Grade 1 Curriculum Tracking Template (Page 21 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Health

GRADE 1 - Physical Education and Health

Student’s Name:____________________

Teacher:____________________

School Year:____________________

Term:____________________

Teacher

Needs

Tracking:

Improvement

Satisfactory

Good

Excellent

LIVING SKILLS

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

1. demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the

expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.

SPECIFIC EXPECTATIONS

1. Living Skills

By the end of Grade 1, students will:

Personal Skills (PS)*

1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and

monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active

Living: ask themselves whether they are doing the best they can while they are participating in DPA activities in the classroom; Movement Competence: describe how they

feel when they move in different ways; Healthy Living: ask themselves whether they used a tissue or did a “sleeve sneeze”to cover their nose and mouth when sneezing in

order to avoid spreading germs)

1.2 use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement

competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: apply knowledge of safety procedures to make themselves feel safer and more

confident as they play on the playground; Movement Competence: try to express themselves positively when they are excited or disappointed during a game or when they

are learning a new skill; Healthy Living: be able to use proper terminology to name their body parts, so they can explain where they may be hurt or sore)

* The abbreviation(s) for the three categories of living skills – PS, IS, and CT – appear in square brackets at the end of expectations, in

strands A–C, to which those skills are clearly connected. (See pp. 18–21 for a discussion of living skills.)

Interpersonal Skills (IS)*

1.3 communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop

movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: speak respectfully and pay attention to others when sharing equipment;

Movement Competence: use eye contact, body cues, and words as needed to communicate clearly when sending and receiving objects; Healthy Living: effectively

communicate feelings they might experience in response to caring behaviours and exploitive behaviours)

Student: “I need to make sure my partner is looking at me and has her arms stretched out ready to catch before I throw the beanbag. If she is not looking, I call her name.”

1.4 apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to

help them interact positively with others, build healthy relationships, and become effective group or team members (e.g., Active Living: take turns when using equipment;

Movement Competence: work cooperatively to share the space and try not to bump into others when moving around the gymnasium; Healthy Living: listen respectfully to

show they care about someone)

Critical and Creative Thinking (CT)*

1.5 use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making

decisions, and evaluating their choices in connection with learning in health and physical education (e.g., Active Living: make connections between being active and staying

healthy; Movement Competence: use creative thinking skills to come up with new ways of moving and balancing – for instance, balancing on four body parts, three body

parts, or five body parts; Healthy Living: make and explain choices that protect them from the sun, such as wearing a hat and applying sunscreen)

A. ACTIVE LIVING

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

A1. participate actively and regularly in a wide variety of physical activities and identify how regular physical activity can be incorporated into their daily lives;

A2. demonstrate an understanding of the importance of being physically active and apply physical fitness concepts and practices that contribute to healthy, active living;

A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

SPECIFIC EXPECTATIONS

A1. Active Participation

By the end of Grade 1, students will:

A1.1 actively participate in a wide variety of program activities (e.g., activity centre and circuit activities, tag games, parachute activities), according to their capabilities, while

applying behaviours that enhance their readiness and ability to take part (e.g., joining in willingly, showing respect for others, following directions, taking turns) [PS, IS]

Grade 1 Curriculum Tracking Template Page 21

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