Curriculum

The Assumption Catholic School Physical Education Curriculum provides instruction to improve motor skills, movement patterns, and personal fitness level, while developing respectful social behavior and enjoyment for being active. Instruction is guided by a skill continuum, is age-appropriate, and progresses in complexity for students to achieve physical literacyThere is great variability among individual children as to when they will master certain skills. Emphasis is placed on participation for learning

The Assumption Catholic School Physical Education expectations align with the School-wide Learning Expectations (SLEs).                                                                Physical Education Daily Rubric (SLEs and WA standard)

  1. Am I compassionate, playing fair and helping others with skills and rules? SLE1/PE4.2
  2. Do I use problem solving skills and self-motivation to include others and work collaboratively? SLE2/ PE4.4
  3. Am I an active listener who can receive and give feedback that encourages confidence and self- expression? SLE3/PE4.3
  4. Am I responsible for my behavior caring for the sacredness of others? SLE4/PE4.1& 4.5

Mrs. Campbell’s Grading procedure.                                                                 Proactive is best, I believe “God looked at everything he had made, and he found it very good.” (Genesis 1:31)  Thus, when the student enters my classroom, for their daily participation grade they start with the grade of (A –) 9 of 10 points for 6th -8th grade, and a ” 3” for K- 5th grade. Since education in physical skills requires guided practice, respectful participation is important for a successful learning environment.They must be a positive active participant in warm-ups, skill drills, games, written work and tests, ready to move with snug fitting supportive athletic shoes, and hair out of the face, not covering the eyes.  The student will practice safety procedures, good sportsmanship, rules of play and collaboration, in individual, dual/team, and lifetime activities.     

The students’ behavior and effort will raise, maintain, or lower this grade.             To raise the grade they must demonstrate behavior or effort that is outstanding more than once,                                                                                                                    To maintain the grade they will be consistent in their behavior and effort at a high level,                                                                                                                               To lower the grade they would have needed assistance to refocus their behavior and effort.   (Students with special needs are graded according to their personal plan.) 

Each of the following will factor into the final grade; skill development, fitness and participation.

Kindergarten through 3rd grade

For Body Management Competence the student will demonstrate: Control of the body on the floor, across the floor, in flight, on apparatus, with emphasis on balance, coordination, direction, and spatial judgments; and identification of body parts and postural efficiency.

For Fundamental skills the student will demonstrate: Loco motor (walk, run, hop, skip, slide, leap, jump, gallop, stop, dodge, change direction);  Non-loco motor (bend, twist, reach, lift, raise, lower, turn, curl, stretch, bridge, rock, balance);  Manipulative (throw, catch, volley, kick, bat, strike, bounce, dribble, balance, jump rope).

For specific skills the student will demonstrate proficiency in modified games of tag and sports; rhythmic, tumbling, and fitness activities.

4th through 8th grade 

The students will demonstrate and apply WA State standards through a variety of activities and sports:                                                                                    4th grade – tennis, NASP archery, basketball, inline dance, floor hockey, soccer, kickball/softball, water safety, and fitness development and testing.

5th grade – flag football, gymnastic /stunting, volleyball, skiing/snowboarding, ice skating, Early American dance, inline hockey, lacrosse, track and field, fishing and water health, and fitness development and testing.

6th grade -flag football, wrestling, basketball, skiing/snowboarding, ice skating,square dance, pickleball, ultimate Frisbee, Bicycle safety and fitness, and fitness development and testing.

7th grade – bicycle safety and fitness, bowling, team handball, volleyball, skiing/snowboarding, ice skating, International dance, tennis,  speedball, track and field, and fitness development and testing.

8th grade – rugby, basketball officiating, volleyball, skiing/snowboarding, ice skating, volleyball, badminton, rockwall climbing, disc golf, and fitness development and testing.

If a student needs temporary excuse from physical activity a note is expected from the Dr. and/or parent describing the activity level limitations, and length of time of temporary excuse. The student will be expected to participate with a specific assignment that may include part of their physical therapy, officiating from the side lines, guided observation of students or teacher, or written work specific to lesson content. A note from Dr. and/or parent is necessary for the students return to full activity. 

Discipline Procedures  In my classes and in the areas I am supervising, I follow the school wide discipline plan as it appears in the Parent/Student Handbook.  I also follow the Responsibility of Teachers: Deal promptly, consistently and fairly with any unchristian behavior, and academic performance of students. I will use the following steps to assist a student to refocus attention to become part of the respectful learning environment (emotionally and physically). 

  • Low Profile (students will be approached as discretely as possible) 
  • Time Out (students may be asked to: sit out of the activity or take a walk break, and return on their own discretion when they are ready to contribute to the respectful learning environment (emotionally and physically). 
  • Notes sent home (for assistance and understanding for the student from parents) 
  • Conference with parent/teacher will be made to establish a plan for improvement. 

Mrs. Regina Campbell