| Division: Junior |
Subject: Health & Physical
Education |
Strand: Active Participation |
Overall Expectations
| Grade 4 |
Grade 5 |
Grade 6 |
By the end of Grade 4, students will:
- participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., tag games);
- identify the benefits of physical fitness;
- apply living skills – such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) – to physical activities (e.g., games, gymnastics, dance, outdoor pursuits);
- demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully);
- follow safety procedures related to physical activity, equipment, and facilities.
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By the end of Grade 5, students will:
- participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., one-on-one or two-on-two soccer-type games)
- identify the components of physical fitness and describe physical activities that improve these components;
- apply living skills (e.g., goal setting, conflict-resolution techniques, and interpersonal skills that contribute to positive group interaction) to physical activities (e.g., games, gymnastics, dance, outdoor pursuits);
- follow safety procedures related to physical activity, equipment, and facilities.
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By the end of Grade 6, students will:
- participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., rope skipping to music);
- apply living skills, including interpersonal skills, in physical activities (e.g., games, gymnastics, dance, outdoor pursuits) and describe the benefits of using these skills in a variety of physical activities;
- follow safety procedures related to physical activity, equipment, and facilities, and begin to take responsibility for their own safety.
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Virtues & Themes: Possible Connections
Theological Virtue: Faith
Faith gives us a new way... of seeing: seeing God, ourselves and everything around us; of believing: what Christ has taught us in the Gospels and handed on to us through His Church. |
As Catholic educators, we approach all subjects through the eyes of faith. Our regular participation in fitness activities, development of safe and healthy living skills and positive group interaction all help us grow to our fullest human potential - to the glory of God our Creator, and for the service of all God's children. |
Theological Virtue: Hope
Hopeful people live the Gospel with joy; they work for peace and justice on earth despite facing many obstacles. |
Physical skill development and fitness are processes which require the dedication that springs from Christian hope. As people of hope, we believe Jesus has overcome the power of sin and death in our world, and teach them that life is worth living, and living well! We encourage young people to live with hope despite obstacles and difficulties through the cultivation and application of safe and healthy living skills and daily at physical fitness activity. |
| Catholic Character Theme: Solidarity We belong to one another as a community, and if one member suffers, all of us are suffering. In Solidarity, we bear one another’s burdens and defend one another’s dignity as children of God. |
Students can practice solidarity through the development of living skills such as conflict resolution techniques, behaving respectfully and positive group interaction in playful game situations. Teachers can ensure that groups are constantly changing to give students abundant opportunities to interact with one another. Conflicts can be resolved using a ‘What Would Jesus Do?’ approach. In some situations Jesus would consent to go last or be it. In other situations, Jesus would stand up for someone being teased or left out. All these are opportunities for growing in solidarity with others. |
Catholic Character Theme: Stewardship
Stewardship is about caring for the gifts God has entrusted to us. We are called to be good stewards of our talents, our bodies, our souls, our communities and of God’s creation |
Active Participation requires students to participate in regular physical fitness to improve their physical condition. When our bodies are viewed as God's creation that has been entrusted to us, the requirement to be active becomes a call of faith. Simple reminders (during warm-up stretches) that our bodies are created by God are a subtle way to get students thinking about the call to be good stewards of their bodies by being physically active. |
Support Resources
| Journey Activities |
| Grade 4 |
Grade 5 |
Grade 6 |
| CGE 5g – Catholic Graduate Expectation A collaborative contributor: achieves excellence, originality, and integrity in one’s own work, and supports these qualities in the work of others Christian leadership. |
CGE 4h – Catholic Graduate Expectation A self-directed, responsible, life long learner: participates in leisure and fitness activities for a balanced and healthy lifestyle.
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CGE 4c – Catholic Graduate Expectation A self-directed, responsible, life long learner: takes initiative and demonstrates |
Students will:
- Work with a partner or a small group of students and provide constructive feedback to improve or refine movement skills.
- Demonstrate a skill to a small group and/or the class and explain the key components of the movement.
- Work cooperatively with members of a small group or team to accomplish a specific goal.
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Students will
- Work with a small group to develop a dance step sequence or choreography
- Demonstrate an appreciation of nature and the outdoors by identifying fitness activities that can be done during different seasons
- Participate in a variety of physical activities individually, with a partner, and as a family to improve fitness.
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Students will:
- Develop a personal fitness warm up routine to share with class.
- Set goals and monitor the success of a short term fitness program.
- Develop and lead a small group of students (either from the same grade or from a younger grade) in the demonstration of a movement sequence or dance.
- Develop and teach other students a new initiative, game or modified sport.
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Curriculum Frameworks
http://www.eoccc.org/onlinefw/onlineframeworks.html |
Grade 3-4
Framework 2. Theme: Peace
Framework 3. Theme: Mystery, Wonder and Awe
Framework 6: Theme: Hope
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Grade 4
Framework 1. Theme: Love and Justice
Framework 2: Theme: Community and the Common Good
Framework 3. Theme: Mystery, Wonder and Awe
Framework 4. Theme: Stewardship for Creation
Framework 5: Theme: Human Rights and Responsibilities
Framework 6: Theme: Dignity of Work and Service
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Grade 4-5
Framework 1. Theme: Mystery, Wonder and Awe
Framework 2. Theme: Community and the Common Good
Framework 3. Theme: Peace
Framework 4. Theme: Dignity of Person
Framework 5: Theme: Human Rights and Responsibilities
Framework 6: Theme: Stewardship for Creation
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Grade 5
Framework 1. Theme: Peace
Framework 2. Theme: Dignity of Work and Service
Framework 3. Theme: Mystery, Wonder and Awe
Framework 4. Theme: Human Rights and Responsibilities
Framework 5: Theme: Stewardship for Creation
Framework 6: Theme: Community and the Common Good
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Grade 5-6
Framework 2. Theme: Human Rights and Responsibilities
Framework 3. Theme: Community and Common Good
Framework 4. Theme: Stewardship for Creation
Framework 5: Theme: Mystery, Wonder and Awe
Framework 6: Theme: Dignity of Work and Service |
Grade 6
Framework 1. Theme: Mystery, Wonder and Awe
Framework 2. Theme: Dignity of Work and Service
Framework 3. Theme: Community and the Common Good
Framework 4. Theme: Human Rights and Responsibilities
Framework 5: Theme: Stewardship for Creation
Framework 6: Theme: Dignity of the Human Person
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Grade 6-7
Framework 1. Theme: Love and Justice
Framework 2. Theme: Stewardship for Creation
Framework 3. Theme: Peace
Framework 4. Theme: Dignity of the Human Person
Framework 5: Theme: Mystery, Wonder and Awe
Framework 6: Theme: Hope |
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