Physical Education Course Outline 2019 – 2020
(Grade 7)
The classes are coed, with Grades 6/7 taught separately from the 8. Initially, students will stay with their core class and the PE teacher they have been assigned; however, as the school year progresses, teachers may divide and combine their classes in each block. Students are expected to take part to the best of their ability, with a very strong emphasis on effort.
Gym Strip consists of a Shuswap T-shirt ($7), athletic shorts (we prefer SMS shorts - $13 – but you may find your own), shoes and socks. Students on school teams MUST purchase both the SMS shirt and shorts as part of their uniform. All students must change into proper PE strip every class. Clothing worn in the classroom is not permitted to be worn in PE. Students must change for PE.
Running shoes are very important to your child’s health and safety. Shoes should be able to be laced up tightly. The skateboard style is NOT in any way meant to be used for running, as it provides little stability for the ankle and knee. A loose shoe is dangerous to other students; for instance, if it comes off as a student kicks a soccer ball. Please keep this in mind if you are buying new runners. Students should have clean indoor runners for the gym. Outdoor shoes track in dirt in the treads, and the grit wears away at the floor surface.
Why gym strip?
1. for reasons of personal hygiene.
2. to keep clean and dry, especially if we go outside on a rainy day.
3. safety. No buttons, zippers, buckles or pockets to catch on equipment, or another student. Good shoes support ankles and knees.
Why Shuswap gym strip?
1. very easy to see that students have changed. In the spring and fall students
wear shorts and t-shirts to school, and it is hard to tell if they have changed.
2. to be sure the logo on the front is appropriate for school.
3. with over 80 students in every class, it is easier to deal with a blanket policy
rather than dealing with one student at a time.
4. when we are out running, members of the community are very aware which
school the students attend.
5. to make everyone equal.
Change Rooms are great, but tiny. Also, there are no lockers. Please leave all valuables in your school locker before you come to class. The change room door will be locked during class, but the Physical Education Department is not responsible for lost or stolen items.
Injuries and illness happen. If a student is able to be at school, our expectation is that he/she will get changed, let us know what the problem is, and then participate in whatever way possible. A sore right arm still allows for the legs and left arm to exercise, for example. A student with chest congestion may have to walk instead of run. A “heads-up” to the teacher is all that is necessary.
Find out from your child on what days his/her PE classes occur, so that gym strip can be laundered and returned to the back pack for the right day.
While we teach the skills of the game, we emphasize effort, leadership, fair play, co-operation, and respect for others.
SCHOOL TEAMS – all students have the opportunity to play on all teams. Volleyball, cross-country running, basketball, badminton, rugby, track and field and mountain biking.
Athletes are expected to make a full commitment to the school team they are competing on. Coaches may remove an athlete from the team if commitments are not met. If any athlete breaks the commitment to a selected team by quitting, they may not participate in another sport during that school year.
Use of Equipment - Students wishing to use equipment (balls, Frisbees, skipping ropes, etc…) for both outside and inside lunch hour and open gym activities, will be required to present their student ID card to sign out equipment.
Open Gym Times – Students are encouraged to take advantage of open gym times. The gym will be open Monday, Tuesday, and Friday mornings from 7:00 am to 8:10 am . Students must enter the gym from the northwest, outside, gym doors – parents please do not drop your child off early as the school is locked and students will not be permitted inside until the gym doors open. Upon entering the gym, students are to remove their shoes, get changed into their PE strip, then get a basketball or volleyball to warm-up with.
The gym will be open every lunch hour from 11:25 to 11:50 for intramurals . All participants must wear proper indoor shoes and may want to change into PE strip (changing into gym strip will be optional when participating in intramural activities).
Core Competencies:
Ø Communication
Ø Thinking
Ø Personal & Social
Big Ideas:
Ø Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals.
Ø Physical literacy and fitness contribute to our success in and enjoyment of physical activity.
Ø We experience many changes in our lives that influence how we see ourselves and others.
Ø Healthy choices influence our physical, emotional, and mental well-being.
Ø Learning about similarities and differences in individuals and groups influences community health.
Learning Standards:
Students are expected to be able to do the following:
Physical Literacy
Ø Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments.
Ø Develop and apply a variety of movement concepts and strategies in a variety of physical activities.
Ø Apply methods of monitoring and adjusting exertion levels in physical activities.
Ø Develop and demonstrate safety, fair play, and leadership in physical activities.
Ø Identify and describe preferred types of physical activities.
Healthy and Active Living
Ø Participate daily in physical activity designed to enhance and maintain health components of fitness.
Ø Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness.
Ø Investigate and analyze influences on eating habits.
Ø Identify factors that influence healthy choices and explain their potential health effects.
Ø Assess and communicate health information for various health issues
Ø Identify and apply strategies to pursue personal healthy-living goals.
Ø Reflect on outcomes of personal healthy-living goals and assess strategies used.
Social and Community Health
Ø Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations.
Ø Describe and assess strategies for responding to discrimination, stereotyping, and bullying.
Ø Propose strategies for developing and maintaining healthy relationships.
Ø Explore strategies for promoting the health and well-being of the school and community.
Mental Well-being
Ø Describe and assess strategies for promoting mental well-being, for self and others.
Ø Describe and assess strategies for managing problems related to mental well-being and substance use, for others.
Ø Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence.
Ø Explore and describe the impact of transition and change on identities.
Content:
Students are expected to know the following:
v proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative movement skills
v movement concepts and strategies
v ways to monitor and adjust physical exertion levels
v how to participate in different types of physical activities, rhythmic activities, and games
v training principles to enhance personal fitness levels including the FITT, SAID principle , and specificity
v effects of different types of physical activity on the body
v factors that influence personal eating choices
v practices that reduce the risk of contracting sexually transmitted infections
and life-threatening communicable diseases
v basic principles for responding to emergencies
v strategies to protect themselves and others
from potential abuse, exploitation, and harm in a variety of settings
v sources of health information
v basic principles for responding to emergencies
v strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings
v consequences of bullying, stereotyping, and discrimination
v media and social influences related to psychoactive substance use and potentially addictive behaviours
v signs and symptoms of stress, anxiety, and depression
v influences of, emotional, and social on identities and relationships
Assessment and Evaluation:
At Shuswap Middle School the work habits criteria is:
THE STUDENT:
§ Arrives on time with required materials, ready to learn
§ Listens to lessons
§ Asks relevant questions and provides appropriate answers
§ Follows instructions and remains on task until dismissal
§ Completes all work/assignments/activities at a high standard
§ Hands-in all work/assignments on time
§ Demonstrates a positive attitude
§ Meets SOAR expectations as outlined
WORK HABITS DEFINITIONS:
(G) GOOD consistently meets criteria
(S) SATISFACTORY usually meets criteria
(N) NEEDS IMPROVEMENT occasionally or rarely meets criteria
LETTER GRADE DEFINITIONS:
In relation to expected learning outcomes for the subject and grade level, the student demonstrates…
A excellent or outstanding performance
B very good performance
C+ good performance
C satisfactory performance
C- minimally acceptable performance
I not meeting minimally acceptable performance levels
(in progress or incomplete)
F failed or failing performance
PERFORMANCE SCALE DEFINITIONS:
4 Exceeding Expectations
· Work exceeds grade-level expectations
· Demonstrates superior performance and in-depth understanding of learning outcomes
3 Meeting Expectations
· Work meets grade-level expectations
· Evidence that relevant learning outcomes have been met
· Demonstrates proficient academic performance
2 Approaching Expectations
· Work may be inconsistent, but meets grade-level expectations at minimal level
· Evidence of progress toward relevant learning outcomes
· Needs support in some areas
1 Not Yet Meeting Expectations
· Work does not meet grade-level expectations
· May be evidence of progress toward relevant learning outcomes
· Requires ongoing support
If you received and read a hard copy of Shuswap’s PE Course Outline, please sign the bottom and have your student return this page only to his/her PE teacher by September 27, 2019.
If you read Shuswap’s PE Course Outline on-line, please sign your student’s agenda and have him/her present it to his/her PE teacher by September 27, 2019. Thanks for your cooperation. Your support for Shuswap’s PE and Athletic Program is appreciated. If you have any questions, or concerns, please contact Mr. Aaron Smith by phone (250-832-6031), or by email (hsmith@sd83.bc.ca).
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Student’s Name: __________________________________ Date: _________________
(Print)
Parent’s/Guardian’s Signature: ____________________________________________
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