Pre-K HS Comprehensive Health and Lifetime Sports and Fitness Core Course Objectives

Transcription

1 Pre-K HS Comprehensive Health and Lifetime Sports and Fitness Core Course Objectives The Massachusetts Department of Elementary and Secondary Education (ESE) partnered with WestEd to convene panels of expert educators to review and develop statements of essential curriculum content,, for approximately 100 different grades/subjects and courses. In conjunction with the Massachusetts Curriculum Frameworks, the CCOs were used by a team of WestEd evaluators to ensure content alignment in the identification and evaluation of example assessments suitable for use as District-Determined Measures (DDMs). Districts can utilize the CCOs themselves or the process of developing CCOs in their own work when selecting DDMs. At each meeting, educators developed highquality CCOs that met the following criteria: are statements that: describe different elements of core, essential content (knowledge, skills, or abilities); are pulled, created, or synthesized from a larger set of curriculum standards; and clarify key knowledge, skills, and abilities that many educators and other content experts working together agree are most critical in that content area, grade, or course. Each CCO should be high-level and represent broad enough learning goals to be taught using a wide variety of instructional tools or methods (scope), while also focused enough that students growth in learning that knowledge or skill can be measured by an assessment (assess-ability). Scope: The CCO describes an overarching learning goal. Assess-ability: The CCO describes knowledge, skills, or abilities that are readily able to be measured. Centrality: The CCO describes a critically important concept, skill, or ability that is central to the subject/grade or course. Relevance: The CCO represents knowledge, skills, and abilities that are consistent with Massachusetts s values and goals. After public review, WestEd s content specialists reviewed the comments submitted by educators and other stakeholders. The CCOs that emerged from this process are presented below. 1

2 Comprehensive Health Grades: Pre-K 5 1 Students choose nutritious foods and snacks over less nutritious ones and explain why those choices will benefit their overall health. 2 Students demonstrate competency in a variety of locomotor (e.g., hopping, skipping) and non-locomotor (e.g., balance, weight transfer) skills and apply them in various performance situations. 3 Students demonstrate competency in a variety of manipulative skills (e.g., overhead throw, striking, kicking) relevant to health-enhancing activities. 4 Students identify and distinguish fitness skills (e.g., basic fitness components, heart rate, heart-rate response) necessary for pursuing a physically active lifestyle and describe the benefits. 5 Students demonstrate verbal and non-verbal communication skills to develop positive relationships. 6 Students explain what role character traits play in coping skills, decision-making, identity, and management of emotions. 7 Students describe the signs, causes, and treatment of chronic and communicable diseases and apply skills (e.g., handwashing) related to health promotion, disease prevention, and health maintenance. 8 Students describe the factors that contribute to intentional and unintentional injury and demonstrate personal safety and responsibility skills. 9 Students describe knowledge and exhibit skills necessary to make health-enhancing decisions regarding use of medications and avoidance of substances. 10 Students identify and describe the basic characteristics of physical growth and development, including body functions and systems throughout the life cycle, and acquire skills to promote and maintain positive growth and development. Note: These were developed by Massachusetts educators in summer They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Massachusetts Comprehensive Health Curriculum Framework (1999); The World Health Organization s Information Series on School Health, Document 9: Skills for Health; American Association of Health, Physical Education, Recreation and Dance (AAHPERD), Proposed Standards and Outcomes (Proposed 2013), approved by the National Association for Sport and Physical Education (NASPE); The National Health Education Standards ( Note: The curriculum framework for this subject describes standards for a particular grade span (e.g., pre-k 5). For this reason, the CCOs were developed for each grade span, not each grade level. 2

3 Comprehensive Health Grades: Students illustrate, analyze, or argue how participating in physical activities decreases lifestyle-related diseases. 2 Students recognize and analyze the various components of the nutrition label to make healthy food choices. 3 Students analyze and argue the barriers and supports for making healthy decisions regarding sexual health and behavior. 4 Students describe the causes and effects of depression and identify various ways to seek help. 5 Students demonstrate ways of refusing to use tobacco, alcohol, and other drugs, and ways of sharing preventative health information about tobacco, alcohol, and other drugs. 6 Students explain how peer pressure influences choices and demonstrate strategies for managing negative peer pressure and encouraging positive peer pressure. 7 Students illustrate the power of the individual in reducing violence and identify situations where individuals can become actively involved in violence prevention. 8 Students demonstrate the knowledge and skills necessary to obtain, manage, and evaluate resources to maintain physical and mental health and well-being. Note: These were developed by Massachusetts educators in summer They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Massachusetts Comprehensive Health Curriculum Framework (1999); The World Health Organization s Information Series on School Health, Document 9: Skills for Health; The National Health Education Standards ( Note: The curriculum framework for this subject describes standards for a particular grade span (e.g., 6 8). For this reason, the CCOs were developed for each grade span, not each grade level. 3

4 Comprehensive Health Grades: Students analyze and select a diet which supports lifelong health and explain how this reduces the risk of illness and chronic disease. 2 Students demonstrate knowledge of the principles of training and conditioning and apply them to a personal fitness plan. 3 Students analyze the interpersonal relationship skills (commitment and communication) necessary to make relationships fulfilling. 4 Students employ skills of self-acceptance, decision-making, and coping with stress through management of emotions and social awareness. 5 Students distinguish signs and symptoms and recognize treatments for chronic and communicable diseases. 6 Students examine ways to avoid engaging in violence and apply constructive alternatives to violence, including how to discourage others from engaging in violence. 7 Students examine decisions regarding the use of medications and substances and advocate for the prevention of substance abuse within families, school, and community. 8 Students demonstrate knowledge and skills necessary to make effective personal decisions that promote their emotional, sexual, and reproductive health. 9 Students recognize the basic characteristics of physical growth and development, including body functions and systems, and apply skills to promote and maintain positive growth and development. Note: These were developed by Massachusetts educators in summer They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Massachusetts Comprehensive Health Curriculum Framework (1999); The National Health Education Standards ( Note: The curriculum framework for this subject describes standards for a particular grade span (e.g., 9 12). For this reason, the CCOs were developed for each grade span, not each grade level. 4

5 Lifetime Sports and Fitness Grades: Students apply FITT principles in describing a personal workout (Frequency, Intensity, Time, and Type). 2 For schools with swimming programs: Students demonstrate, based on their ability levels, a variety of strokes, safety skills, and activities in accordance with water safety standards (YMCA, Red Cross, etc.). 3 Students create a rhythm routine that combines travel, balance, and weight transfer into a choreographic performance. 4 Students research and explore recreational opportunities available to them in their local communities, and integrate those resources into their daily lives. 5 Students recognize and exhibit the basic strategies related to lead up/modified games. 6 Students demonstrate correct technique for a variety of skills in one self-selected individual performance activity, such as figure skating, in-line skating, self-defense, etc. 7 Students establish and follow rules, procedures, and etiquette that are safe and effective for specific activity situations. 8 Students identify and explain the social, emotional, and physical benefits of participation in physical activities. Note: These Core Course Objectives were developed by Massachusetts educators in summer They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: American Association of Health, Physical Education, Recreation and Dance (AAHPERD), Proposed Standards and Outcomes (Proposed 2013), approved by the National Association for Sport and Physical Education (NASPE); Massachusetts Comprehensive Health Curriculum Framework (1999); Louisiana Physical Education Content Standards, Bulletin 102; Springfield Public Schools Physical Education Instructional Guide ( 5

6 Lifetime Sports and Fitness Grade: HS 1 Students analyze their own personal fitness data, apply goal-setting techniques, and design an improvement plan for one of the health-related fitness components (flexibility, body composition, cardiovascular endurance, muscular strength, and muscular endurance). 2 For schools with swimming programs: Students demonstrate, based on their ability levels, a variety of strokes, safety skills, and activities in accordance with water-safety standards (YMCA, Red Cross, etc.). 3 Students demonstrate competency in various dance forms (ballet, hip hop, tap, and social dancing) and create or produce a choreographed dance routine. 4 Students formulate a list of five outdoor activities, develop a plan for implementing one of these activities in their outdoor regimen, and subsequently demonstrate competency in the selected activity. 5 Students demonstrate proficiency in applying advanced skills, strategies, tactics, and rules for specific games and sports. 6 Students select and participate in physical activities that meet the needs for selfexpression and enjoyment and identify the factors that contribute to self-expression and enjoyment. 7 Students create a plan, train for, and participate in a community or school event with a focus on physical activity (e.g., 5K run/walk, triathlon, dance performance, cycling event, bowling tournament, walkathon, Relay for Life, community garden, trail maintenance). 8 Students exhibit proper etiquette, respect for others, and teamwork while engaging in physical activity. Note: These Core Course Objectives were developed by Massachusetts educators in summer They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: American Association of Health, Physical Education, Recreation and Dance (AAHPERD), Proposed Standards and Outcomes (Proposed 2013), approved by the National Association for Sport and Physical Education (NASPE); Massachusetts Comprehensive Health Curriculum Framework (1999); Louisiana Physical Education Content Standards, Bulletin 102; Springfield Public Schools Physical Education Instructional Guide ( 6