Curriculum is...

• Framework of child-centered physical activities that promote physical activity and skill development.

• A delivery system that gives sequence and direction to the learning experience of children.

Value Orientation-  Set of personal and professional beliefs that provides a basis for determining curriculum decisions.

Determining the value orientation of the curriculum involves consideration of three major components:

1. The subject matter to be learned (subject matter, student-centered approach)

2. The students for whom the curriculum is being developed

3. The society that has established the schools

Before accepting a new teaching position ask yourself the following questions:

• Will the curriculum express a point of view about subject matter that is consistent with mine?

• Does the curriculum express a point of view about student learning that I believe?

• Does the curriculum express a point of view about the school's role in accomplishing social-cultural goals that are similar to my beliefs?

• Can I implement instructional strategies I value within this model?

Sequential approach for constructing a meaningful, well-planned curriculum guide:

Step 1 – Develop a guiding philosophy

Step 2 – Define a conceptual framework for the curriculum

Step 3 – Consider environmental factors

Step 4 – Determine content standards and student objectives

Step 5 – Select child-centered activities

Step 6 – Organize selected activities into instructional units

Step 7 – Evaluate and modify the curriculum

Step 1 – Develop a guiding philosophy

Define a philosophy of Physical Education that reflects the educator's beliefs

The philosophy guides the development process

Defines how program fits into total school curriculum

Defines what will physical education accomplish for each student

---

Step 2 – Define a conceptual framework for the curriculum

Reflects beliefs about education and the learner

Series of statements that characterize the desired curriculum

Establish the criteria that will be used to select activities

In a child-centered developmental curriculum:

• Curriculum goals and objectives are appropriate for all youngsters
• Activities in the  curriculum are selected based on their potential to help students reach content standards
• The curriculum helps youngsters develop lifelong physical activity habits and understand basic fitness concepts
• The curriculum includes activities that enhance cognitive and affective learning
• The curriculum provides experiences that allow all children to succeed and feel satisfaction
• The curriculum is planned and based on an educational environment that is consistent with other academic areas in the school
• Activities in the curriculum are presented in an educationally sound sequence
• The curriculum includes an appropriate means of assessing student progress

---

Step 3 – Consider environmental factors

Conditions within the community and school district that limit or extend scope of curriculum:

• School administrators support
• The Community:  People and climate-  Parents have a strong influence on children's habits
• Facilities and equipment dictate activities
• Laws and requirements (national, state, local)
• Scheduling (length of class, times per week)
• Budget and funding

---

Step 4 – Determine content standards and student objectives

Content standards determine direction of program

Dictated by state, district, or school

These are fixed goals for learning that determine what students should know and be able to do

Determine criteria to be used for activity selection

Student centered objectives are usually written in behavioral terms.

Beharioral objectives contain three key characteristics:

1. Desired behavior that is observable
2. A behavior that is measurable
3. The criterion for success that can be measured

Objectives are written for all three learning domains:

• Psychomotor Domain
  • Move efficently using a variety of locomotor skills.
  • Perform body managment  skills on a variety of apparatus
• Cognitive Domain
  • Understand words that describe a varietyof relationships with objects such as around, behind, over.
  • Understand how warm-up and cool-down prevent injuries
• Affective Domain
  • Show empathy for the concerns and limitations of peers
  • Demonstrate a willingness to participate with peers regardless of diversity or disability

---

Step 5 – Activities

Activities that appeal to learners

Select activities that contribute to content standards and student centered objectives

Know basic urges of children:

• The urge for movement
• The urge for success and approval
• The urge for peer acceptance and social competence
• The urge to cooperate and compete
• The urge for physical fitness and attractiveness
• The urge for adventure
• The urge for creative satisfaction
• The urge for rhythmic expression
• The urge to know

Understand characteristics and interests of children (age and maturity specific)

---

Step 6 – Organize selected activities into instructional units

Design a delivery system that assures all activities will be taught

Activies are most often grouped by grade or developmental level:

• Developmental level I -- K through 2nd grade
• Developmental level II -- 3rd grade through 4th grade
• Developmental level III -- Emphasize specialized skills and sports activities

Review and monitor:

• Scope – yearly content of the curriculum
• Sequence – vertical articulation (skills to be covered an a year-to-year basis)
• Balance – all objectives in the curriculum receive adequate coverage

---

Step 7 – Evaluate and modify the curriculum

Collect information

• Students, teachers, parents, etc.
• Likes and dislikes
• Achievement scores

Identify weaknesses and determine causes

Modify possible program deficiencies

Pilot (trial) project can be instituted for curricular changes

---

Take Quiz