Physical Education Curriculum:
All activities are deliberate and intentionally created to foster the development of the Psychomotor, Cognitive, and Affective Domains.
Grades K-2
*Body Awareness – Names and locates body parts, body shapes, actions of body parts, relationships of body parts while moving, conscious relaxation and tension control, body language
*Space – self space, general space, direction, pathway, level, range
*Qualities of Movement – creating force, absorbing force, balance, time, flow
*Application to movement skills
*Locomotor skills – (traveling skills) walking, running, skipping, galloping, leaping
*Non-locomotor skills – (stationary skills) hopping, twist, balance
*Manipulative skills – (with equipment) striking with hand or foot, throwing (underhand or overhand)
*Lead-up games to team sports
*Dance and rhythmic activities
*Activities to increase individual fitness levels
*Strategic game play, problem solving activities, and team challenges based on age appropriateness
Grades 3-5
*Application of skills above with team sports
*Dance and rhythmic activities
*Activities to increase individual fitness levels
*Strategic game play, problem solving activities, and team challenges that are more advanced with age appropriateness
National SHAPE America Physical Education Standards
The Burlington School District uses both The National SHAPE America Physical Education Standards and The Grade Expectations for Vermont's Framework of Standards and Learning Opportunities for Physical Education. These National Content Standards and Grade Expectations define what a student should know and be able to do as result of a quality physical education program.
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Physical Education Grade Expectations for Vermont’s Framework of Standards and Learning Opportunities
Grades PreK-K
Knowledge/Motor Skills
PEP K-K:1
Students will apply problem-solving skills in movement- related activities by …
a. Solving simple movement challenges individually.
(Show me how many ways you can move in general space.)
b. Solving simple movement challenges involving body parts or self and general space. (Show me how to travel on two body parts without using two feet).
PEP K-K:2
Students will show an understanding of body awareness concepts
a. Identifying large and small body parts (e.g., arm, le g, wrist, elbow, ankle, etc.).
b. Demonstrating progress toward the mature form of selected locomotor skills (walking, running, skipping, hopping, galloping, jumping and sliding) by performing two critical elements of each skill .
c. Demonstrating the ability to stop and start on a signal.
d. Demonstrating progress toward the mature form of selected manipulative skills (throwing, catching, bouncing, striking, kicking, rolling an object) by performing two critical elements of each skill.
Grades 1-2
Knowledge/Motor Skills
PE1-2:1
Students will apply problem-solving skills in movement- related activities by …
a. Solving simple movement challenges with a partner.
b. Solving movement challenges involving one or more movement concepts alone or with a partner.
c. Selecting a developmentally appropriate level of challenge, and performing successfully.
PE 1-2:2
Students will show an understanding of body awareness concepts by…
a. Demonstrating body movements (e.g., flex, extend, and rotate).
b. Demonstrating body shapes (e.g., round, straight, pike, tuck, straddle).
c. Demonstrating competency in the mature form of the following locomotor skills: walking, running, skipping, hopping, galloping, jumping and sliding.
d. Demonstrating the ability to stop with control at a boundary.
e. Demonstrating the ability to change direction, quickly and safely, without falling.
f. Demonstrating competency in the mature form of the following manipulative skills: underhand throwing, rolling an object, and dribbling in self-space.
g. Identifying the locomotor movements: walk, run, hop, skip, jump, gallop, leap, slide.
Grades 3-4
Knowledge/Motor Skills
PE 3-4:1
Students will apply problem-solving skills in movement- related activities by …
a. Solving simple movement challenges in a group (3 – 4 people).
b. Solving increasingly complex challenges involving several
movement concepts.
c. Selecting an appropriate piece of equipment to be challenged yet successful at a task.
d. Adjusting movement to work successfully with a partner.
PE 3-4:2
Students will show an understanding of body awareness concepts by…
a. Identifying body parts and their actions when describing a movement (e.g., When I land from a jump I need to flex my knees).
b. Identifying basic muscle groups, and their movements
(e.g., biceps, triceps).
Grades 5-6
Knowledge/Motor Skills
PE 5-6:1
Students will apply problem-solving skills in movement- related activities by …
a. Solving simple movement challenges that involve an increased group size.
b. Giving positive feedback to a partner in order to achieve success.
PE 5-6:2
Students will show an understanding of body awareness concepts by…
a. Identifying more specific muscle groups and demonstrating how they relate to body movements during the performance of skills (e.g., biceps to modified pull ups, quadriceps to kicking).
b. Combining various body shapes and movements (e.g., tuck and jump).
c. Demonstrating an awareness of the relationship of body parts (e.g., unison, opposition, in sequence).
d. Demonstrating competency in the mature form of a leap, alternating the leading foot.
e. Identifying the major skill components of beginning sports, gymnastics, and dances skills.
f. Recognizing the similarities between like skills in different activities.