infant school level (early childhood development to grade...

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

PHYSICAL EDUCATION

INFANT SCHOOL LEVEL(EARLY CHILDHOOD DEVELOPMENT

TO GRADE 2)2015 - 2022

Curriculum Development and Technical ServicesP.O. Box MP 133Mount PleasantHarare

© All Rights ReservedCopyright 2015

ZIMBABWE

TEACHER’S GUIDE

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

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Physical Education - (Early Childhood Development To Grade 2)

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education would like to thank the following for theirimmense contribution to the writing of this teacher`s guide:

l Curriculum Development and Technical Services (CDTS) Staff

l Infant Physical Education Syllabus panellists

l Representatives of Universities

l Representatives of Teachers Colleges

l United Nations Children’s Fund (UNICEF) for Funding

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TAbLE Of CONTENTSAcknowledgements..............................................................................1

1 Part A...........................................................................................3

2 Unit 1 ...........................................................................................5

3 Unit 2 ...........................................................................................6

4 Unit 3 ...........................................................................................4

5 Unit 4 .........................................................................................13

6 Unit 5 .........................................................................................19

7 Annexture 1 ..............................................................................27

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1.0 ORGANISATION Of THE GUIDE

The Infant School Level PhysicalEducation teachers’ guide is a documentthat has been prepared to assist you, theteacher, in understanding how to deliverthe 2015-2022 curriculum with ease. Thisguide is divided into two parts. Part A of theguide focuses on the critical documentsthat you must have in the course ofcurriculum delivery for Physical Education.Part B of the guide focuses on thecurriculum content, objectives,methodology, instructional materials, classmanagement and assessment.

A thorough study of this guide will assistyou, the teacher, to properly teachcurriculum content on the 2015-2022 InfantSchool Level (ECD to Grade 2) PhysicalEducation learning area. This guide makesit easy for you to interpret the syllabus andprepare learning experiences for thelearners under your custody where you areteaching.

To enhance your understanding of theInfant School Level Physical Educationlearning area, it is very important that youread thoroughly through the givenguidelines.

PART A2.0 CRITICAL DOCUMENTS2.1 INTRODUCTION

The Primary and Secondary EducationCurriculum 2015-2022 has been defined

by a policy framework which outlines thestance taken by the Ministry of Primary andSecondary Education. The teacher, as theimplementer on the ground, ought tofamiliarise with documents that the Ministryhas availed in order to develop anunderstanding of the new dimension thecurriculum has taken. It is of paramountimportance for you to embrace thechanges that come with it. In this chapter,the guide shall discuss the criticaldocuments that a teacher should have inorder to develop an in-depthunderstanding of the curriculum contentand underpinning philosophy.

RATIONALEPhysical Education plays an importantrole in the total development of thelearner. Through Physical Education,learners acquire the knowledge, skills,right attitudes and values towards thepursuit of a lifelong physically active andhealthy lifestyle. Physical Educationprovides a platform and valuableopportunities to develop self-management skills.

ObJECTIVES By the end of Part A of this guide, you as theteacher, should be able to:

l identify critical documents in curriculumimplementation

l justify the teaching of Infant SchoolLevel 2015-2022 Physical EducationLearning area

CRITICAL DOCUMENTSAs a teacher, it is important for you tofamiliarise with the critical documents that youmust have in order to deliver the curriculum

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effectively in respect of the Infant School Level2015-2022 Physical Education learning area.You must have the following documents:

l Curriculum Framework for Primary andSecondary Education 2015-2022

l National Infant School Level(ECD-GRADE 2) 2015-2022 PhysicalEducation Syllabus

l Scheme Cum Plan or Schemes of Workand Lesson Plans

l Learner Profilel Progress Recordsl Attendance Register

Aimsl Develop organic health and fitness for

all learners in the school.l Provide children with a sense of

achievement and enjoyment.l Develop individual skills and

competences.l Develop a variety of character traits

such as will power, determination, selfdiscipline and a spirit of co-operation.

l Foster a body of knowledge specificallyrelating to sports.

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The Curriculum Framework 2015-2022 for Zimbabwe Primary and Secondary Education is a policydocument that outlines the underpinning national philosophy, principles, learning areas, thedescription and expectations of Ministry of Primary and Secondary Education at policy level. Itprescribes what the government expects you to deliver as you teach.

ObJECTIVES

By the end of Unit 1 of this guide, you, the teacher, should be able to:

l describe the contents of each critical document

l interpret Infant School Level(ECD-GRADE 2) 2015-2022 Physical Education School

KEY ELEMENTS Of CURRICULUM fRAME WORK

The following are the key elements of the curriculum which you must understand:

l Preamble

l Background

l Goals of the curriculum

l Learning areas

l Teaching and Learning methods

l Assessment and Learning

l Strategies for effective curriculum implementation

l Principles and values guiding the curriculum

l The Future

CURRICULUM fOR PRIMARY AND SECONDARY EDUCATION (2015 -2022)

INTRODUCTION

UNIT 1

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Syllabus interpretation facilitates breaking down of content into teachable units. Correct syllabusinterpretation is pivotal to the delivery of effective lessons, through careful planning by the teacher.Syllabus interpretation focuses on the following:

l The national philosophy/vision as spelt out in the preamble (as derived from the Framework)

l The syllabus aims and objectives – What does the syllabus intend to achieve withinthe learners?

l The content – Knowledge, Skills and Attitudes i.e. competencies. The content constitutes the heart of the syllabus.

Careful National syllabus interpretation is critical for the development of a good school, syllabus,scheme of work and lesson plan and you should also note that you are mandated to teach fromthe syllabus, where the national examinations are set from.

ObJECTIVES

By the end of Unit 2 of this guide, you, the teacher, should be able to:l identify the types of syllabusesl interpret correctly the Infant School Level(ECD-GRADE 2) 2015-2022 Physical

Education Syllabus.l develop a school syllabus

UNIT 2

SYLLAbUS INTERPRETATION

INTRODUCTION

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There are two types of syllabi namely the National Syllabus and the School Syllabus.

It is a policy document that outlines and specifies the learning area philosophy, aims andobjectives, learning/teaching concepts and content, suggested methodology and assessmentcriteria at every level. As a teacher, you should always have and use it to guide you in your day today teaching and learning activities.

Component of the SyllabusAs a teacher, it is important for you to understand the components of the Syllabus listed below

1. Preamble2. Presentation of the Syllabus3. Aims4. Syllabus Objectives5. Methodology 6. Time Allocation7. Topics8. Scope and Sequence9. Competency Matrix10. Assessment

2.2 School Syllabus

factors influencing drafting

In coming up with a school syllabus, the teacher must take note of the following:- Level of learner performance (knowledge they already have)- Facilities and Resources available- Time allocation in the official syllabus- Local conditions that affect the choice and sequencing of topics- Education technology- Community influences

Types of Syllabi

2.1 NATIONAL SYLLAbUS

Definition

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ELEMENTS

The following elements should be noted in the school syllabus as is in the National Syllabus.1. Preamble2. Presentation of the Syllabus3. Aims4. Syllabus Objectives5. Methodology 6. Time Allocation7. Topics8. Scope and Sequence9. Competency Matrix10. Assessment

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ObJECTIVESBy the end of this unit, you should be able to:

- describe the essential components of a scheme-cum plan- develop a scheme-cum plan- explain the advantages of writing down your plan- realise the merits of planning your lessons well in advance

DefinitionThis is a document that you, the teacher, should draw from the national and school syllabus. Youshould outline the objectives, activities, content, and methodologies. You should draw your schemeof work/scheme cum plans at least two weeks ahead of lesson delivery date. (Use of ICT tools indrawing up the documents is encouraged)

Components

l Week ending ( the end date when a learning week ends)

l Topic/Content ( This constitutes the main concept to be covered for example 19 May2017)

l Objectives (to exhibit learner behaviour after going through the teaching/ learning process) They must be SMART.

l Competencies (They are life-long QUALITIES AND SKILLS THAT THE teacher would want to see in learners. They include critical thinking, problem solving, creativity, modelling, and communication skills, knowledge and attitudes/values)

l Source of matter/media - this is an indication of where the facilitator is getting the content and the media they are likely to use

l Facilities/Equipment

l Methods/Activities- learning and teaching methods should be learner centred.

l Evaluation- it is a reflection on how you as the teacher has delivered, successes and challenges as well as learners’ performance

UNIT 3

SCHEMES Of WORK/ SCHEME- CUM PLANS

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ECD A; Physical Education Scheme

Aims

l Develop organic health and fitness for all learners in the school.

l Provide children with a sense of achievement and enjoyment.

l Develop individual skills and competences.

l Develop a variety of character traits such as will power, determination, self-disciplineand a spirit of co- operation.

l Foster a body of knowledge specifically relating to Physical Education.

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It is a written account of the preparation for a lesson that shows in summary form, how the lessonis supposed to proceed. It is the immediate translation of the scheme of work into action. It showswhat the teacher is going to teach, for how many minutes, to whom, how and why.

COMPONENTS

Date and time-Indicate when the lesson will be taken

Topic – Specify the topic to be covered by the class

Source of material – This includes names of sources, the authors, publishers, year and pagenumbers. Instructional media should also be mentioned here.

Assumed knowledge: This is a short abstract of what learners should already know, related toconcepts or skills in the lesson. Also an indication of pupils’ previous experiences that can beexploited during the lesson

Lesson objectives: Statements indicating what pupils should achieve within a single lesson interms of knowledge, skills, attitudes or values. Lessons objectives may be one or more. They mustbe realistic, precise, simple and clearly stated.

SMART- Specific, Measurable, Achievable, Result oriented and Time specific. They must bebehavioural, promoting the cognitive, affective and psychomotor domains in learners.

STRUCTURE Of A LESSON PLAN

Lesson introduction: This is the start of the lesson. It may be a recap of previous work, checkingassumed knowledge or teacher exposition. Should motivate learners to arouse and gain attention.Must be short, interesting and relevant to the content of the lesson.

Lesson development:

This is the heart of the lesson. It gives a step by step description of how the teaching and learningwill be conducted. The lesson concept is dealt with at length. It must contain relevance of thesubject matter to pupils or society at large.

Step 1- teacher exposes content of the lesson to the learners either by demonstration,discussion and presenting situations or problems.

UNIT 4

LESSON PLANS

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Step 2 – learners practice under teacher’s supervision in groups, pairs or as individuals.

Step 3 - more explanation from the teacher or report back from groups.

Step 4 – individual work under teacher’s supervision and children are given homework.

Step 5 - extension work for early finishers.

Application:

You ask yourself the following questions as a teacher:

l Is there opportunity for learners to apply what they learnt?

l Will learners do something which is measurable?

l Is opportunity given for transfer of what has been learnt to other situations?

l Is the work linked to the objectives?

Lesson conclusion:

This is the rounding off of the lesson. A logical conclusion can be a recap of the work coveredhighlighting the main points, giving pupils homework or follow up activities. It should not be abruptbecause the bell rang or its break time.

The following questions will help you as a teacher to check on the outcomes of the lesson

l Have the essential features of the lesson been summarized?

l Has feedback been provided?

l Did the lesson end smoothly and logically or abruptly?

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Lesson evaluation:

This should give specific aspects of both strengths and weaknesses noted during the lesson, andwhat needs to be done in future lessons to consolidate strengths and remedy weaknesses. Pupilsfacing problems should be indicated with appropriate remediation suggestions.

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INfANT PHYSICAL EDUCATION LESSON PLANDETAILED LESSON PLAN Date: 22 April 2016Grade ECD ATime: 11.30 -12.30Learning Area: Physical EducationTopic/Sub topic: Kids Atheltics/ TrainingContent: Target throw for distance.S.O.M: - P E, Sport and Mass Displays Infant (ECD to Grade 2) page

10 and page 17 National Syllabus -Target and Combat coaching manual page 60- Physical Education and Sport AssessmentManual page 45 & 75

Equipment: Balls, Whistle, Skittles, Cones, Hula Hoops, Tyres, Bean, Tins,Ropes, bags

Number of students: 20Assumed knowledge: Learners can throw an object to a targetLesson Objectives By the end of the lesson, learners should be able to throw an object:

l targeting a stationary object within 35 metres distance

l targeting a mobile object within 35metres at varied distances

l aiming a target over a barrier

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LESSON EVALUATION:

Strength:..............................................................................................................................................................................................

STAGE CONTENT ORGANISATION COACHING POINTS

Introduction5 min

-Teacher introduces thelesson-Learners identify targetgames they play

- Horse shoe

Warm up10 mins

GeneralSlight jogging Dynamic stretches- ball rolling- throw up and down- butt kicks- carioka

Specific- throwing at various tar-gets

- Safety check of the field- practice in single file-take turns to throw atvarious targets

Running action- knees up high- land with balls of feet- correct grip- target chest- throwing towards atarget- eyes on target- follow through

Skill Development20 mins

- Throwing an object to atargetstationery- throwing an object- throwing an object to atarget over a barrier

-demonstration of eachtechnique-throwing from stationery- 3 trials for each learnerfrom various positions- throwing within targets

-correct grip - target objecteven steps in movement- shoulder width apart- release at highest level- eyes on target- aim target set - follow through

Application20 mins

- Target points game -Game of play- fourteams/ groups- throwing to a target toscore points

- correct grip- target objecteven steps in movement- shoulder width apart- release at hihest level- eyes on target set- follow through

Cool Down10 min

- Jogging up and down ina designated area -static stretches

-stretch all the body partssystematically

-stretch parts of body notmore than 20s

Conclusion5 min

- Lessons learnt -feedback by learners

................................................................................................................................................................................................

......................................................................................................................................................................................

Weaknesses:....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Way forward

................................................................................................................................................................................................

................................................................................................................................................................................................

.................................................................................................................................................................. ..................

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IntroductionRecords are critical documents about the teaching – learning process which you must keep as ateacher. Record maintenance should be treated with the importance that is attached to it. It iswhere we are able to record and track learner progress.

ObjectivesBy the end of this unit, you should be able to:

- identify the various records you are expected to keep- prepare accurate records- Interpret information from records to promote learning- maintain and keep records safely- appreciate the need to update records regularly

Record KeepingDefinitionIs the activity of organizing and storing of all the documents and files for reference purposes. It iscritical for you to keep the records updated.

Learner Profiles Profile record is a quality assessment tool designed for a variety of learners to determine theirstrengths and identify areas of improvement. As a teacher, you should carry out profiling to tracklearner behaviour, knowledge, attitudes, aptitudes, skills, values and performances on an on-goingbasis. This assessment informs teaching and learning process and contributes to learner profile.

Continuous AssessmentProgress RecordThis document traces the performance of a learner in a continuous learning process. It containsweekly, monthly or termly performance display of each learner either in written /assignment orpractical assessment. You should have a progress record to capture learner competences.

Attendance RegisterThis is a critical document you should have as a teacher to track and record your learner’s lessonattendance.2.0 PREAMbLE

UNIT 5

RECORD KEEPING

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2.1 INTRODUCTIONInfant school Physical Education syllabus is designed for Infant Learners (Early ChildhoodDevelopment to Grade 2). The learning area seeks to promote learners’ development ofpsychomotor skills and techniques. It ensures that learners develop socially, physically, emotionallyand cognitively. The syllabus also serves as a firm foundation for entry into Junior School PhysicalEducation, Sport and Mass Displays studies.

2.2 SUMMARY Of CONTENTThe Infant School Physical Education syllabus cover theory and practical activities in human body,safety and health, balances, locomotion/movement, coordination, aquatics skills, play and gameskills and kids-athletics. The teacher is expected to deal with the grade level being taught.

Include issue of competences and expected outcomes so as to differentiate it from old curriculum.

2.3 METHODOLOGYl As a teacher it is important for you to use problem-solving and learner-centred

approaches:l You are the facilitatorl The learner is the doerl select appropriate teaching methods for your lessonsl use a variety of learner-centred approachesl plan and organise study toursl help pupils carry-out projects or experiments

Learning-teaching material are important in your execution of curriculum content as they;

l help learners to learn better and fasterl capture learners` interestl create virtual reality

Examples of Learning-Teaching material to be used:charts, chalkboard, whiteboard, computers, slides, films, videos, flannel graph, textbooks

2.5 CLASS MANAGEMENT

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Class management is the process of planning, organising, leading and controlling class activitiesto facilitate learning. As a teacher, you should be able to create an effective learning environment,motivate the learners, maintain discipline and supervise class activities.

ORGANISATIONAL SKILLS fOR EffECTIVE LEARNINGClassroom organisation covers the following:

l physical environmentl emotional environmentl grouping the learnersl class control and disciplinel supervision

PHYSICAL ENVIRONMENTl Classroom to be clean, tidy and airyl Safety considerations when arranging furniturel Teaching aids to be visible to learners

EMOTIONAL ENVIRONMENTl Be firm, warm and pleasantl Set the right tonel Tell learners what behaviour you expect

GROUPINGl Learners may be grouped according to needs, abilities, problems but not sexl Promote sharing of ideas among learners

CLASS CONTROL AND DISCIPLINEl Know the school’s policy on disciplinel Be firm and fairl Punishment should be correctivel Acknowledge good behaviourl Make use of prefects and class monitorsl Create an atmosphere of trust and honesty

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l Aim for intrinsic discipline

MOTIVATIONl Make learners feel importantl Recognize and reward excellencel Be a role model in terms of your demeanour

SUPERVISIONl Check learners` work in order to guide and correct theml Areas that require supervision include practical work, written work, discussions,

group work and field trips

EvaluationAs a teacher, you are expected to evaluate both your work and that of the learners. It is your dutyto identify the essential evaluation methods that you can use, prepare marking schemes for thevarious activities or projects

Importance of Evaluation It helps you as the teacher in measuring the success of teaching in terms of teacher and learnerperformance. It also provides feedback on the acquisition of knowledge, skills and attitudes bylearners

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2.6 Curriculum Content break Down2.6.1 SYLLAbUS TOPICS

1 Human Body 2 Safety and Health 3 Balances4 Locomotion/movement 5 Coordination6 Aquatics skills 7 Play and game skills8 Kids Athletics

2.6.2 Curriculum Content broken Down into teachable Units.2.6.2.1 Human body• Objectives (learner – behaviour)

l identify and name parts of the human bodyl differentiate between males and femalesl Demonstrate left and right orientation

l Content• Different parts of the human body• External and internal parts of the human body• Human beings are of different sexes

l Methodology (learner - centeredness)• Project based learning• Educational tours • E-learning• Collections• Demonstrations• Resource person(s)

l Teaching-learning aids• Manipulative and Block play area

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• Songs and rhymes• Charts with human body• Poems• Dolls • Mirrors• Pictures• Puzzles• Clay and play dough• Paper glue• Educational Magazines• Papier-Mache• ICT and e-learning tools • Beads • Audio and Visual Materials

l Activities (learner - centeredness)• Singing rhymes and playing games while naming body parts for example

“Head and Shoulders, Knees and Toes”• Identifying and naming parts of the human body • Role playing left and right orientation• Drawing the human body• Fitting jigsaw puzzles of males and females• Modelling a human body

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COMPETENCIES

• AssessmentLearners will be assessed on:

• Ability to identify hazardous objects in and around the environment• List safety rules at school and home• Perform a two-minute fitness endurance test• exercise regularly to enhance muscular development, strength and body

coordination

2.6.2.3 balances

• Objectives (learner – behaviour)• balance on different points• transfer and bear weight• Content • Solo balances moderate motor skills• Basic general balances:

• In pairs• in groups • Balances and creating shapes and formations

l Methodology (learner - centeredness)• Project based learning• Educational tours • E-learning• Collections

Knowledge Skills Attitudes

• Identifying human body parts

• Handling tools and equipment properly

• Resolving differences of opinion

• Right and left orientation • Drawing • Modelling • Manipulative • Fixing the jig-saw puzzle

• Collaborating and contributing to team results

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• Demonstrations• Resource person(s)

l Teaching-learning aids• Manipulative and Block play area• Sticks• Equipment within the ECD play centre• Tyres• Hula hoops• Skittles and cones• Improvised age appropriate safe equipment• ICT and e-learning tools• Audio and Visual Materials

l balancing on various points: • one point• two points• three points• four points • five points • six points

l Transferring and bearing weight through balancing on each otherl Matching balances

Activities (learner - centeredness)Linking balances in pairs or groups

CompetenciesKnowledge Skills Attitudes

• Identifying dangerous objects

• Collecting litter• Manipulative

• Resolving differences of opinion

Classifying hazardous andnon-hazardous objects

• Drawing • Modelling

Psychomotor

Collaborating and contributingto team results

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1.2 TOPIC 2: SAfETY AND HEALTH

ANNEXTURE 1

1.0 SCOPE AND SEQUENCE

1.1 TOPIC 1: HUMAN bODY

TOPIC ECD ECD ‘A’ ECD ‘b’ GRADE 1 GRADE 2

Bearing • Different partsof the humanbody

• External andinternal t partsof the humanbody

• Human beingsare of differentsexes

• Different partsof the humanbody and theirfunctions


• Different parts ofthe human body,functions and care


• Different partsof the humanbody,functions andcare


SUb-TOPIC ECD ECD ‘A’ ECD ‘b’ GRADE 1 GRADE 2

Safety • safety rules- with self andothers- playing area

• safety rules- with self andothers- playing area

• Safe handlingand use of ap-paratus• safety rules- with self andothers- playing area

• Rules and regu-lations on use ofapparatus

• safety rules- with self and oth-ers- playing area

• Rules and regu-lations on use,storage and careof apparatus

• safety rules- with self andothers- playing area- with parapher-nalia

Health • keep healthyand fit

• Healthy food

• Personal andenvironmentalhygiene

• Play to keephealthy and fit

• Personal andenvironmentalhygiene

- Play to keephealthy and fit- Eat healthy - Personal andenvironmentalhygiene

- Play and exer-cise to keephealthy and fit- Eat healthy - Eating habits- Personal and en-vironmental hy-giene

- Play and exer-cise to keephealthy and fit- Eat healthy - Personal andenvironmental hy-giene

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1.3 TOPIC 3: bALANCING


Weight bearing • Solo balances- In pairs• Moderatemotor skills

• Basic generalbalances-Individually - In pairs- In groups

• Moderatemotor skills

• Basic generalbalances - In pairs- in groups- on apparatus

• Balancing andcreating shapesand formations.• Moderatemotor skills

• Balance on orwith prescribed apparatus

• Balancing andcreating pre-scribed shapesand formations• Weight transfer• Moderate motorskills

• Rules and regu-lations on use,storage and careof apparatus

• safety rules- with self andothers- playing area- with parapher-nalia

1.4 TOPIC 4: MOVEMENT/ LOCOMOTION


ElementaryMovement

• Freemovement• Freemovement withapparatus

• One timemotion

•Continuousmotion

• One time mo-tion in responseto stimuli

• Continuousmotion forspeed, direction,space andrhythm

• One time motionin response tostimuli

• Continuous mo-tion for speed, di-rection, space andrhythm

• Movement ondifferent bodyparts

• moving with/onapparatus

• One time mo-tion in responseto stimuli

• Continuous mo-tion for speed, di-rection, spaceand rhythm

• Movement ondifferent bodyparts

• moving with/onapparatus

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1.5 TOPIC 5: COORDINATION


Coordination •Elementaryskills ofcoordination

• Basicconcepts ofcoordinationsuch as inwalking,throwing andcatching

• Basic con-cepts of coordi-nation in relationto balance andweight transfer

• Basic conceptsof coordination inrelation to balanceand weight trans-fer

• Skills of coordi-nation with appa-ratus

• Basic conceptsof coordination inrelation to bal-ance and weighttransfer

• Coordination inrelation to forma-tions and stimuli

1.6 TOPIC 6: AQUATIC SKILLS


Water familiar-ization andsafety

Floating

Stroking

• Aquatic safety

• Safe entry,play and exit

• Assisted float

• Splashing andscrambling

• Aquatic safety

• Safe entry,play and exit

• Assisted float

• Splashing andscrambling

• Aquatic safety

• Safe entry,play, submergeand exit

• Floating withminimal/ withoutassistance

• Gliding,splashing andscrambling

• Aquatic safety

• Safe entry, play,submerge and exit

• Floating with/without apparatus

• Gliding, splash-ing, scramblingand stroking

• Aquatic safety

• Safe entry, play,submerge andexit

• Floating with/without apparatus

• Gliding, splash-ing, scramblingand stroking

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1.7 TOPIC 7: PLAY AND GAME SKILLS


Receiving

Sending

Travelling

• receivingapparatus withhands and feet

• throwing andkicking

• Chasing

• basicreceiving skillsfrom twodimensions

• throwing,kicking andstriking fromtwo dimensions

• moving with orwithoutapparatus

• dodging

• receiving usingmultiple dimen-sions

• receiving usingequipment

• throwing, kick-ing and strikingwith or withoutapparatus usingmultiple dimen-sions

• moving with orwithout appara-tus for speed,space, distanceand direction

• receiving frommultiple dimen-sions


• throwing, kickingand striking withor without appara-tus using multipledimensions

• moving with orwithout apparatusfor speed, space,distance, height,positioning and di-rection

• receiving frommultiple direc-tions


• sending skillswith a variety ofdirections

• moving with orwithout apparatusfor speed, space,distance, height,shielding, posi-tioning and direc-tion

1.8 TOPIC 8: KIDS’ ATHLETICS


Running • Free running • High kneerunning on theballs of the feet

• Controlled run-ning in randomdirections

• Running onthe balls of thefeet and liftingknees

• Shuttle relay run-ning for a distanceof 50m

• Running on theballs of the feet,lifting knees andbending elbows

• Bend runningand obstacleclearing

• Running on theballs of the feet,

• lifting knees andbending elbowsfollowing the op-posite arm, oppo-site leg action

Throwing • Free throwing • Target throwfor distance

• Target throwfor distance andheight

• Knee throw

• Rotational throw-ing

• Whole bodythrowing

• Rotationalthrowing for dis-tance

• Rotationalthrowing for ac-curacy

Jumping • Free jumping • Guided jump-ing

• Hoping andstanding jumps

• Two foot jumpin one direction

• Two foot jump-ing skills in alldirections

• Sideways jump-ing over obstacles

• Continuous sin-gle and doublefooted jumpsusing a rope

• Forward squatjump (leaping) fordistance

• Hopping , crosshopping and con-tinuous jumping

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