return to

the middle of the

court after making

every move.

Rationale

Combining both

footwork and

returning to the

middle of the court is

the next step after

learning footwork.

Together, they will

enable the player to

defend space

effectively.

each corner of one

half of a court.

Practising student

starts off in the middle

and executes

footwork to each bird

picking them up. After

each bird is picked

up, student is to

return to middle of

court quickly. After all

birds have been

picked up, they are

passed on to the next

student and he/she

does the same drill.

Except this time,

he/she drops the bird

instead.

Singles Game

for returning to the

middle of the

court. Just ensure

that player is able

to look across to

opponent as

he/she returns to

middle court i.e.

body is facing

forward

171


Putting drill into

practice.

5 Defending Space –

Putting Defending

Space into Practice

Goal

Students to be able

to put footwork into

practice in a real

game.

Rationale

It is time to put into

practice what the

students have learnt

in the last lesson

Who plays the

Monkey


Students work in

groups of either 4 or

6. 2 students start off

playing each other

first. Assign one side

of the court to be the

“Monkey” court while

the other side to be

the “Master” side.

Objective for the

Master is to make the

Monkey run as much

as possible by

returning the bird to

the 4 corners of the

court. The Monkey on

Remind students that

the true objective is

not the game but to

practice footwork and

to practice returning

to the middle of the

court.

Monkeys exhibit

proper footwork and

returns to middle of

the court consistently.

172


the other hand must

return the bird to the

Master as best as

he/she can to the

middle of the court. If

the Master is unable

to score in 5 hits or

hits the bird into the

net or out of court,

then the next student

in line comes in to

replace him/her to be

the Master. If the

Master is able to

score, then the next

student comes in to

replace the Monkey.

Objective is for any

student to outlive 3

other students to be a

winner.

173


6 Competition Day –

Singles Game

Goal

Students to be able

to run a mini

competition by

themselves. It is also

an opportunity to

teach competition

formats to the

students.

Rationale

Students should be

prepared for a singles

game up to this point.

Although rules have

not been taught,

students should still

be able to play the

game with simplified

rules like where the

outline is and who is

Mini Competition


Students to be split

into groups of 4 or 6.

They are to self-run a

mini competition with

each match played to

either 5 or 7 points

only. Competition

format can either be a

round robin or a

knockout system

depending on the

time available.

Disputes are common

in such a setting

among students.

Teacher to be around

to manage the class

and to ensure that all

disputes are settled

amicably.

The lesson will be a

success if all

students are involved

in the competition

and there is no one

left out or outplayed.

Hence, it is advisable

that the teacher

divides the group

based on strength of

the students.

174


to serve next.

7 Playing in Doubles –

Playing the bird into

space

Goal

Students to be given

a very short

introduction to

playing badminton in

doubles. Here in this

lesson, students

explore space once

again but in a

doubles setting.

Rationale

Giving a short

introduction to the

doubles game rounds

up the unit very well

since doubles is just

as popular as the

singles game.

Throwing a Bean Bag


This game was

played in Primary 3

Lesson 2. 4 students,

2 pairs to play against

one another. The

objective is to throw

the bean bag into

opponent’s half such

that it lands on the

floor to score. The

students are allowed

to run and catch the

bag but they must

return the bag in the

same spot and body

orientation that

he/she catches the

Questions:

How different is it

from playing in

doubles

compared to

playing in singles?

Are spaces easier

to find?


explain that:

a) Playing in

doubles is more

difficult as

partners must

coordinate with

one another on

the space to

cover

b) There is less

empty space on

the opponent’s

side to exploit

c) Since there is

less empty space,

other factors for

scoring are to be

considered

175


bag with. d) \ e.g. throwing the

bag faster or

lower across, etc.

8 Basic Positioning –

Standing side by side

Goal

Students to be able

to defend their own

side of the court in a

game of Doubles.

Rationale

This is the least

complicated and

most basic formation

that a beginner can

learn for doubles

play. Besides, if

played well, it can be

just as effective.

Teacher Briefing

Teacher to explain

that the player is to

cover the entire half

of the court that

he/she is standing on.

Modified Doubles

Game


Students to be

divided into groups of

odd numbered

students. Assign a

student as the feeder.

The remaining

students will pair up.

It is basically a 1v2

Each player must

cover the entire

half of the court

that he/she stands

on.

Always return to

the middle of the

half. The middle is

the mid-point

between the net

and the out-line at

the backcourt.

If bird lands in the

middle between 2

players, the player

who can execute

a forehand or

Overhead


defend their own half

consistently. If that

happens, there

should be a

consistent change in

the feeder.

176


game. The feeder will

generally attempt to

score while the

doubles pair will

defend and return all

shots to the feeder.

When the feeder

manages to score, a

change in the pair will

follow. Objective is for

the pair to outplay the

feeder for 5 strokes. If

the pair is able to

achieve that, a swap

in feeder with any one

of the member of the

playing pair follows.

Clearance will

take it.

Communication is

always important.

9 and 10 Competition Day -

Doubles Game

Goal

Students to be able

to run a mini

competition by

Mini Competition


Students to be split

into groups of 8 or 10.

Disputes are common

in such a setting

among students.

Teacher to be around

The lesson will be a

success if all

students are involved

in the competition

177


themselves. All rules

and format to be the

same as the previous

competition.

Rationale

It is good to round up

the unit on a high.

Since the students

learnt the Doubles in

the previous 2

lessons, playing a

Doubles Game

Competition will

make sense then.

Each student to be

paired up with

another student to

make a Doubles pair.

They are to self-run a

mini competition with

each match played to

either 5 or 7 points

only. The pair that

serves can decide on

who to serve. No

rules on serving to be

followed. Competition

format can either be a

round robin or a

knockout system

depending on the

time available.

to manage the class

and to ensure that all

disputes are settled

amicably.

and there is no one

left out or outplayed.

Hence, it is advisable

that the teacher

divides the group and

pairs based on

strength of the

students.

178

Assessment of Unit

Students will be assessed during their game play on competition day in lesson 9 and 10 (Primary 5).

The will be assessed for the following:

(1) able to serve across the net after the service line. (skills)

(2) able to use a variety of shots during game play; (skills)

(3) able to use strategy to in game play to gain advantage. (Tactics)

During the doubles game play, the players will be assessed using the qualitative rurbic is shown below:

Skills / tactics observed


Serve Serve is usually not

effective.

Serves are adequate and

usually across the net, but

they are weak (i.e. directly

to opponent for easy

return)

Student serves

consistently over the net,

usually to the back of the

court or away from the

opponent.

Studuent is able to show

a variety of serves used

(long serve and short

serve), and place the

service away from the

opponent. Opponent is

often on the defensive

when returning serves.

Shot execution Student depends on one

or two shots during the

game.

Student uses all shots

taught, but not necessarily

at appropriate time.

Student executes all shots

taught, usually with correct

form and at appropriate

times.

Student executes all shots

taught with correct form,

using them at appropriate

times.

179



Incorrect form causes

shots to be misplaced or

ineffective.

Reaches for shuttle rather

than moving into position.

Shots have some form of

breaks.

Student is sometimes out

of position.

Attempts to return to base

position, but does not

always get there.

Frequently in position to

play shots.

Can anticipate opponent’s

shots.

Student arrives in position

with enough time to play

the shuttle.

Anticipates shots, moving

into position and playing

the shuttle in an unhurried

manner.

Often uses shots to gain a

tactical advantage.

Use of strategy Hits shots directly back to

opponents.

Little communication and

teamwork with partner,

resulting in both players

going after the shuttle at

the same time.

At times, student attempts

to hit the shuttle to open

spaces to move

opponents.

Communicates with

partner as they work

together to cover the court.

Student uses strategy to

defeat an opponent, hitting

shots to open spaces on

the court to gain an

advantage.

Works well and

communicates with partner

and does not try to play

alone.

Student utlizes strategy to

win points by forcing

opponents to move.

Uses clear and drop shots

to gain an offensive

advantage.

Consistently works well

with partner to cover the

180



entire court.

Fair play and

ettiquette

Complains consistently

about line calls made by

thee opponent.

Makes incorrect calls in

own favor.

Behavior may be ill-

mannered.

Occassionally recognizes

food play of partner and

opponents.

May try to play the entire

court, taking partner’s

shots.

Sometimes calls shots

honestly and fairly.

Usually recognizes good

play by opponent and

partner.

Shares play with partner.

Shots are usually called

honestly and fairly.

Consistently recognizes

good play by opponents

and partner.

Consistently calls all shots

honestly and fairly and is

known as a fair player.

Source: J Lund and M.L. Veal, 2013, Assessment-Driven Instruction in Physical Education (Champaign, IL: Human Kinetics).

181

References

Colvin, A.V., Markos, N.E, & Walker, P.J. (2008). Teaching the Nuts and Bolts of

Physical Education Ages 5 – 12 (2nd Edition). Champaign, IL: Human Kinetics.

Lund, J., & Tannehill, D. (2015). Standards-based Physical Education Curriculum

Development (3rd Edition). Boston, MA: Jones & Barlett Publishers.

Ministry of Education, Singapore. (2014). Physical Education Teaching and Learning

Syllabus 2014. Singapore, Singapore: Ministry of Education.

Young, D. (2011). Moving to Success. Greenville, SC: DBY Publications

182

lenachngportfolio.weebly.com · web viewtherefore, the pe curriculum develops in students a range...

Documents