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QATAR PHYSICAL EDUCATION

CURRICULUM STANDARDS (QPECS) GUIDANCE

2018

Qatar

Physical Education Guidance for the process of curriculum

development and implementation

Andrew Frapwell

Dr Jo Harris

Professor David Kirk

Qatar Physical Education Curriculum Standards (QPECS) Guidance 2018 Preface

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PREFACE

For all children and young people, with the joy and possibilities they offer to

the State of Qatar and the World

Teaching is the profession that creates all the other professions. Teachers make a difference in ways

you cannot imagine. You make a difference.

Be inspired to make a difference to every child you teach.

And your body has a right over you.

Prophet Muhammad PBUH


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FOREWORD The Association for Physical Education (afPE) is both proud and privileged to have collaborated with the Qatar Ministry

Physical Education Expert Team and the Executive Team in developing the Qatar Physical Education Curriculum Standards

(QPECS) for 2018 and the QPECS Guidance. We have been committed to developing high quality resources to train the

trainers as well as training resources for the trainers to train teachers in the new competency-based approach to curriculum

design and development, teaching, learning and assessment.

The challenges in making the change from a standards-based approach to a competency-based approach and providing

information assurance have been both difficult and interesting. Professor David Kirk has drawn on his extensive international

experience to review and benchmark the previous Qatar PE curriculum standards and to support the development of a

conceptual framework for physical education. Doctor Jo Harris has developed supportive documentation regarding ‘Leading

safe, healthy and active lives’; and Andrew Frapwell has worked tirelessly to provide solutions and develop information

assurance regarding a holistic approach to the planning and development of a competency-based curriculum. All our authors

(as well as our trainers Jan Hickman and Carol Lukins) have worked with enthusiasm, tenacity, and dedication to provide

practitioners, including the PE Expert team, teachers and students, with state-of-the art knowledge support on the frontiers in

physical education.

A physically-educated child is a successful child. Research confirms this. Students perform better when they are physically and

emotionally healthy. They miss fewer days off school, fewer classes, are less anxious than other students and are less likely to

engage in risky or antisocial behaviour. They can concentrate better and generally attain higher scores in all subjects. This is

why our vision of ‘Physical Education - The Heart of School Life’ is important for all schools and we believe that all students

should be challenged by a well-balanced curriculum that includes high quality physical education.

We believe that students should develop key competencies and physical education competencies, build character, value

physical activity and be prepared not only for success in further study and for employment in a global environment, but also

participate regularly in a healthy, physically active lifestyle. Children who are physically educated exercise regularly and for fun.

They empathise with people from different backgrounds and different countries. They find it easier to understand, even

change the world around them. They embark on journeys. Maybe most importantly, they embark on the most epic voyage of

all, the one that takes them deep into their own personal identity and culture, one that takes them to a new world where

individuals value and respect themselves and each other by being regularly physically active as part of a healthy active lifestyle.

This guidance document provides valuable information assurance and covers the necessary materials and mechanisms to

teach and lead high quality physical education. We want our Qatari colleagues to be the best that they can be and seek to

continuously undertake further professional learning in the future.

We wish you well on your journey and hope to be involved in future support.

Sue Wilkinson

SUE WILKINSON MBE

ASSOCIATION FOR PHYSICAL EDUCATION

CHIEF EXECUTIVE OFFICER


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CONTENTS

PREFACE PAGE

Quotes i

Foreword ii

Contents iii

About this guidance document ix

CHAPTER 1: STAGE 1: PREPARATION AND EVIDENCE GATHERING STAGE 2I: DEVELOPMENT – QATAR PHYSICAL EDUCATION CURRICULUM STANDARDS

PAGE 1

1. Background

2. Stage 1: Preparation and Evidence Gathering

2

3

3. Stage 2i: Development – QPECS 4

3.1 Qatar National Curriculum Framework (QNCF) 4

3.2 Three key questions frame the approach to the QPECS development process: 9

3.2.1 What are we trying to achieve 9

3.2.2 How is the learning organised? 9

3.2.3 How well are we achieving? 9

3.3 Why develop a conceptual framework for physical education? 12

3.4 How is physical education constructively aligned with the QNCF? 12

3.4.1 Physical Education aims have been created 12

3.4.2 Physical Education ‘subject-bound’ competencies have been developed 12

3.4.3 The Physical education competencies have been mapped to the three curriculum strands 13

3.4.4 What are standards and what are competencies? 13

3.4.5 Physical Education Competencies and Content 19

3.4.6 Key Competence and subject-bound competence mapping 19

3.4.7 The transition from a standards-based to a competency-based approach 20

3.5 Subject integration 22

3.5.1 Cross-cutting issues 22

3.5.2 Links with other subjects 23

3.5.3 The contribution of Physical Education, Sports and Health to Literacy and Numeracy 23

3.6 Alignment with Curriculum Principles 23

3.7 References 26

CHAPTER 2: STAGE 2II DEVELOPMENT – PHYSICAL EDUCATION PROGRAMME

PAGE 27

1. Stage 2ii: Development – Physical Education Programme 28

1.1 What are we trying to achieve? 28

1.1.1 Learning outcomes: explained 28

1.1.2 Principles of learning outcomes 30

1.1.3 Outcomes in summary: 31

1.1.4 Devising physical education outcomes 32


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1.1.5 An analysis of learning outcomes 33

1.1.6 Summary: Planning Learning using Learning Outcomes 36

1.2 How is the learning organised? 46

1.2.1 The principles of curriculum design 46

1.2.2 The Steps to successful programme planning 47

1.3 How well are we achieving 54

1.4 References 55

CHAPTER 3: STAGE 3: IMPLEMENTATION

PAGE 57

1. Stage 3: Curriculum implementation 58

1.1 What are we trying to achieve? 58

1.1.1 UNESCO (2017) Four Pillars of Education 58

1.1.2 Learning to learn – elevating competencies to the forefront of our practice 59

1.1.3 What are competencies as ‘enablers’? 59

1.1.4 What are competencies as development? 59

1.2 How will we organise teaching and learning? 60

1.2.1 Openness and flexibility 60

1.2.2 Principles of teaching and learning 61

1.2.3 Inclusion 64

1.2.4 Inclusion: The three strands 65

1.2.5 Inclusion: Special Needs Education 66

1.2.6 Inclusion: Gifted and Talented 66

1.2.7 The Inclusion Spectrum 67

1.2.8 Teaching and Learning Strategies 69

1.2.9 A Focus on Achieving Active Lifestyles 70

1.2.10 What are the State of Qatar Physical Activity Guidelines? 72

1.2.11 Principles for promoting physical activity as part of healthy active lifestyles 73

1.2.12 Whole school physical activity promotion opportunities 73

1.2.13 Anomalies 74

1.2.14 Physical activity and obesity 76

1.2.15 The influence of physical activity on fitness 76

1.2.16 Addressing concerns about fitness testing 79

1.2.17 Recommendations for how health-related content can be incorporated into the PE programme 80

1.2.18 Recommendations for out-of-class activities/time that can support the health-related curriculum 81

1.3 How do we know if we are achieving? 85

1.4 References 86

CHAPTER 4: STAGE 4: MONITORING AND EVALUATION

PAGE 87

1. Stage 4: Monitoring and Evaluation 88

1.1 What do we want to achieve? 88

1.1.1 Improve learning and teaching 88


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CHAPTER 4: CONTINUED... PAGE 1.1.2 Establish comparable standards 88

1.1.3 Credibility 88

1.2 How is assessment organised? 89

1.2.1 Assessment for Learning / Formative Assessment 90

1.2.2 Diagnostic Assessment 91

1.2.3 Summative Assessment 91

1.2.4 Evaluative Assessment 91

1.2.5 Assessment Strategy 92

1.2.6 Assessment Methods 95

1.3 How well are students achieving? 98

1.3.1 Stage descriptors 98

1.3.2 Structure of Observed Learning Outcomes (SOLO) 98

1.4 References 102

LIST OF FIGURES PAGE Fig 1: A four-stage cyclical process for curriculum development (adapted from UNESCO 2017). x

Fig 2: Diagram to illustrate the three questions outlining a disciplined innovation process 3

Fig 3: The components of the Qatar National Curriculum Framework (QNCF) 5

Fig 4: The components of competency 7

Fig 5: The Qatari National Curriculum Framework (QNCF): Big Picture Diagram 10

Fig 6: The Qatar Physical Education Curriculum Standards (QPECS) – Big Picture Diagram 11

Fig 7: The Alignment of Key Curriculum Aims and Physical Education Aims 12

Fig 8: The Conceptual Framework for Physical Education – The alignment of the expected learning outcomes 14

Fig 9: Categories of Competence 15

Fig 10: QNCF key competencies mapped with physical education competencies 20

Fig 11: The contrast between a standards-based and a competency-based approach 21

Fig 12: Cross-cutting issues mapped with the nine sub-strands of physical education 22

Fig 13: Diagram to show how outcomes represent the totality of learning expected 29

Fig 14: Diagram to illustrate the alignment of depicted of learning outcomes 30

Fig 15: afPE Iceberg analogy to illustrate learning outcomes and the alignment with QNCF / QPECS 30

Fig 16: The dimensions of learning outcomes 32

Fig 17: Examples of the verbs utilised in developing learning outcomes 35

Fig 18: Strand 1, Sub-strand 1 – Moving Literately: Skills 37

Fig 19: Strand 1, Sub-strand 2 – Moving Literately: Concepts 38

Fig 20: Strand 1, Sub-strand 3 – Moving Literately: Strategy 39

Fig 21: Strand 2, Sub-strand 1 – Leading Healthy, Safe and Active Lives: Valuing Physical Activity 40

Fig 22: Strand 2, Sub-strand 2 – Leading Healthy, Safe and Active Lives: Physical Activity for Health and Wellbeing 41

Fig 23: Strand 2, Sub-strand 3 – Leading Healthy, Safe and Active Lives: Managing Risk and Safety 42

Fig 24: Strand 3, Sub-strand 1 – Building Character: Cultural and Personal Identity 43

Fig 25: Strand 3, Sub-strand 2 – Building Character: Communication and Cooperation 44

Fig 26: Strand 3, Sub-strand 3 – Building Character: Appreciating Movement Aesthetically 45


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LIST OF FIGURES CONTINUED...

Fig 27: Early Childhood Education - Kindergarten, Grades 1, 2 & 3 48

Fig 28: Primary Stage - Grades 4, 5, 6 48

Fig 29: Preparatory Stage - Grades 7, 8, 9 49

Fig 30: Secondary Stage - Grades 10, 11, 12 49

Fig 31: Physical Education Curriculum Pathways 50

Fig 32: Learning to learn: The Four Pillars of learning 59

Fig 33: Inclusion: Promoting movement, character and active lifestyles 65

Fig 34: The Inclusion Spectrum 67

Fig 35: The Inclusion Spectrum explanation 67

Fig 36: Space, Time/Task, Equipment, Players/Position (STEP) 68

Fig 37: A summary of the ten Spectrum of Teaching Styles: 69

Fig 38: State of Qatar Physical Activity Guidelines 72

Fig 39: Twelve general principles that should be applied in PE 73

Fig 40: Ten whole school principles for the promotion of physical activity 74

Fig 41: Anomalies associated with the promotion of active lifestyles 75

Fig 42: Benefits from physical activity for young people who are overweight or obese 78

Fig 43: Proposals for teachers if fitness testing is used 79

Fig 44: Principles for involving students with health conditions 82

Fig 45: Practical recommendations for students with diabetes 83

Fig 46: Practical recommendations for students with asthma 83

Fig 47: Practical recommendations for students who are overweight or obese 84

Fig 48: Recommendations for student physical activity during Ramadan 84

Fig 49: Four main types of assessment 89

Fig 50: Considerations for developing an assessment strategy 93

Fig 51: Considerations for assessment that is ‘fit for purpose’ 94

Fig 52: Summative Assessment Categories 99

Fig 53: Summary of Assessment in a competency-based approach to learning 99

APPENDICES

Appendix 1: Terminology 103

Appendix 2: QNCF Learning Outcomes 115

Appendix 3: Early Childhood Stage 122

• A Curriculum Map for Physical Education 123

• Unit Sequencing and learning outcomes and Indicative Unit Content 125

Appendix 4: Primary Stage 144



Appendix 5: Preparatory Stage 163




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APPENDICES CONTINUED...

Appendix 6: Secondary Stage 184



Appendix 7: Physical Education Daily Lesson Plan (DLP) Template 201

Appendix 8: Assessment Templates 205

• Assessment Strategy 206

• Summative Assessment 207


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ABOUT THIS GUIDANCE DOCUMENT

The purpose of this guidance document is to understand how a curriculum programme for physical education can be

effectively developed, implemented and evaluated.

The document has been designed and authored by the Association for Physical Education (afPE) to provide guidance to

Qatar Physical Education teachers for the successful future development and implementation of the new Qatar Physical

Education Curriculum Standards (QPECS) KG-12, 2018.

The QPECS outlines the statutory requirements and recommendations for physical education. It does not describe or

illustrate the planning process or appropriate teaching and learning approaches that could be used. As some parts are open

to differing interpretation, this guidance document aims to develop a common understanding and interpretation of the

QPECS as well as outline pragmatic development and operational approaches to meeting QNCF/QPECS requirements.

Although the document serves as a practical implementation guide for teachers (specifically the incorporation of planning,

assessment and pedagogical aspects for successful implementation) additional ongoing training is still required to illustrate

implications for practice and fully achieve the six curriculum principles outlined by the QNCF (SEC / UNESCO 2016) to

raise standards.

What are the ongoing professional learning activities teachers should undertake?

1. Teachers should meet and engage in learning dialogue with the Qatar Ministry Physical Education Experts, other

teachers, parents, universities, wider community clubs and other agencies to provide an ongoing review of the 2018

modifications and develop lasting change. Any ongoing review should be informed by reference to the QNCF

curriculum principles, the principles for curriculum design, the QNCF and QPECS learning outcomes and the learning

activities planned by the teachers. Emerging ‘best’ practice should be recognised and shared due to the learning impact

on students and not because something appears a great idea.

2. Teachers should to consider how they inclusively plan, structure and sequence learning across the experience for

learners (KG – 12) and within the school stages (Early childhood, primary, preparatory and secondary) to provide a

challenging, stage appropriate, relevant and coherent curriculum that meets all learners needs and raises standards of

learning in PE.

3. Teachers should develop coherent assessment strategy that involves all types of assessment and appropriate

methodology that improve student learning. Assessment should be fit for purpose and focused on learning outcomes

so that student competencies (curriculum and physical education competencies) are continuously progressed through

the school stages. Teacher assessment practice should identify weaknesses or gaps to address in student learning so

that their teaching can be continuously adapted so that broader and deeper (mastery) learning can result.

4. The current joint planning practice between teachers should continue so that subject teaching is well-planned and

rigorous. This joint planning in physical education should also extend to joint planning between other subject teachers

to make sure that cross-cutting issues and links between subjects are made and that numeracy and literacy


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opportunities are provided, as well as ensuring there is progression in the curriculum competencies that should

permeate all provision.

5. Teams of teachers should meet in groups with Ministry Physical Education Experts to reflect on and monitor standards

and report to each other on the progress that they themselves and their students are making. Such discussions should

ensure each teacher is building on the progress that learners have made.

6. Current and future contexts in which learning takes place should be discussed to ensure a breadth and depth of

student experiences that allow students to exercise the right choices for their career planning and self-management

regarding regular physical activity as part of a healthy lifestyle.

7. Teacher pedagogical practice should be reviewed and developed in terms of the seven teaching and learning principles

outlined in the QPECS (2018) document and further developed in Chapter 3.

This guidance document is organised in four Chapters which outline four stages of the curriculum development process for

physical education:

Fig 1: A four-stage cyclical process for curriculum development (adapted from UNESCO 2017).

Chapter 1, Stage 1:

Preparation and evidence gathering

Chapter 1, Stage 2i:

Development -QPECS

Chapter 2, Stage 2ii: Development - PE

programme

Chapter 3, Stage 3:

Implementation

Chapter 4, Stage 4:

Monitoring and evaluation

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CHAPTER 1 BACKGROUND: WHY CHANGE?

STAGE 1: PREPARATION AND EVIDENCE GATHERING

STAGE 2I: DEVELOPMENT – QATAR PHYSICAL EDUCATION CURRICULUM STANDARDS

Qatar Physical Education Curriculum Standards (QPECS) Guidance 2018 Chapter 1

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1. Background: Why Change?

UNESCO (2017), present the following four main reasons why the traditional standardised curriculum model should be

challenged:

a. The rapid increase in the breadth and depth of human knowledge, and the challenge of which ‘bits’ of knowledge

should be selected that constitute a curriculum for 21st Century learners.

b. The realisation that the main aim of curriculum should be to produce ‘competent’ young people, rather than

students who can simply remember information and recall it for assessment or examination purposes. Students

should have the appropriate and relevant knowledge, skills, attitudes, beliefs and values that will enable them to

function successfully in the various roles they will have throughout their lives.

c. The realisation that not all students need to learn the same content to become competent. They can become

competent by learning the underpinning skills and attitudes in various knowledge contexts, but then pursuing

their interests within the curriculum so that learning is more enjoyable and relevant for them.

d. A growing belief that the school years are not the only period of their lives when students will learn in structured

ways, and that they should be encouraged to be inquisitive and to continue learning throughout their lifetimes.

The curriculum should therefore be connected to pre-school learning, to learning acquired outside school and to

post-school learning.

In addition, joint research from Hamad bin Khalifa and Qatar Universities (2016), revealed that since the launch of the

Qatar education reform in 2002 and the significant changes that occurred in the educational landscape, Qatar is still far

from meeting its national curriculum standards and has a long way to go for providing quality education.

Other research released by Qatar Biobank in 2016 discovered that more than 70% of the population in Qatar is either

overweight or obese; 83% of the population does little or no physical exercise and 41% do not do any physical activity at

all.

A competent population is one whose learning manifests itself in actions and behaviours. It is not enough simply to know.

Learning should be applied. Whilst school systems, schools and teachers of physical education cannot be held solely

responsible for low levels of physical activity and high levels of obesity, we can influence behavioural change. The research

information, and benchmarking regarding the previous curriculum has highlighted the need to change, including a focus on

the process of change and support for teachers.


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2. Stage 1: Preparation and Evidence Gathering

Preparation for any development process starts with the question: “What are we trying to achieve?” The brief from the

Ministry of Education was clear: Review and revise the Qatar Physical Education Curriculum Standards (2008) and

introduce a competency-based approach. The starting point was clarified by gathering evidence and using information

gleaned from the following sources:

• A review of the Qatar Physical Education Curriculum Standards (2008) and how the documentation benchmarked to

other countries international practice;

• A systematic review of the current implementation of standards in schools

• The conceptual framework and guiding curriculum principles provided by the QNCF (UNESCO/SEC, 2016).

Preparation continues with a second question which is: “How is the project organised?” This included identifying the

people involved, developing strategy and organising a timeline. A project team from the Association for Physical Education

(afPE) collaborated with a Qatar Ministry Physical Education team of experts. A key aspect of the project was the selection

and training of Physical Education teachers as Tutor Trainers and the development of resources to support this strategy.

When the goal is clear, and the organisation has been planned, it’s important to determine benchmarks for success: “How

well are we achieving?” The wording of this question implies that this is an ongoing monitoring process. This approach to

monitoring using benchmarks and evidence to inform project progress provides control over the development process. It is

often referred to as a ‘Disciplined innovation” process.

Fig 2: Diagram to illustrate the three questions outlining a disciplined innovation process

These three questions are fundamental to any change or development process and form the basis of the approach to each

of the four stages outlined in this guidance.

1. What are we trying

to achieve?

2. How is the project

organised?

3. How well are we

achieving?


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3. Stage 2i: Development – QPECS

Development of the Qatar Physical Education Curriculum Standards (QPECS - 2018) must align with the Qatar National

Curriculum Framework (QNCF).

The QNCF sets the parameters, directions and principles for curriculum policy and practice. When applied to the

development of subject programmes, the framework informs the organisation, control and regulates to a certain extent the

content. The framework also applies to a range of matters that can have a direct impact on the development and

implementation of curriculum, such as how the curriculum meets the current and future needs of the country, teaching

methodology, teacher recruitment and selection, assessment and examination practice, and even class sizes. A brief

summary of the QNCF is developed over the next few pages.

3.1 Qatar National Curriculum Framework (QNCF)

Curriculum Vision

The Qatar economy is at the forefront of global development. In the fields of technology and media communications Qatar

is playing a leading role in the world. To maintain this situation and respond to its challenges, the school curriculum must

be aligned to the very latest developments and must equip young people to take their place in a very advanced economy

and society. Learning must continue through life and draw on the latest technological possibilities.

The Qatar National Vision 2030 (QNV) considers human development to be its cornerstone: ‘because no development and

no progress can be accomplished without advanced high quality educational and training services that are aligned with the

labour market needs and the aspirations and abilities of each individual.’

This vision of an Educated Population has significant implications for the school curriculum, and this is taken account of in

this Framework.

The Vision sets out the need for An Educated Population in the following terms:

‘An educated population needs a world-class educational system that equips

citizens to achieve their aspirations and to meet the needs of the Qatari society.

This requires:

• Educational curricula and training programs that respond to the current and future needs of the labour market;

• High quality educational and training opportunities appropriate to each individual’s aspirations and abilities; and

• Accessible educational programs for life-long learning.


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It also requires a formal and informal educational network to equip Qatari children and youth with the skills and

motivation to contribute to society, by fostering in particular:

• A solid grounding in Qatari moral and ethical values, traditions and cultural heritage;

• Creativity and innovation on the part of, young people;

• A strong sense of belonging and citizenship;

• Participation in a wide variety of cultural and sports activities;

• Well-developed, independent, self-managing and accountable educational institutions operating under centrally-

determined guidelines;

• An effective system for funding scientific research shared by the public and private sectors and conducted in

cooperation with specialized international organizations and leading international research centres; and

• A significant international role in cultural and intellectual activity and scientific research.

Key Components

There are four key components to the Qatar National Curriculum Framework:

• Values, aims, and principles

• Competencies

• Subjects

• Cross-cutting issues

The components can be represented in the following model:

Figure 3: The components of the Qatar National Curriculum Framework (QNCF)


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The Key Values, Aims and Principles Underpinning the Curriculum

Key Values

Islamic values and the Arabic and Qatari cultural heritage, with an additional focus on the following values:

• Respect and compassion

• Positivity and endeavour

• Personal rights, responsibilities and integrity

The key values should underpin and permeate the whole curriculum. They are not just values that are taught directly to

students, but should be the basis for curriculum design, curriculum policies, curriculum materials, teaching and learning

and also the ethos of schools.

Young children are extremely impressionable. Opinions are formed at a young age. Alongside parents, teachers are a child’s

biggest influence and it is our responsibility to teach core values, so children grow up to be caring, confident and respectful

adults. As such values are an important part of the educational process as well as the overall development of the individual.

Values are ‘caught’ by children as much as they are taught. In other words, we must be a good example for children. If

children are expected to show respect for others, we must also show respect. If children are disrespectful we often refer to

the fact that they have a bad attitude. We must reflect on this and consider our role in developing positive attitudes.

Key Curriculum Aims

1. Successful life-long learning

2. Personal moral and social development

3. Active and responsible citizenship

4. Commitment to sustainable development

The Key Curriculum Aims apply to all subjects and educational stages.

Key Curriculum Principles

1. Excellence

2. Inclusiveness (education for all)

3. Openness and flexibility

4. Balance

5. Relevance

6. Integration and coherence


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Curriculum Competencies

1. Creative and critical thinking

2. Literacy

3. Numeracy

4. Communication

5. Co-operation and participation

6. Inquiry and research

7. Problem-solving

Over time, the curriculum seeks to develop a wide range of competencies and these are often grouped in terms of:

• Academic skills (such as literacy);

• Cognitive skills (such as problem solving);

• Life skills (such as collaboration);

• Attitudes (such as self-control);

• Civic awareness (such as national identity); and

• Knowledge (such as entrepreneurial awareness).

Competencies are made up of skills and attitudes in a particular knowledge context as clarified in the figure below:

Figure 4: The components of competency

Although the seven key competencies envisaged in the QNCF should be developed in all subjects, they may apply

differently in each because of the different nature of the knowledge contexts. There is not a direct one-to-one relationship

of one key competency to each subject. Any key competency can be developed within the context of any subject or

knowledge area.

The Expected Learning Outcomes

Based on the principles, values and competencies identified in the QNCF, six generic learning outcomes have been

identified. These learning outcomes form the basis of a learner profile which reflects a balance between learning continuity

and progression (see Appendix 1 to view the Curriculum Learning Outcomes in full)


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The six generic categories are as follows:

1. Learners who demonstrate personal, moral and social integrity

2. Successful lifelong learners

3. Learners who are creative and critical thinkers

4. Learners who are able to communicate effectively

5. Learners who understand, appreciate and actively engage in citizenship Inquiry and research

6. Learners who are committed to sustainable development

Subjects:

• Foundation curriculum for Early Childhood Education

• Islamic studies

• Arabic language

• English language and other languages

• Science

• Mathematics

• Social Studies

• Physical Education, Sports and Health

• The Arts

• Technology (ICT)

• Additional elective subjects at secondary level.

• Specialised vocational subjects at secondary level.

Cross-Cutting Issues

1. The Environment and Sustainability

2. Life Skills

3. Safety and Security

4. Health Education

5. Values Education

6. Family Education

EXTRA-CURRICULAR ACTIVITIES

In addition to learning experiences in the context of subjects and cross-cutting approaches, learners will benefit from extra-

curricular activities, mainly in the form of:

• Community service;

• Celebrations;

• Performances (shows);


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• Competitions; and

• Sporting, artistic and recreational activities

3.2 Three key questions frame the approach to the QPECS development process:

3.2.1 What are we trying to achieve?

a. QPECS alignment with the vision, values, aims, cross-cutting issues, curriculum principles, key competencies and

outcomes of the QNCF;

b. QPECS alignment with the knowledge, skills and attitudes of physical education outlined in the QNCF

c. Alignment of the three QPECS strands with the physical education aims and physical education competencies;

d. Higher achievement for all students in physical education – including students who achieve regular participation

in moderate to vigorous physical activity and who become respectable citizens of the state of Qatar;

e. The transition from a standards-based to a competency-based approach to raising achievement in physical

education.

3.2.2 How is the learning organised?

a. Learning in the QNCF is organised around twelve subjects, six cross-cutting issues and five extra-curricular areas;

b. Learning in the Qatar Physical Education Curriculum Standards (QPECS) is organised around three strands, nine

sub-strands, cross-cutting issues and extra-curricular;

3.2.3 How well are we achieving?

a. Six QNCF generic categories outline the student learning outcomes that are expected at the end of each of the

school education stages in the context of the Qatari education system (see Appendix 1). The physical education

learning outcomes (see QPECS, page 19) associated with the subject-based competencies, complement the QNCF

outcomes;

b. Nine physical education sub-strand categories, that form the three physical education strands, outline the student

learning outcomes that are expected at the end of the school education stages in the context of the physical

education programme;

c. These learning outcomes are the basis for planning, teaching and developing an appropriate assessment

framework. They focus our assessment and link back to what we are trying to achieve.

The following ‘Big Picture Diagrams’ have been framed around the three key questions and summarise:

• The Qatar National Curriculum Framework (QNCF);

• The Qatar Physical Education Curriculum Standards (QPECS).

Fig 5: The Qatari National Curriculum Framework (QNCF): Big Picture Diagram

Successful life-long learning

Personal moral and social development

Active and responsible citizenship

Commitment to sustainable development

Curriculum Aims

Inclusiveness Principles Excellence Openness & flexibility

Relevance Balance

Creative & critical thinking

Literacy

Numeracy Communication Cooperation & participation Inquiry & research Competencies

Integration & coherence

Problem-solving

Subjects Mathematics

Cross cutting issues

The environment & sustainability Life Skills

Islamic Studies English Language UGish

Vision ‘ A n e d u c a t e d p o p u l a t i o n n e e d s a w o r l d - c l a s s e d u c a t i o n a l s y s t e m t h a t e q u i p s c i t i z e n s t o a c h i e v e

t h e i r a s p i r a t i o n s a n d t o m e e t t h e n e e d s o f t h e Q a t a r i s o c i e t y . ’

Health Education Values Education

Arabic Language

Social Studies Physical Education The Arts Technology Elective Subjects Vocational Subjects

Respect & Compassion Positivity & Endeavour Islamic Values & Cultural Heritage Personal rights, responsibility & integrity Values

Science FfECE

Extra-Curricular

Family Education

Community service

Celebrations Competitions Performances (shows) Sporting, artistic and recreational activities

Demonstrate personal, moral & social integrity

Are successful lifelong learners

Are creative & critical thinkers

Communicate effectively

Are committed to sustainable development

THE PRIMARY PURPOSE OF ASSESSMENT IS TO IMPROVE LEARNING * Links back to what we are trying to achieve * At the heart of planning within the overall curriculum structure, and ongoing teaching and learning

* Helps identify clear targets for improvement * Gives helpful feedback for the learner and others * Maximises students’ progress * Helps inform future planning and teaching * Draws on a wide range of evidence of students’ learning

*Embraces peer and self assessment

ASSESSMENT SHOULD ALWAYS:: * Refer to learning outcomes * Reflect Values, Aims, Principles and Key Competencies

* Be transparent and fair * Be carried out with the highest ethical standards, responsibility and accountability

How well are we

achieving? Assessment - fit for

purpose

Outcomes Learners

who…

understand, appreciate and actively engage in citizenship

How is the learning

organised?

What are we trying

to achieve?

Fig 6: The Qatar Physical Education Curriculum Standards (QPECS) – Big Picture Diagram

How well

are we

achieving?

How is the

learning

organised?

ASSESSMENT * Links back to what we are trying to achieve * At the heart of planning within the overall curriculum structure, and ongoing teaching and learning

* Helps identify clear targets for improvement * Gives helpful feedback for the learner and others * Maximises students’ progress * Helps inform future planning and teaching * Draws on a wide range of evidence of students’ learning

*Embraces peer and self assessment

Cross cutting

issues The environment & sustainability Life Skills Health Education Values Education

Extra-

Curricular

Value Physical Activity

Manage risk and safety

Develop cultural and personal identity

Family Education

Community service Celebrations Competitions Performances (shows)

Apply movement strategy

QNCF Vis ion; values; curr iculum aims; pr inciples; key competencies

Apply movement skills

Physical Education Outcomes

(strands-Sub)

Learners will

Develop key competencies and physical education

competencies to succeed and excel in a broad range of

sports and physically demanding activities

Build character and embed values that reflect the Qatari

culture

Regularly participate in extra-curricular activities, festivals,

competitive sports and activities;

Appreciate and value physical activity and its relation to leading healthy, safe and

active lives

Movement Competence

Valuing Physical Activity

Physical Activity for Health and Wellbeing

Managing Risk and Safety

Physical Education

Aims

Leading Healthy, Safe and Active Lives

Participate in sustained activity for health and wellbeing

Communicate and cooperate effectively

Appreciate movement aesthetically

Assessment -

fit for

purpose

Building Character

Sporting, artistic and recreational activities

Moving Literately

Playing Sport Appreciating Movement

Aesthetically

Physical Education

Competencies

Physical Education

Strands

What are

we trying

to

achieve?

Apply movement concepts


[12]

3.3 Why develop a conceptual framework for physical education?

The three key questions help to provide a big picture of curriculum alignment, but why is it important to further develop a

conceptual framework for physical education?

An appropriately aligned curriculum design can facilitate and optimise the successful achievement of expected student

learning. Once constructive alignment has been achieved theoretically, operational models can be developed and put into

practice. In addition, UNESCO were key partners in the development of the QNCF (2016) and it is imperative for the Qatar

Ministry of Education and the Association for Physical Education (the expert partner), that the physical education

curriculum design stands up to international scrutiny.

3.4 How is physical education constructively aligned with the QNCF?

Several components required development to meet the requirements of, and align with, the QNCF, as well as meet the

Ministry of Education brief to revise the standards-based approach and make the transition to a competency-based

approach to student learning in physical education.

3.4.1 Physical Education aims have been created.

The PE aims are aligned to the key curriculum aims in both number and intentions. The components that form the structure

of the QPECS must align with these aims.

Fig 7: The Alignment of Key Curriculum Aims and Physical Education Aims

Key Curriculum Aims: Physical Education Aims:

1. Successful life-long learning

1. Develop key competencies and physical education competencies

to succeed and excel in a broad range of sports and physically

demanding activities

2. Personal moral and social development 2. Build character and embed values that reflect the Qatari culture;

3. Active and responsible citizenship 3. Appreciate and value physical activity and its relation to leading

healthy, safe and active lives

4. Commitment to sustainable development 4. Regularly participate in extra-curricular activities, festivals,

competitive sports and activities

3.4.2 Physical Education ‘subject-bound’ competencies have been developed.

The subjects supply the knowledge contexts for the development of the key competencies, as well as the subject-specific

competencies. They contain their own specific subject skills that students need to acquire to operate competently and

effectively within the subject domains. The subject bound competencies have been developed using information from

Appendix 2, section 8 of the QNCF.


[13]

3.4.3 The Physical education competencies have been mapped to the three curriculum strands.

The focus for learning within the three strands has been sharpened in two ways:

a. Each strand has been further divided into three sub-strands;

b. Expected learning outcomes have been developed for each sub-strand and for each school stage.

The diagram on the following page illustrates the physical education conceptual framework.

3.4.4 What are standards and what are competencies?

It is important to contrast a standards-based and a competency-based approach to understand the changes required that

we need to create, develop and manage.

a. What are the standards? A:

“A standard is a document that provides requirements, specifications, guidelines or characteristics

that can be used consistently to ensure that materials, products, processes and services are fit for

their purpose. (Source: UNESCO 2015). This is usually a legal or regulatory requirement.”

Using this definition, the Qatar Physical Education Curriculum Standards (QPECS) document (2018) is the new standard,

and the previous (2008) Qatar Physical Education document is now the old standard. Everything contained within the

Qatar Physical Education Curriculum Standards (QPECS 2018) document therefore forms the standard for physical

education and is a Ministry of Education regulatory requirement unless otherwise indicated.

b. What are the standards? B:

A further use of the term ‘standard’ is:

Learning milestones or learning outcomes (progressive targets for student learning for each grade

or stage of learning).

In the new documentation, the standard of achievement is described per school stage using a stage descriptor and the

learning is outlined using learning outcomes. The learning outcomes include key and physical education competencies as

well as the type and sophistication of learning. They are written for each of the nine sub-strands which form the three

physical education curriculum strands. The standard of achievement is therefore the quality of learning in physical

education achieved across all three strands: 1. Moving Literately; 2. Leading Healthy, Safe and Active Lives; and 3. Building

Character. The assessment weighting or the importance attached to learning in certain strands and sub-strands is indicated

in the QPECS document on pages 9 and 10.

Fig 8: The Conceptual Framework for Physical Education – The alignment of the expected learning outcomes Chapter 1

QNCF Physical Education: Learners will...

1. Become aware of bodily positions and movements (Physical Education Competence 1);

2. Acquire basic terminology associated with physical activities, sports and health (PEC3);

3. Develop a knowledge of habits, life styles and life skills that are important for the preservation and improvement of individual and public/community health (PEC3);

4. Understand the link between balanced nutrition and healthy physical activities (PEC3); and

5. Develop a knowledge of appropriate safety methods to employ during competition and involvement (PEC4).

1. Improve their physical/motor skills and strategies (PEC1,2,3)

2. Apply safety rules and methods (PEC4); 3. Organize and use leisure time effectively (PEC2); 4. Manage emotions constructively (PEC5); 5. Develop communication skills, act responsibly

and contribute effectively to group and team activities (PEC5); and

6. Develop language skills, thinking skills, and the ability to move efficiently (PEC1,2,3,6).

1. Develop a sense of belonging to the Qatari nation while participating in physical activities and competitions (PEC5);

2. Develop positive attitudes toward physical activity as the basis for practicing physical activities throughout life (PEC2,3);

3. Learn to accept and respect differences (PEC6); 4. Develop the capacity to work effectively as

members of teams (PEC5); 5. Develop self-esteem and confidence through

coping with different tasks (PEC1,6); and 6. Learn to appreciate and respect rules and the

concept of fairness (PEC4,5).

Physical Education:

Strands and sub-strands Physical Education Competencies (PEC)

Strand 3: Building

Character

Strand 2:Leading Healthy, Safe and Active

Lives

Strand 1: Moving

Literately

Knowledge 2. Valuing Physical Activity

1. Movement Competence

3. Physical Activity for Health and Wellbeing

4. Managing Risk and Safety in

Movement Environments

6. Appreciating Movement

Aesthetically

5. Playing Sport

Movement Concepts

Movement Strategy

Movement Skills

Appreciating movement

aesthetically

Communication

& Cooperation

Cultural &

Personal Identity

Skills

Attitudes

Managing

Risk & Safety

Physical Education Learning Outcomes

Valuing Physical

Activity

QN

CF

Ali

gn

me

nt

Physical Activity for

Health & Wellbeing


[15]

c. What is competency?

A combination of knowledge, skills and attitudes that are expressed in terms of what individuals and groups can do. The

word competence implies the ability to act with success to achieve certain outcomes.

Fig 9: Categories of Competency

1. Key Competencies: 2. Physical Education Competencies:

Generic competencies are regarded as essential for all

students regardless of their function, subject or grade.

Specific competencies are seen as essential to perform a

specific role within a defined technical or functional area

(the three PE strands).

i. Key Competencies

UNESCO and the Supreme Education Council (2016) considered what key competencies (i.e. knowledge, skills and

attitudes, underpinned by values) are required for the type of society envisioned to build; and the challenges young people

must face now and in the future. Seven key competencies were developed.

Competencies are not learned in isolation, but in the context of the subject areas which provide the

knowledge contexts within which the skills of creative and critical thinking, literacy, numeracy,

communication, co-operation and participation, inquiry and research and problem solving are

acquired.

The attitudes are provided by the quality of teaching and learning experiences in the classroom, as well as through extra-

curricular and out-of-school experiences. Competencies are developed when students are given opportunities to

develop skills by applying knowledge in simulated or real contexts.

Although the seven key competencies envisaged in the QNCF should be developed in all subjects, they may apply

differently in each because of the different nature of the knowledge contexts. For some competencies, such as

Numeracy and Literacy, one subject may be seen as a ‘carrier-subject’ and have the prime responsibility for the

development of one key competency. Using this example, Mathematics and Arabic respectively would have the prime

responsibility.

Physical Education teachers should not be expected to introduce numerical or language concepts in

their subject. Rather they should reinforce competency learning using Numeracy and Literacy


[16]

competencies relevant to enabling learning in physical education as well as developing the

competency applied in a physical education knowledge context.

ii. Physical Education competencies

Physical education is concerned with children and young people learning in, about and through movement, where

recognised and culturally valued forms of physical activity are the medium for learning. This key characteristic of

movement as the medium for learning distinguishes physical education from other curriculum areas and provides physical

education’s unique contribution to children’s education.

Physical education offers possibilities for the development of several competencies that are

important to what it means to be an educated human being. They are life skills in the sense that to

omit them from a young person’s education would be to be negligent of their future flourishing as

human beings.

The QNCF (Appendix 2, section 8) outlined a total of 17 statements for physical education knowledge (x5 statements);

skills (x6); and attitudes (x6). Six physical education competencies have been developed from these and are listed below

(see also the previous conceptual framework diagram for physical education), It is possible to develop and include other

physical education competencies, but this will be dependent on the culture, values and competency needs of different

countries.

Each of the competencies overlaps with others; none is mutually exclusive, and none is more

foundational than any other. Their interrelationships have been explored and capitalised upon in

the curriculum development process. They have been mapped to the three curriculum strands and

nine sub-strands have been created. The outcomes developed are by definition ‘competency-

outcomes’ (see Chapter 2 for further guidance on outcomes).

A. Movement competence: Movement competence refers to the acquisition, development and application of

movement skills, concepts and strategies. This competency area forms the first physical education strand and its

component parts form the sub-strands. Movement competence distinguishes physical education from all other

subjects. Movement skills refer to: Fundamental movement skills of stability, locomotion and manipulation;

specialised skills; and more advanced technical movement that are related to the different stages of development.

Movement concepts refer to movement skills applied in various activity contexts. They are not acquired in

isolation or simply through participation, they must be explicitly taught in ways that demonstrate how they will be

used within and across a variety of physical activities, so students can apply and transfer their skills to specific


[17]

activities. Concepts include body awareness; spatial awareness; effort awareness; and relationship to / with

objects, people and space. Movement strategy is related to the purpose of an activity, whether it is the

development of a gymnastic sequence and performance, an athletic performance or a team game performance.

When participating in an activity, movement strategies refer to a variety of approaches that will help an individual,

player or team to successfully achieve a movement outcome. Students can select from a range of skills, tactics,

principles and advanced (compositional) strategies that help outwit the opposition or structure movement. Certain

activities e.g. invasion games, such as football, handball, basketball and hockey etc., will use similar movement

strategies to achieve success.

The ability to devise and apply a range of skills, tactics and (compositional) strategies requires an understanding of

how activities are structured including the components and features that characterise them. This allows

integration with other physical education competency areas such as ‘Appreciating movement aesthetically’, and

‘Playing Sport’ for example. Students should think strategically and learn how to transfer skills, tactics and

advanced (compositional) strategies, from one category of activity and context to another. This process and

application provide students opportunity to exercise their critical and creative thinking skills, build confidence, and

increase their ability to participate successfully in a wide range of activity contexts (see also competency areas of

‘Valuing physical activity’ and ‘Exercising for Health and Wellbeing’).

B. Valuing physical activity: An individual who values a physically active life is someone who is willing to make

time and other provision to regularly and routinely engage in forms of physical activity even when other attractive

alternatives exist. For example, a student who values physical activity will engage in physical activity on returning

home from school, before sitting and watching television or playing digital video games on their PC or console.

Alternatively, they may join a sports club and attend regularly in the evening. According to Siedentop (1996), to

value the physically active life is to be a literate and critical activist, knowledgeable about physical activity and

aware of and prepared to work to diminish structural inequities that limit physical activity participation for

themselves and others (p.266). Valuing physical activity is essential in achieving the Qatar physical education aims

and links with being a good citizen of the state of Qatar.

C. Physical activity for health and wellbeing: This competence can take many forms such as individual and team

sports, recreational activities and fitness activities. The intention is to engage in moderate to vigorous physical

activity on a routine and regular basis to experience physical and psychological benefits and contribute to good

health or being well. Someone who is healthy indicates the absence of disease or infirmity. Wellbeing is about

being comfortable, healthy and happy. It is a positive physical, social and mental state. Simply put it is about

feeling good about yourself. Engaging in regular physical activity can help encourage these feelings. In teaching we

must avoid disempowering students as if being well or promoting wellbeing is something we give them. Students

must take ownership of this competence for life. are teaching them to become. Students should feel good about

themselves constantly. ‘Health and wellbeing’ are central to the future of Qatar and this is facilitated through


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reflection and philosophical dialogue with students about their daily physical activity routines. The need for

thinking that impacts on action is essential and that ultimately the pursuit of ‘the good life’ involves thinking of

others as well as oneself, although respect for others starts with a respect for oneself. An aspiration is for young

people to experience and understand variations of the frequency, intensity and duration of physical activity and its

effects on the body.

D. Managing risk and safety in movement environments: Risk is ever present in movement as a medium for

learning and managing risk and safety increases in importance in physical activity forms where adventure,

challenge and contact are involved. Many activities include the presence of risk as a prerequisite, and so managing

risk becomes an essential aspiration for young people’s learning. Learning outcomes related to this competency

range from knowing how to prevent injury by warming up and cooling down appropriately and correctly, to

carrying out risk assessments and hazard management. This competence is linked to maintaining good health.

E. Playing sport: Playing sport is an important cultural practice. Qatar has a long heritage of sport that goes back

many hundreds of years. The traditional sports of falconry and more recently camel racing and equestrian sports

are favourites among Qataris. Football is the most popular sport, with Basketball and Handball growing in

popularity. In 2012 the Father Amir, H.H. Sheikh Hamad bin Khalifa Al Thani declared a National Annual Sport

Day which is held on the second Tuesday in February, making Qatar one of only a few nations to do so. The main

objective is the promotion of a healthy and active lifestyle among citizens. Young people should experience

playing sport, typically through modified forms of physical activity, and in the context of age appropriate

competitions, seasons, diverse roles, teams as persisting groups and festivity. Opportunities can be developed to

experience fair play, team work, leadership and cooperation. Through playing sport, the aspiration is for young

people to become enthusiastic, competent in movement and competent in sports participation (Siedentop, 1994).

Sport has an important contribution in developing a young person’s personal, social and cultural behaviour all of

which helps to build characters best suited to either the maintenance of cultural tradition or the creation of

something yet to be as part of the Qatar 2030 vision.

F. Appreciating movement aesthetically: This competence can be experienced in a wide range of physical activity

forms which are characterised by flow, poise and economy and offer opportunities for self-expression, as a form of

mind and body attention. Various forms of meditative and martial arts and dance offer opportunities to experience

movement aesthetically (Brown and Johnson, 2000; Gard, 2001), although it is not limited to these areas and can

involve all forms of activity including sport. When considering movement appreciation, individuals with body

movement knowledge, are more likely to become knowledgeable spectators or audiences. Communities that are

enriched with corporeal knowledge often become engaged, empathetic, sympathetic and appreciative viewers of

live sport and aesthetic performances. Loosely defined such empathy is the sensation of moving while watching


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movement. The viewer can sense the speed, effort and changing movement of the performer. This competence can

contribute to the social fabric of Qatar and the notion of citizenship.

3.4.5 Physical Education Competencies and Content

Each competency can be developed in many varied ways using a range of forms of physical activity. Some activities will

however be better suited to the development of some competencies, such as gymnastics for appreciating movement

aesthetically or movement competence. It is possible, however at the same time to experience flow, poise and economy of

movement as aspects of mind and body attention in many other forms of physical activity. In addition to cultural and moral

values that guide a society, the age and prior experiences of learners, their geographical location, the school context and

experience and knowledge of teachers are just some of the many factors that can influence the selection of forms of

physical activity as content for physical education programmes (see activity areas in Chapter 2).

Physical education competencies are mapped to the three curriculum strands and nine sub-strands

and outcomes have been developed to describe learning in each of these sub-strands. These

outcomes can be developed through the school physical education programme and are related to

forms of physical activity but are not in most cases anchored in them. (see Chapter 2 for the

mapping of learning outcomes to activities for each school stage and the mapping and sequencing

of outcomes to unit sequencing).

3.4.6 Key Competence and subject-bound competence mapping

The highest performing countries in the world have built their success on the way that these key competencies are integrated

into the subjects and lessons and so permeate learning. Importantly, the development of key competencies does not weaken

the learning of subjects, rather students’ understanding is deepened, and student recall of information is enhanced.

Conceptually it is possible to map the key competencies to physical education competencies. The following model shows

that each key competency intersects with the physical education competencies, but more directly with some knowledge

contexts than others. Put simply this means that the particular knowledge context in physical education is more consistent

with a key competency and more appropriate to be used, developed and acquired. It can be seen from studying the model

that Literacy and Numeracy for example are less appropriate to be used in physical education than communication or

cooperation and participation.

In the context of Qatar Education this is not the full picture because the key competencies intersect with every subject and

could be utilised and developed in different ways.

The following model provides a visual illustration of where key competencies intersect with physical education

competencies.


[20]

Fig 10: QNCF key competencies mapped with physical education competencies

3.4.7 The transition from a standards-based to a competency-based approach

Given the importance of these competencies in real-life situations and in enhancing learning, a competency-based approach

is seen as fundamental to the successful implementation of the QNCF and the raising of standards of achievement in physical

education. This competency-based approach forms the basis for the ‘paradigm shift’ central to the revision of the Qatar

Physical Education Curriculum Standards (QPECS).

The work developed during the standards-based movement (since the early to late 1990’s), including the standards-based

practice in Qatar, has established an enormously helpful foundation for the development of a competency-based approach.

Mov

emen

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pete

nce

Valu

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Phys

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Act

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Phys

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Act

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for H

ealth

and

Wel

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k an

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Man

agin

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Play

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Spor

t

Appr

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Mov

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Literacy

Numeracy

Communication

Cooperation and Participation

Solving-Problem

Creative and Critical Thinking

Phys

ical

Edu

catio

n Co

mpe

tenc

ies

Inquiry and Research

QNCF Key Competencies


[21]

Fig 11: The contrast between a standards-based and a competency-based approach

STANDARDS COMPETENCIES EXPLANATION

Instructional programme goals and expectations, typically written for the teacher to use and teach.

Student-centred competency outcomes are written for students to master and all learning should be purposeful, meaningful and relevant. The teacher plans activities to provide opportunity for students to meet the outcomes.

The original intent behind developing academic standards was fundamentally to help improve the quality of teaching. However, this manifested itself in practice as testing and accountability that diminished standards-based instruction to a means of measuring content coverage and test readiness.

The standards are mapped to the programme or activity. They are expected to be achieved when taught – covered once and done.

Physical Education: Knowledge, skills and attitudes that form ‘key competency outcomes’ to thrive in the 21st Century, are developed overtime.

Competencies define knowledge, skills and attitudes that are practiced and developed continuously and have meaning in the world. The competencies are included in the new ‘standard’.

Standardised programme, standardised activities, standardised content, standardised scheduling, standardised testing;

The same year on year. The system remains unchanged.

A standardised, yet “personalised” programme for students. Teachers constantly adapt content and pedagogy to students’ needs. Openness and flexibility is encouraged which helps integration and coherence.

Competencies help to define a more holistic personalised vision for learners that reflects the individual. An adaptive curriculum and adaptive pedagogy is required to deliver this. If we are truly seeking to personalise learning, we must recognise there are aspects of the learning process that simply cannot be standardised.

Standards are typically attached to specific grade levels.

End of stage descriptors and competency-outcomes per School Education stage are outlined.

Learning happens in different ways and at different times for children, and not in an even sequence along linear progression based on age.

Standards are often written as confined discrete statements of what students will know or be able to do, and are typically organised by subject area, course and grade level.

Competencies encompass an interrelated set of skills, knowledge and attitudes. They are purposefully designed to be explicit, measurable, and transferable, as well as enabling and developmental for student learning.

A judgement about competency-outcome assessment is of the holistic “performance”, an interrelated bundle of knowledge, skills and attitudes, not individual component parts as for some standards.

Content standards often lead to lower level questions that involve knowledge recall and comprehension.

Learning outcomes are defined in terms of the application of knowledge and skills or the synthesis and creation of new knowledge, multiple times, in multiple contexts. Students must construct an answer or apply skills to perform in multiple activities.

The design of competencies and standards has significant implications for assessment types and quantities. Specifically, the design of the learning outcome, dictates how learning will be measured.

In standards-based learning systems students typically progress if they reach a minimally acceptable performance required to progress - e.g. they achieve 70%.

In contrast, competency-based learning systems place “mastery” as a core design feature that is achieved overtime – hence the outcomes are written per stage.

High-quality competencies tend to be more consistent and coherent by design than many standards, with a clear and purposeful focus on mastery that is detached from grade levels.


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3.5 Subject integration

Subject integration involves three aspects: Cross-cutting issues; links with other subjects and the contribution to Numeracy

and Literacy.

3.5.1 Cross-cutting issues

Cross-cutting issues are important curriculum content which is to be covered across subjects, rather than being taught and

learned in one particular subject. These issues can connect programme content across disciplinary boundaries; enrich the

curriculum without overloading it; and facilitate interdisciplinary thinking and collaborative learning. Ensuring cross-

cutting issues are dealt with across subjects strengthens the possibility of a positive effect.

The cross-cutting issues identified within the Qatari curriculum are:

• The Environment and Sustainability

• Life Skills

• Safety and Security

• Health Education

• Values Education

• Family Education

Fig 12: Cross-cutting issues mapped with the nine sub-strands of physical education

Cross-cutting issues Physical Education sub-strands

The environment and Sustainability x X x

Life Skills x x x x x X x

Safety and Security x x x X

Health Education x x x

Values Education x x x x

Family Education x x

Mov

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In certain situations, students may need to learn some elements of these cross-cutting issues explicitly in physical

education. For example, in physical education at all stages the sub-strand ‘Managing Risk and Safety in Movement

Environments’ is linked to the cross-cutting issue ‘Safety and Security’. A specific example is at the primary education stage,

strand 2 and sub-strand 2.3 ‘Managing risk and safety’, students learn to “Know and apply procedures in the case of

accidents or other difficult situations.”

The programmes for each of the cross-cutting issues are set out in separate Qatar Ministry of Education Curriculum Policy

documents. Subject learning opportunities have been identified the way in which the competencies were intersected:

What is important to remember is that just as for competencies, the physical education learning

outcomes have also been written to reflect learning in cross-cutting issues.

3.5.2 Links with other subjects

• Science: develop an understanding of the functioning of organisms and organic systems in accordance with

knowledge acquired from other subject areas;

• Mathematics: using numbering systems in exercises and games and in facilitating fair competition and the ability

to celebrate successes and address weaknesses/pitfalls constructively;

• Life skills: cooperation strategies;

• Using ICT and social Media to acquire and transmit information with regard to sports, physical exercise and

health;

• English: knowledge of the international names of sporting activities;

• The capacity to celebrate success and deal with failure constructively.

3.5.3 The contribution of Physical Education, Sports and Health to Literacy and Numeracy

• Using communication strategies and numbering in the context of physical exercises, games and competitions;

• Following rules, identifying errors and correcting them.

3.6 Alignment with Curriculum Principles

3.6.1 Excellence

o Collectively the learning outcomes set a standard of excellence, consistent with the best world-wide

o High expectations and a competency-based approach enables all students to reach their full potential

o Guidance on teaching and learning promote high attainment through competencies as ‘enablers’ and

‘developers’

o The concept of learning excellence is promoted in a holistic and comprehensive way

o Inspirational and enjoyable learning is promoted through mutual respect and contemporary practice


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3.6.2 Inclusiveness

o The physical education curriculum standards have been designed from a student-centric perspective

o Outcomes are worded such that learning is more accessible and inclusive to all students

o The lesson plan emphasises the consideration of planning activities for all students

o More able students can be challenged appropriately adapting the scope and sophistication of the learning

outcomes

o Guidance is provided in Chapter 4 regarding the inclusion spectrum

3.6.3 Openness and flexibility

This principle acknowledges that schools require the openness and flexibility to design physical education

programmes that reflect their philosophy, their school context and best meet the specific needs and

circumstances of the students. The curriculum mapping (see later) provides options for schools both in terms of

relevant emphases on curriculum content and depth of knowledge and focus on the strands

o The QPECS and guidance documentation provides opportunity for teachers to be innovative

o New and emerging priority issues are accounted for

o National expectations can be met in local contexts

o Flexible allocation of instructional time for learning outcomes is afforded

o The programme is semi-structured so that schools may make decisions about the activities they select

o Additional content can be added that reflects local needs and interests linked to the outcomes (e.g. swimming,

horse riding etc)

o learning can be transferred across grades and stages to address outcomes at a developmentally appropriate

time for students.

3.6.4 Balance

o The QPECS and guidance documentation provides opportunity for teachers to be innovative

o A systematic balanced sequence of learning and smooth transition across the grades is promoted. A balanced

competency-based approach is provided in terms of acquiring knowledge, developing skills and

attitudes

o All learning outcomes in each of the nine sub-strands are to be addressed over the school stage ensuring a

balanced approach to physical education.


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3.6.5 Relevance

o The outcomes are relevant, up-to-date and in line with recent developments

o Activities are relevant to learners by being linked to their aspirations, needs and experiences

o Team work and active learning challenge is promoted

o Competencies relevant to 21st Century learners are promoted

3.6.6 Integration and Coherence

o Subject integration (cross-cutting issues and links with other subjects is a consideration on the lesson plan

template

o The use of outcomes helps to emphasise the learning links between subjects and cross-cutting issues

o An integrated learning focus in each lesson is also promoted. Content and teacher activity should be planned

that amalgamate three learning outcomes, one from each of the three strands

o Schools can make decisions about the activities they select to ensure learning is integrated

o Lesson plans that draw on outcomes from each of the strands should be developed. This also promotes a

balanced approach to learning (see lesson plan template in Appendix 6).


[26]

3.7 References

Brown, D. and Johnson, A. (2000) ‘The social practice of self-defence martial arts: applications for physical education’,

Quest, 52: 246-259.

Frapwell, A. & Caldecott, S. (2010) In Deep: Learning to Learn. Leeds: Coachwise.

Gard, M. (2001) ‘Dancing around the “problem” of boys and dance’, Discourse: Studies in the Cultural Politics of Education,

22: 213-225.

Kirk, D. (2018). afPE Benchmark Report on the Qatar Physical Education Standard 2018. afPE: Worcester.

Kayan Fadlelmula, F. & Koç, M. (2016). Overall Review of Education system in Qatar. Saarbrücken: Lambert Academic

Publishing.

Ministry of Development Planning and Statistics (2015). Realising Qatar National Vision 2030 The Right to Development.

Doha: Al Rayyan Printing Press

OECD (2017). Preparing Our Youth for An Inclusive and Sustainable World. The OECD PISA global competence framework.

OECD: Paris.

SEC/UNESCO (2016). Qatar National Curriculum Framework. Doha: SEC.

Siedentop, D. (1996). Valuing the physically active life: Contemporary and future directions. Quest, 48, 266–274.

Siedentop, D. (ed) (1994) Sport Education: quality PE through positive sport experiences, Champaign: Human Kinetics.

Standal, OF. (2015) Phenomenology and Pedagogy in Physical Education. London: Routledge.

UNESCO IBE (2013). Glossary of Curriculum Terminology. UNESCO: Geneva.

UNESCO IBE (2014). Youth Curriculum Development Plan. 52nd Graduate Study Programme United Nations UNESCO IBE

Working Group. UNESCO: Geneva.

UNESCO IBE (2016). What Makes A Quality Curriculum? In-Progress Reflections No 2. Geneva, Switzerland, IBE-UNESCO.

UNESCO IBE (2017). The Why, What and How of Competency-Based Curriculum Reforms: The Kenyan Experience. In-

Progress Reflection No. 11 on Current and Critical Issues in Curriculum, Learning and Assessment.

Williams, A. and Wainwright, N. (2016) A new pedagogical model for adventure in the curriculum: part one - advocating for

the model. Physical Education and Sport Pedagogy, 21(5), 481-500.

[27]

CHAPTER 2 STAGE 2II: DEVELOPMENT - PHYSICAL EDUCATION PROGRAMME


[28]

1. Stage 2ii: Development – Physical Education Programme

At this stage and layer of the curriculum development process, the effective use of learning outcomes for physical

education, is central to the planning of the physical education programme and ultimately the successful implementation of

the QNCF and QPECS. This is due to the composition and nature of the outcomes which will be explained in more detail

later in this Chapter. The approach consulted is Understanding by Design (UbD), a framework designed by Grant Wiggins

and Jay McTighe. It is a tool for educational planning focused on teaching for understanding. The emphasis of UbD is on

backward design. This is the practice of looking at outcomes to design and plan curriculum units, teaching and learning and

assessments. The teacher starts with the student outcomes and then plans the curriculum, choosing activities and materials

that promote opportunity for student learning.

The three questions again drive the process:

1.1 What are we trying to achieve?

It is expected that all students should achieve all the learning outcomes for physical education by the end of each respective

stage of their schooling. The achievement of the physical education outcomes in all three strands and nine sub-strands

contributes to the achievement of the QNCF curriculum outcomes and provide evidence that the aims of physical education

have been met.

1.1.1 Learning outcomes: explained

If we understand the conceptual framework of the QNCF and QPECS, then we understand that the learning outcomes have

been constructed from the interrelationship between knowledge skills and attitudes (KSA) and are aligned to the vision,

values and aims. This competency-based approach can therefore be also termed, an ‘outcomes-based’ approach.

The outcomes-based approach that is outlined by UNESCO/SEC (2016) in the QNCF is completely student-centred. It

focuses teachers on what students should know, understand and be able to do upon successful completion of each school

stage. This outcomes approach has been aligned and focused for the physical education programme. Sharpening the focus

from a teacher-centred approach onto student learning outcomes goes beyond trivial changes to traditional curriculum

frameworks, programme structures and pedagogy; it really signifies the start of a paradigm shift in educational philosophy

and practice that will raise standards of achievement in physical education and make a difference to society in the State of

Qatar.

Learning outcomes:

“Totality of information, knowledge, understanding, attitudes, values, skills, competencies or

behaviours an individual is expected to master upon successful completion of an educational

programme.” (UNESCO 2015).


[29]

Fig 13: Diagram to show how outcomes represent the totality of learning expected

The shift from teacher-centred delivery to student learning, practices the theory of constructive alignment (Biggs,

1999, 2003; Biggs and Tang, 2007, 2011). Central to this theory is the claim that any learning or meaning is

constructed by the students during their learning experience (See also Chapter 3 – Implications for Teaching and

Learning). So, when designing a learning experience, the focus should be on the students, their prior learning and

the learning outcomes.

At the framework or programme level, the learning outcomes are more broadly defined per school stage. Student

learning outcomes at this general level refer to the attainment of the particular competencies ( both key

competencies and physical education competencies) acquired by students on completion of the school stage

programme. Outlining the outcomes per school stage allows teachers greater flexibility to plan according to

students’ development. This is important as physical growth can make a big difference to student performance,

especially when in the same academic year group there is as much as 11-12 months variance in student age.

At the unit and lesson plan level, learning outcomes are used to express what students are expected to achieve and

how they are expected to demonstrate that achievement. In this context, learning outcomes are defined as student

attainment resulting from engagement in a selected set of teaching and learning experiences. It is the individual

teacher’s responsibility to write the lesson outcomes and plan and teach relevant activities to facilitate student

Cross-

cutting

issues Vision QNCF Aims

Curriculum

Outcomes Values

Physical

Education

Outcomes

QPECS Aims Physical

Education

Competencies

Key

Competencies

Physical

Education

Strands and

sub-strands

Knowledge

Skills

Attitudes

Attitudes

Skills

Knowledge

C u r r i c u l u m P r i n c i p l e s

Qatar National Curriculum Framework

QNCF

Qatar Physical Education

Curriculum Standards

QPECS


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learning. It is important that there is agreement between the learning outcomes, the teaching and learning

activities, and the assessment method to make sure that these elements are all aligned.

Fig 14: Diagram to illustrate the layer alignment of learning outcomes

1.1.2 Principles of learning outcomes

The outcomes have been defined by considering the following principles:

a. The learning outcomes stress the key

competencies to be developed by learners,

reflect the overall education aims of the

QNCF as well as the aims and competences

of the QPECS. This arrangement can be

illustrated as in the following iceberg

analogy. The outcomes form the tip of the

iceberg. They reflect the components that

make up the QNCF/QPECS. Observing

outcomes in this way allows teachers to plan

for deep student learning.

Fig 15: afPE Iceberg analogy to illustrate learning outcomes and the alignment with QNCF / QPECS

Physical Education

Competencies

(3 strands)

Key Competencies

Knowledge, Skills and Attitudes

Curriculum Principles

Values, Aims

Vision

Outcomes


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b. The six QNCF generic categories of learning outcomes help to define a Qatari student’s profile and reflect a balance

between continuity and progression.

The six generic categories are as follows:

i. Learners who demonstrate personal, moral and social integrity.

ii. Successful lifelong learners.

iii. Learners who are creative and critical thinkers.

iv. Learners who are able to communicate effectively.

v. Learners who understand, appreciate and actively.

vi. Learners who are committed to sustainable development.

c. The QPECS outcomes have been mapped to the six generic categories and are therefore contextualised in relation to

the subject including through reference to cross-cutting issues and competency learning in physical education so that

assessment can address knowledge, skills and attitudes in a balanced way.

d. The fact that the outcomes have been categorised in six main types (QNCF) and aligned to nine sub-strands (QPECS)

allows teachers to be more specific when considering certain outcomes. This does not imply, however that the

different nine sub-strand outcome categories are separated from one another.

e. Finally, the outcome language also forms the basis for developing appropriate teaching, learning and assessment

strategy.

1.1.3 Outcomes in summary:

Outcome: A specific statement that describes exactly what a student will be able to do

in some measurable way.

It outlines the type and sophistication of the learning, the competence and the

learning-standard expected.

Generally, there is more than one measurable outcome for each key or PE

competency (sub-strand)


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The summary can also be represented visually:

Fig 16: The dimensions of learning outcomes

Aligning these three elements will ensure compatibility and consistency within the

curriculum where the desirable learning outcomes agree with the teaching and

learning activities and the assessment tasks in a coherent manner.

This model of constructive alignment focuses on learning outcomes which specify the achievement of the desired

kind of learning. The teaching and learning activities and assessment are th e means to achieve the ends. When the

three elements are working in synergy, the learning outcomes drive the curriculum design.

1.1.4 Devising physical education outcomes.

a. Aligning knowledge, skills and attitudes

When designing outcomes-based instruction, planning begins by determining what should be learned. It is

competency-based because the learning outcomes specified at the very outset were tied to the curriculum

outcomes in the QNCF and the skills, knowledge and attitudes for physical education. The primary measure of

curriculum success is what students know, understand and are able to do. Designs of this nature are usually termed

“competency-based” or “mastery” programmes because of the clear focus on what the learner should be able to

achieve at the end of a specified period of learning activity.

b. Identifying the desired levels of student learning

Bloom et al (1956) identified three broad categories of learning outcomes – cognitive, affective and psychomotor.

Cognitive outcomes refer to the content knowledge that students can comprehend, explain, analyse , apply and

Learning Outcomes

expected for students

The expected standard


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synthesise etc. Psychomotor outcomes refer to the capacity to perform skills as well as problem solving skills,

communication skills etc, integral to performance. Affective outcomes are related to attitudes which usually involve

changes in beliefs or the development of certain values such as respect and tolerance for others and behaviour that

demonstrates an individual values physical activity for example. Blooms verbs, therefore correlate to each of the

categories of learning outcomes.

The action verbs used in writing the outcomes statements define the required level of understanding and

competence. The precise verbs chosen will drive and suggest the type of teaching and learning activities that

students need to undertake in order to achieve the level of sophistication at which they are expected. For example,

action verbs such as ‘explain’, ‘Investigate’ or ‘problem solve’ call for very different learning outcomes at various

stages that need to be specific at the outset for both students and teachers to have a clear idea of what is expected

at the end of the learning experience.

c. Indicating the content through the learning outcome.

Having decided the competency and the desired level of learning outcomes, the next step is to consider what

students need to do to be able to achieve the outcomes. This process informs the kind of student activity that is

linked to the level of each learning outcome for curriculum designers and teachers to plan and select teaching and

learning activities appropriate to the expected outcomes.

The appropriate use of the verbs and content at various school stages has been internationally

benchmarked

1.1.5 An analysis of learning outcomes

i. Identify the competency – In the following learning outcome example the competencies evident are:

Cooperation (democratic decision-making) and participation; and communication

G(4-6) 3.2.4: “Participate in democratic decision-making in groups and teams paying attention to different

communication situations and styles.”

ii. Identify the verb – participate. The word ‘participate’ indicates that the student should engage and contribute

to the learning activity outlined in the wording of the outcome. In this outcome all students should contribute

to discussion and decision-making. Students might be shy and reserved, but they should learn to express their

opinion as well as listen to others. Teachers should encourage students to contribute and set this as a clear

expectation.




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iii. Identify the type and sophistication of the learning expected. The first requirement is that students learn about

‘democratic decision-making’ The second is that this is carried out in ‘groups and teams’. The language used suggests that

this is more appropriate in team games, but opportunity to work in ‘groups and teams’ could also be provided by the

teacher through relay activity in athletics for example. The third requirement is that the students should learn about

‘different communication situations and styles’. ‘Different communication situations’ will be provided by the different

activities included in the curriculum – football, handball, basketball, volleyball and athletics for example. The situations

could also be real situations (for example a team is winning, drawing or losing or arguing about what principles of play to

select) or they could be simulated situations selected by the teacher. Communication ‘style’ refers to the style of

communication used. Students should therefore learn about: Assertive, aggressive and passive styles of communication.

They should be aware of their style or style-combinations and develop effective styles conducive to effective decision-

making. The nature of the possible content implies that the programme outcome has to be achieved overtime.



Notes:

• In a competency-based approach to learning, the outcome is achieved overtime and not simply because it has

provided a learning focus in one lesson. For example, it takes 240 – 600 minutes to master a fundamental

movement skill

• If teachers do not know what specific content is indicated, then the outcome language used provides the

teacher with the focus to research and discover it themselves. In the example provided the word ‘style’ used in

conjunction with ‘communication’ provides the teacher with the focus to research the content

• It is also vitally important to understand the verb used. To that end the following table provides a short

definition and synonyms for each verb. For example, ‘Synthesise’ or ‘create’ means to ‘Generate new ideas,

products, or ways of viewing things’. Synonyms listed include: develop, plan, build, create, design, organise,

revise, formulate, invent, propose, establish, assemble, construct, integrate, re -arrange, modify

• Physical Education activities that the teacher plans provide the context for the learning outcomes to be

developed and achieved. This provides the learning alignment necessary

• It is recommended that a maximum of three outcomes are planned each lesson, one from each of the three

strands. The activities planned should allow for integration of the learning (see example lesson plan in

Appendix 8)


[35]

Fig 17: Examples of the verbs utilised in developing learning outcomes

Psychomotor Cognitive Affective

Skills Knowledge Attitude

Layer verb (in bold) and key behaviours and words which can help focus our planning of learning outcomes, learning

activities and appropriate assessment methodology

Naturalise

High level performance becomes likely

and skills are performed naturally

design, specify, manage, invent,

produce

Synthesise

Generate new ideas, products, or ways

of viewing things

develop, plan, build, create, design,

organise, revise, formulate, invent,

propose, establish, assemble, construct,

integrate, re-arrange, modify

Characterisation

Individuals join community clubs and

participate regularly. They become

active members

act, display, compete, influence,

practice

Articulate

Students refined actions are performed

as a series with flow, in varying

combinations in varying contexts for

performance

construct, solve, combine, coordinate,

integrate, adapt, develop, formulate,

modify, master

Evaluate

Students justify a decision or course of

action

check, review, justify, assess, present a

case for, defend, report on, investigate,

direct, critique, judge, hypothesise,

appraise, argue, project-manage

Organise

Specialised equipment / clothing for

activities is purchased and students

include participation in activities or

clubs in their weekly schedule. They

develop and modify their values

build, develop, defend, modify, relate,

prioritise, reconcile, contrast, arrange,

compare

Develop precision

Students will refine movement so that

errors are rare - they develop fine

motor skills in particular sports specific

technique

demonstrate, complete, show, perfect,

calibrate, control,

Analyse

Students break information into parts

to explore understandings and

relationships

break down, interrogate, compare,

quantify, measure, examine,

deconstruct, experiment, relate,

extrapolate, value

Value

Students attend optional clubs,

participate in opportunities offered and

develop values which they constantly

question

argue, challenge, debate, refute,

confront, compete, justify, persuade,

criticise

Manipulate

Students perform actions following

instructions and practice, often

developing actions using their own

ideas

re-create, build, perform, execute,

implement

Apply

Students use information in another

familiar situation

Use, discover, execute, carry out, solve,

implement, construct, conduct,

perform, react, respond

Respond

Students volunteer to do things, to

help, to contribute individually or in a

team

react, clarify, contribute, question,

present, become excited, enjoy,

collaborate (compete), perform

Imitation

Students observe, copy and pattern

movement after the teacher, a video or

watching another student

copy, follow, replicate, repeat

Understand

Students explain ideas or concepts

explain, reiterate, reword, paraphrase,

classify, critique, summarise, illustrate,

review, report, discuss, interpret,

example

Receive

Students listening attentively to the

teacher introducing rules of a game,

the introduction of a skill or movement

pattern for example.

listen, focus, attend, participate,

cooperate, discuss, acknowledge,

follow, concentrate, feel

Remember

Students recall information

arrange, describe, list, memorise,

recognise, relate, reproduce, name,

select, state, find


[36]

1.1.6 Summary: Planning Learning using Learning Outcomes

[Verb] [Context] [Content] [Competence] [Assessment Strategy] [Success Criteria]

b. Identify the learning outcome and select an appropriate verb

Assessment information regarding student prior learning informs this step. The verb indicates the standard expected

(see following table).


c. Select the context for learning.

What is the context? Stage of learning, prior learning; play, learning though games, sport education, expressive

movement, athletics, physical activity and health, other; individual, pairs, groups, challenge; facility, indoor, outdoor?


d. Select the content

Content selected must be linked to the three learning domains and to the verb selected. If physical skills in small-sided

games in football define the content and context for example and assessment of prior learning indicates that grade 8

learners are ready to refine skills, then the content and teaching of it will be focused making small adjustments and

improving technique.


e. Identify Key Competencies

Ensure that the students are provided with the necessary tools to take responsibility for their own development.


f. Develop an effective assessment strategy

This will involve selecting appropriate assessment methods. Peer observation, learner statements and videoing

performance are methods integral to learning activities and learning experiences that help improve learning.

Assessment information 'recorded' in this way can be kept as assessment evidence.


g. Identify success criteria

If students have achieved the intended learning, what will this achievement 'look' like. Using the example previously, if

students have 'refined' their techniques, what will this look like? Movement used in the performance of the skill, phrase

or sequence should flow. It looks better because of the technical adaptations. In a gymnastic phrase or sequence for

example, the clarity of body shape looks better and transitional movement flows because of minor technical

adjustments to body lines - head, wrist and finger position, and ankle and toe position.


[37]

The following tables are an overview and summary of outcome progression in the three strands. The focus of the first strand is

‘Moving Literately’. Learning in this strand is on proficiency and transference, with the goal of having students understand

how skills, concepts, and strategies are integral to performance and how skills, concepts and strategies learned in one activity

can apply to other activities. By encouraging students to think about how to improve skills; by making conceptual connections

between different games, games components and activities; and promoting strategic thinking about outwitting opponents,

competency development opportunity can be provided to employ their critical and creative thinking skills, increase their ability

to communicate, problem solve, participate and cooperate successfully in a wide range of games and other activities.

Movement skills focus the student on what parts of their body move and in what way. They are not acquired

simply through participating in various activities, they must be explicitly taught.

The emphasis is on improving advanced technique. Students should follow a reduced scope of

activities/sports which will allow ‘fine tuning’ of technique and greater consistency. Teaching advanced

technique should be more than the student looking ‘perfect’. Students should be able to execute

technical movement very well at speed, under fatigue and under pressure consistently in competition

conditions. This means the teacher should reinforcing technical skills through game play and competitive

situations.

Fig 18: Strand 1, Sub-strand 1 – Moving Literately: Skills

The emphasis is on improving proficiency of specialised movement skills developed in the Primary Stage.

Lots of game practice is required and more complex skills are refined so that they are performed with

technical precision under pressure. This means that the sequential application of movement extensors is

precise in terms of timing and movement begins to look stylish and graceful. Refinement involves the

coordination of small muscles, in movements—usually involving the synchronization of hands and fingers

(fine motor movements)—with the eyes.

Fundamental movement skills are movement patterns that involve various body parts and provide the

basis of movement competence. Fundamental movement skills are the foundational movements that

all children should Master as a precursor to the next stage.

Categories of fundamental movement skills.

Locomotor skills involve the body moving in any direction from one point to another and include

walking, running, dodging, jumping, hopping and skipping.

Stability skills involve the body balancing either in one place (static) or while in motion (dynamic).

Stability skills include landing, balance (static and dynamic) and rotation.

Manipulative skills involve handling and controlling objects with the hand, the foot or an implement

(stick, bat or racquet). Manipulative skills include throwing and catching, striking with the hands, feet

and an implement (e.g. kicking, volleying, striking and dribbling).

Early Childhood – KG-3

More specialised and complex skills used in play activities, games and specific sports are developed.

Specialised skills rely on the successful mastery of fundamental movement skills and are applied in

activities which are recognised as small-sided versions of sports. Examples of more specialised skills

include: volley pass, triple jump, a lay-up shot in basketball, sprinting (pocket to socket), shooting in

handball, a tackle in football or a handstand in gymnastics etc.

Primary – Grades 4-6:

Preparatory– Grades 7-9:

Secondary– Grades 10-12:


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Movement concepts focus the student on where the body moves and how it moves. Skills should not, however

be taught in isolation from the context in which they will be applied, rather they should be taught in ways that

demonstrate how they will be used within and across a variety of physical activities, so students can apply and

transfer their skills to specific activities. In this way concepts link the sub-strand ‘skill’ and the sub-strand

‘strategy’ and are essential to the development of each.

Students should be able to apply movement concepts such as level, speed and direction to movement

skills in their applied performances. This includes sending, receiving and retaining objects. For example,

students should be able to control the movement of their arms, legs and body in space. This body and

limb control are also able to control the sending, receiving or retaining objects to and from others in varied

movement environments.

Students should demonstrate an understanding of body awareness, spatial awareness, relationship

awareness and begin to be aware of the qualities of movement. This involves where the body moves,

how it moves and with whom or what. As stated in the outcome this should be with or without

equipment.


Fig 19: Strand 1, Sub-strand 2 – Moving Literately: Concepts

Space, effort, timing and relationship awareness with apparatus, partner and groups are concepts that

should be developed in movement environments. Understanding and applying awareness of these

concepts should be integrated with developing technical fluency in terms of applying skills and

appropriate strategies.


Movement concepts applied appropriately and effectively in movement environments will often result in

performance that looks instinctive, natural and effortless.




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When participating in an activity, students should have an ultimate objective and to achieve the objective

students can select from a range of skills, tactics and (compositional) strategies that are similar within categories

of activity e.g. games. The ability to devise and apply a range of skills, tactics and (compositional) strategies

requires an understanding of how activities are structured including the components and features that

characterise them. This allows integration with other physical education sub-strands and focused outcomes.

Teaching students to move literately (movement competence) is key to developing children’s confidence and desire

to be active. The second strand is ‘Leading Healthy, Safe and Active Lives’. Physical Education is the foundation for

the promotion of physical activity. PE’s key contribution to the current and future health of the Qatari Nation is the effective

promotion of safe and active lifestyles. The identified learning in PE lessons is as, if not more, important, than the selected

context (i.e. activities) followed. Fitness testing is not a measure of physical activity habits or health; and fitness testing

students does not help students to be more active. PE teachers should teach and monitor what’s important (e.g. students

know how to stay safe, engage in physical activity levels and display positive attitudes).

Basic compositional strategy in expressive movement activities would include ideas for: entrances, exits

and combining skills to compose simple sequences of action both with and without apparatus; In

composing sequences students should use leading, following, matching, and mirroring ideas.

Movement strategy for games includes creating and exploiting space and denying space involving simple

tactics for attacking such as: making an angle for a pass, passing and moving. For defence, tactics would

include defending the sender of the pass or defending the receiver.


Fig 20: Strand 1, Sub-strand 3 – Moving Literately: Strategy

Compositional strategy will include the principles:

Unison, canon, synchronisation, symmetry and asymmetry.

The principles of attack are:

Invasion Games: Penetration; support/depth; width; mobility; improvisation/creativity.

Net Games: Send the object to where your opponent isn’t: Side to side, front/back, corners (diagonal);

shot selection; positioning/stance (formation).

The principles of defence are:

Invasion Games: Delay; depth; balance; concentration; composure/discipline/patience.

Net Games: Denying space: positioning/stance (formation), covering angles, recovery, shot selection


Advanced attacking strategies include attacking with width and depth using interchanging positions and

angles of running. It can also include phases of play such as regaining possession, retaining possession and

building an attack, retaining possession and probing. Advanced defensive strategy includes being able to

defend compact, person-to-person or zone. Advanced transitional play might be pressing to regain

possession quickly or recognising when to retreat. Both attacking, defending and transitional strategy will

alter depending on tactical formations, patterns of play, roles and responsibilities. Advanced or attacking

strategies might also refer to combinations of attacking, defensive and transitional play termed ‘game plans’.


Students should be able to draw on their knowledge and experience of advanced (compositional)

attacking, defending (and transitional) strategies and compose their own performances or develop

appropriate game plans for competition.



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If students are given opportunity to be regularly physically active in school and in lessons and taught the

benefits of being physically active, then they are more likely to value physical activity and prioritise it above

other things.

Above all physical education activities should be enjoyable and the student should experience success.

A range of physically active contexts should be provided, not sports. Social activity should be

encouraged so that when opportunity is provided students will enthusiastically seek out other students

to play actively with. Opportunity for regular physical activity should be provided and students should

be encouraged to be active and play during school breaks. Simple related health messages about

wellbeing (feeling good) and being well (fewer colds etc.), hydration and five portions of fruit and

vegetables a day should be constantly promoted through active learning. In summary, students should

begin to value how physical education and being active benefits them and how they think and feel.

Kindergarten – Grade 3

Students should develop and adhere to regular physical activity plans that they schedule for

themselves. This self-governance, self-respecting behaviour is the same type of disciplined behaviour

expected of Muslims for example during fasting in Ramadan. On occasion, teachers can share health

information with students during the warm up, cool down or rest during activity e.g. figures related to

cardio-respiratory disease in Qatar. Students should be encouraged to evaluate and comment on such

information and ask questions about any health concerns they have. Students should display positive

attitudes and it is the teacher’s responsibility to instil these values and behaviours through social,

mutually respecting relationship and activities to promote participation and the sporting future of

Qatar.

Many of the outcomes can be achieved through project work or cross-cutting issues. They can also be

achieved in PE lessons with associated homework. A component part of achieving the outcomes in this

sub-strand is for the secondary stage students to work with younger students and advocate the benefits

of physical activity for them – including taking responsibility to organise activities for them.


Qatari celebrities, including well-known sports people as well as coaches, teachers and health educators

can be used as role models to influence students to make effective use of their leisure time. Students

should attend PE lessons, attend extra-curricular activities and join community clubs or carry out physical

activity at home. Students should join in and show enthusiasm for sporting festivals and sporting events.


Fig 21: Strand 2, Sub-strand 1 – Leading Healthy, Safe and Active Lives:

Valuing Physical Activity



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Physical activity is an overlooked and fundamental component of human health and wellbeing. Being an

advocate of physical activity and supporting others to make healthy choices such as increasing their levels of

physical activity requires a broad range of knowledge skills and attitudes. The study of health and wellbeing for

this component of physical education links to other subjects and cross-cutting issues in many different topics

including anatomy and physiology, the respiration cycle and social aspects.

The link between participating regularly in physically active play and associated health benefits should

be constantly and consistently made by teachers. Students should be able to recognise the short-term

effects of physical activity such as raised heart rate, increased breathing rate and a feeling of being

warmed up in preparation for activity. Following physical activity, students should know and apply the

benefits of other behaviours such as rest and healthy eating. Students should be taught how to

overcome negative emotions such as recognising what leads to negative thoughts or feelings and

constructing positive thoughts.


Students should be able to develop a participation plan and perhaps even keep a journal of their

thoughts and feelings after physical activity. This could be linked to writing in Arabic lessons. The longer-

term health and wellbeing effects of physical activity, because of following a participation plan, can be

monitored. Students should be aware of how important parents, teachers, coaches, health educators

and friends are in contributing to an active society, especially the female community.


Students should be taught to develop their own physical activity / fitness programmes and follow them.

They will need to know the five health-related fitness (HRF) components (Cardiorespiratory endurance,

muscular strength, muscular endurance, body composition, and flexibility) and use this knowledge to

deepen understanding of how improvements to physical health and wellbeing are made and to inform

decision-making about healthy lifestyle habits such: as diet, regular participation in physical education

lessons and physical activity. They should learn about the six components of skill-related fitness (SRF):

Agility, balance, power, reaction time and coordination. Students should learn about the principles of

training (SPORT): Specificity, Progression, Overload, Reversibility and Type. In relation to progression and

overload this can be achieved by students learning about and following the acronym FITT. F = Frequency; I =

Intensity; T = Time; T = Type.


Students should be able to design monitor and evaluate their own and others personalised fitness

plans. Changes to the programme during the year should be informed by ‘periodisation’ which involves

progressive cycling of various aspects of a training programme during a specific period to be in the best

possible form for competitions or festivals. Students should be aware of the detriments of overtraining

to their health and fitness, including risk of injury. Students should be able to critically analyse healthy

active lifestyle guidance from the Qatar Government and use this to make informed decisions about

their own physical activity behaviour. This is best completed in cross-cutting issues or in project work

linking with other subjects such as science.



Physical Activity for Health and Wellbeing


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An integral component of students being physical educated is that they are given opportunities to think about

safe practice in relation to themselves and peers; that they are guided to develop their knowledge and

understanding relating to responsible participation and progress; and that they are sufficiently skilled and

confident in the tasks set to stay safe. It also means that outside of school students can apply the same

knowledge and skills to their own setting.

The third and final strand is ‘Building Character’. This is something that should be instilled at a deep level so that positive

behaviours are automatic. Part of building character is providing students with lots of opportunity to be exposed to several

authentic situations to engage their ‘hearts and minds’ in forming their own characters. Student should know what’s good,

love what’s good, and do what’s good. This strand strengthens the impact of the previous two strands.

Being safe starts with respecting yourself and respecting rules. To that end students should be taught to

warm-up and cool down and to avoid obvious dangers. Students should be able to discuss any aspect of

physical education in situations where they feel uncomfortable or unsafe. When students suggest simple

plans or tactics they should also be asked to indicate if the plans are safe or how they could be made

safer.

Students will know how to apply the principles of safe practice such as preventing injury through

anticipating what might happen and good organisation; informing themselves and others about hazards

and risks – and investigating and selecting strategies such as documentation, posters and presentations to

promote safety; educating – developing observation and analysis skills, safe and correct exercise, using

equipment safely as well as understanding how physical activity can prevent illness, but also how it can

lead to injury or illness e.g. through overtraining. Students should be able to consistently analyse and make

safe, their working environment.

Students should be able to write their own risk assessment and hazard management plans for physical

education lessons or competitions. These plans should also include consideration of qualified first-aid

personnel to manage situations students are untrained for. This can be carried in in other subjects /

cross-cutting issues. Scenarios can be undertaken so that surprise, anger, fright and panic that might

influence their ability to act responsibly or make choices can be experienced, reviewed and in future

averted.


Students should be able to plan strategies in groups and as individuals to ensure safety. This will evolve

from their knowledge and awareness of common dangers such as accessing equipment, safe handling

and carrying of equipment, removing equipment left lying on the floor and safe working space between

groups. Students should know and respect health and hygiene rules and safety conventions for different

sports such as wearing clean sports clothing, wearing protective equipment such as shin pads in

football, knee pads in volleyball or sturdy, supportive footwear which are securely laced. Students

should be taught how to respond if there is an accident, an injury or an emergency such as a fire.



Managing Risk and Safety




[43]

Culture is acknowledged to be a critical element in the construction of an individual's personal identity; however, in today's increasingly multicultural environments, the influence of culture is no longer straightforward. It is important to explore cultural identity clarity—the extent to which beliefs about identity that arise from an individual's cultural group memberships are clearly and confidently understood. Having a clear and confident understanding of your cultural identity is important for psychological well‐being, as it clarifies an individual’s understanding of personal identity. The Qatari culture is changing, but at the same time through individual learning it can reconnect with its traditions.

Students should take part in routines, customs, activity festivals and celebrations. These should all be

encouraged in physical education lessons. Every opportunity should be taken when organising groups and

teams to promote behaviours that make everyone feel that they belong and are included. Different Qatari

cultural games and activities can be explored as well as from other countries. Students should possess a

strong sense of what is right or wrong and encouraged to stick to rules. They should be able to recognise

and describe how social changes occur and are recognised – such as clothing for PE, male and female

expectations, behaviour expected as they grow older and respect for themselves and others.


Students should be developing an appreciation and respect of their own and others cultural identity which

will influence how they feel about their personal identity. Adolescence is a time when students should

understand the personal, physical and social changes they are experiencing and evaluate how they

manage heightened emotions, especially in pressurised competitive situations. To develop these skills,

students can take on different roles such as teacher, performer, referee and captain and reflect on the

responsibility of taking on board the opinions and collective thinking of others. Learning about different

activities/sports and their historical significance can provide students with a sense of pride and cultural

identity.

Students should learn to demonstrate a work ethic in complex situations, which in physical education

manifests itself in a commitment and determination to do well and be the best they can be, whilst

remaining composed in making decisions under pressure. Emotions should be well-managed in such

pressurised situations and constructive relationship management with teammates and opposition

should be evident in behaviours. Student behaviours displayed should promote and adhere to the

Islamic codes of conduct. Student behaviour should demonstrate how their personal and team identity

playing sport / engaging in physical activity, and being a dependable and honourable citizen of Qatar,

are intrinsically linked.


Students should participate in physical education which consists of many traditional and cultural activities

as part of being a Qatari citizen as well as from other countries. In physical education students can learn

about cultural differences from playing different sports from different countries. Values, beliefs, cultural

understanding and tolerance should be appreciated and respected. Students should develop and apply

coping strategies for winning, losing and taking part. Values such as mutual respect, empathy and

sympathy should be developed and applied to manage relationships during festivals and competitions.


Fig 24: Strand 3, Sub-strand 1 – Building Character:

Cultural and Personal Identity



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This sub-strand of physical education includes PE competencies that match key competencies. What we communicate depends on our knowledge and understanding. The way we communicate depends on our values and attitudes and how well we cooperate with the person or persons we are communicating with. Communication can be verbal and non-verbal, and these are important skills not just for life but also for performing in festivals or playing sport. Other people gain an impression of our character from our communication and our cooperative behaviours. This shapes the basis of forming and developing relationships with other people and groups. As communication improves and we become aware of cooperative behaviours, so can we grow as individuals and build our character.

Students should be able to display sympathy and empathy when communicating and cooperating. They

should practise these personal and social skills in a range of roles such as performer, observer, coach,

referee and captain. Students should be able to communicate and cooperate with each other to ensure

values such as respect, tolerance and social fairness, including students with special education needs so

that they feel part of the group and develop confidence. Students should be able to analyse their verbal

and non-verbal skills and use and develop these skills so that performance is improved.

Students should be able to demonstrate leadership and collaboration skills when working in groups or

teams. Whilst students can contribute as individuals towards a common purpose (cooperation)

collaboration is far more of a coordinated activity in which the participants continuously try to devise,

implement and refine strategies between them. Effective leadership e.g. captaincy should also be

demonstrated in developing strategies. Communication skills involve the ability to debate in arriving at

certain solutions and students can use social media ethically in promoting PE, school and community

events in ICT lessons or at home.


Students should be taught to practice in a cooperative manner by sharing equipment and taking turns.

They should learn to develop basic language that helps them to cooperate with other students and

manage adverse feelings as well as language that helps them to explore other ways of improving their

personal bests in various activities.



Communication and Cooperation

Students should be able to communicate positively in activities by encouraging others. They should be

able to negotiate roles and responsibilities such as performer and observer, playing positions,

collecting and returning equipment and so on. When making decisions they should understand the

communicative and cooperative process so that information discussed is transparent, opinions are

heard and made in a courteous and polite manner and the resulting decision is fair even though a

minority might not agree. Students should learn what it is to be magnanimous in victory

by behaving humbly, kindly and generously towards the opposition, especially after defeating them or

being treated badly by them; and gracious in defeat by being thankful for the opportunity you were

given and learning from it. Being unhappy, upset or complaining about the result isn’t the behaviour of

a respectful citizen. It doesn’t win friends or influence people.




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All movement forms, including expressive movement activities and sports can be appreciated aesthetically.

Appreciating movement aesthetically is like appreciating art aesthetically, it is a concept. In expressive

activities it is combined with the movement content. In other words, the means of achieving something cannot

be isolated from the manner of achieving it. In many sports however, the aesthetic aspect is subordinate to the

main purpose. For example, would a footballer prefer to score a goal in a clumsy manner or miss gracefully?

Developing an appreciation of movement aesthetically helps build character in terms of socialisation and social

change and opens opportunities for citizens to attend and enjoy watching expressive performances and

sporting competitions.

Students should know and understand movement skills, concepts and strategies and the terminology

associated with setting and prioritising learning goals. In both expressive movement activities and

sporting activities the learning goals can be associated with aesthetic targets. Such aesthetic

appreciation should be associated to effort and time awareness as well as relationship awareness. This

amalgamated knowledge allows different modes of thinking to inform decision-making about moving

efficiently e.g. Concrete v abstract thinking; convergent v divergent thinking; analytical v creative

thinking; and sequential v holistic thinking.

Students should be able to synthesise or draw on experiences and combine relevant information and

develop critical thinking skills learnt in the preparatory stage. Language skills should be used to

appreciate and evaluate movement performance overtime so that movement becomes more efficient.

Links with other subjects such as: science (muscles and levers, the body and its composition and

mechanics of movement); ICT (e.g. digital capture and evaluation of movement activities); and Arabic

(using more specialised terminology related to fluent and expressive movement), can be used to

develop aesthetic and imaginative capacities in physical activities, sports and health contexts


Students should be able to use appropriate language to demonstrate appreciation of different

movement forms such as expressive movement e.g. gymnastics; athletic activity contexts e.g. athletics

and swimming; and sport contexts e.g. football, handball, basketball, hockey and volleyball. Students

should use this knowledge to observe and check their own and others progress and to suggest and

adjust as required. Due to the nature of aesthetic appreciation students should know the difference

between subjective and objective views and use feedback in a way that is positive and sensitive to the

feelings of others.


Students should be able taught to appreciate their own and the work of others. They should develop an

awareness of what movement looks good and what doesn’t. They should be taught the basic skills,

concepts and strategies (see Strand 1) so they can compare performances with previous ones and

identify strengths and weaknesses.



Appreciating Movement Aesthetically



[46]

1.2 How is the learning organised?

1.2.1 The Principles of curriculum design

A good pe curriculum should be:

Balanced: This refers to the ‘balance’ of activities selected (see pages 49-50) – not just games dominated, as well as the

balance of the learning outcomes planned, selected from the three strands (and nine sub-strands).

Appropriate: The curriculum should incorporate language, processes, approaches, models of inquiry and teaching

strategies that are consistent with the ‘accepted’ practice of PE ‘experts’ in the field. The Qatar Curriculum is a curriculum for

excellence (the first curriculum principle). All students are expected to master learning that is planned and taught. Planning

and teaching lessons that focus on one-skill per week, with a warm-up, skills phase and a conditioned game in football for

example is not appropriate for learning overtime to develop skill mastery. In a mastery learning environment, the challenge

becomes providing enough time, appropriate activities and employing appropriate instructional strategies so that all

students can achieve the same standard of learning

Relevant: This involves planning structured learning activities that, in a real or simulated fashion, allow students to

experience problem solving and inquiry in situations that are drawn from their personal experiences and real-world

(authentic) applications. If a pupil has choice about how they learn best, then learning is more relevant.

Coherent: The knowledge, skills and attitudes that constitute the competency base of physical education integral to the

organising framework (three strands and nine sub-strands) of the subject are carefully structured. Interdisciplinary activities

within physical education that are followed allow learning connections to be made. A curriculum map listed and taught as

separate sports or activities by teachers e.g. handball, football, basketball, gymnastics, volleyball and athletics, is not

necessarily coherent to learners in terms of the learning planned. Planning and teaching that focus on the lateral transfer of

skills, knowledge concepts, strategy and student attitudes and competencies promotes learning coherence. In addition,

learning coherence in physical education is more effective if an activity scheduled on a Tuesday is aligned to a second PE

lesson on a Thursday. If the activities were gymnastics and hockey for example, then learning such as evaluating and

improving, certain fundamental movement skills in combination, collaborating and cooperating, spatial awareness and

communication and cooperation etc., can be made progressive and continuous between the two activities (Tue-Thu-Tue-

Thu) rather than pupils perceiving the activities as two separate lessons, activities or ‘sports’.

Vertically integrated: New knowledge is linked to what is already known by presenting skills, knowledge and expected

attitudes in a conceptually and logically ordered sequence that builds upon previous learning within and across year

groups. Bruner (1960) developed the concept of a spiral curriculum where learning is revisited year on year and builds on

previous learning. Unfortunately, in physical education the approach isn’t implemented as a ‘continuous learning spiral’,

rather it is often perceived as 4 weeks of athletics activity for example, which is not revisited for another 12 months.

Rigorous: Pupils’ should be able to make meaningful applications and generalisation to new problems and contexts.

Learning is applied, and it is challenging. A year 4 basketball class taught to chest pass and then tasked to fill in descriptive

blanks on a worksheet whilst observing their partner would not be deemed to be rigorous. Powerful ways of thinking are


[47]

developed through sustained engagement with PE – such as evaluating and improving; which lead to embedded practice

and embedded behaviours such as children choosing to engage in regular physical activity for example. A key question to

be posed here is “Does 4 weeks on an activity present sufficient practice and sustained leaning challenges to be deemed

rigorous?”

Focused / Parsimonious: The physical education curriculum should focus on a depth of understanding (mastery) rather

than breadth of content coverage by providing pupils with multiple opportunities to practice and demonstrate what they

learn in a variety of contexts. The QNCF and the QPECS have provided a greater focus in this respect, especially with the

use of learning outcomes written per stage. Depth of learning of key skills, knowledge and attitudes that can be applied,

becomes the desired ‘takeaway’ not simply the amount of knowledge a pupil has retained. Learning ‘carriers’ or activities

should be selected and mapped to the learning outcomes (See pages 49-50 and appendices 2-5). When this has been

completed units can then be scoped and sequenced and mapped to the learning outcomes.

1.2.2 The Steps to successful programme planning

It is no longer enough for designers and teachers to be experts in their subject discipline; they are required to

create, develop, and manage stimulating learning environments, using a variety of resources, methods, and

technologies, including assessment resources to deepen and enrich student learning. Such a shift for the role of

designer or teacher from subject expert to facilitator of l earning implies that teaching and learning activities are

designed to reflect this relationship to emphasise the educational process through competencies, more than simply

subject content. For example, mastering the key competencies and the physical education competencies and the

processes involved are prioritised over simply learning content in football or handball.

Step 1: Deciding the activity areas and learning ‘carriers’ ;

The starting point is to outline the activity areas.

Learning in physical education and the Qatar National Curriculum is framed around knowledge, skills and attitudes

(competency learning). This learning is required to be at the forefront of teacher’s planning, teaching and

assessment. The physical education knowledge contexts or ho w the PE curriculum is organised, become the vehicle

or ‘carrier’ for this learning.

Curriculum Content Areas in physical education should outline a broad and balanced offer. It is not proposed, however to

make immediate changes to the activities that are currently included, but a degree of openness and flexibility can initially

be afforded to teachers by using generic labels. The first phase of the physical education curriculum standards

implementation will be to ‘try out’ the new competency-based approach. Further phase support will address openness and

flexibility in curriculum design in more detail as well as teaching and learning strategies.


[48]

Fig 27: Early Childhood Education - Kindergarten, Grades 1, 2 & 3

Fig 28: Primary Stage - Grades 4, 5, 6:

Development of skilful body management

Expressive Body

Movement

Learning through

play

Conditions:

• Students should follow a minimum of two

invasion games contexts and one net game

context in the Learning through Games area

• Athletic activity should include a minimum of

running, jumping and throwing contexts, but

could also include for example swimming

• Expressive Body Movement could include

contexts such as Gymnastics

• The Physical Activity and Health area can be

integral to the other areas, or it can be

followed as a discrete unit.

Conditions:

Purposeful play and intentional teaching and learning

experiences need to be planned throughout each day and must

include targeted opportunities for addressing and integrating

the five key components of the Foundation Curriculum:

✓ Communication (Arabic and English languages)

✓ Exploration (Math and Science)

✓ Creative Expression (Art and Music)

✓ Managing Self, Developing Identity.

✓ Physical Development.

• The areas are displayed as overlapping and learning in

these areas should be integral to one another

• Physical Activity and Health messages should be

promoted as integral to the areas

• Expressive Body Movement does not have to be specific

to any particular context.

Athletic Activity

Physical Activity and

Health

Expressive Body

Movement

Learning through Games


[49]

Fig 29: Preparatory Stage - Grades 7, 8, 9:

Fig 30: Secondary Stage - Grades 10, 11, 12:

Notes:

The following table illustrates how the curriculum content provides a pathway for a student’s physical education ‘career’.

The Yellow arrows indicate how Physical Activity and Health content should permeate all areas as well as possibly being

delivered as a discrete area.


Health

Individual

Performance Activity

Sport Education

Conditions:

1. At this stage students would follow either one

Sport Education context; one Individual

Performance Activity; and one Physical Activity

and Health context; Or

2. Two Sport Education contexts and one Individual

performance activity context; all with Physical

Activity and Health integrated; Or

3. Two Individual Performance Activity contexts and

one Sport Education context all with Physical

Activity and Health integrated

Students will be expected to follow at least one of these

contexts in extra-curricular and/or community clubs

(e.g. Aspire).

Conditions:

1. The Physical Activity and Health area can be

integral to the other areas, or it can be

followed as a discrete unit.

2. In the Sport Education Area, students

should follow a minimum of two invasion

games and one net game.

3. Other games can be offered as extra-

curricular activities

Athletic Activity


Health

Expressive Body

Movement

Sport Education

Fig 31: Physical Education Curriculum Pathways

SECONDARY STAGE

Games Education Individual Performance Activity Physical Activity and Health

PREPARATORY STAGE

Games Education Athletic Activity

e.g. Running, jumping, throwing, swimming, orienteering

Expressive Body Movement e.g. Gymnastics, Rhythmic

Gymnastics, Dance Physical Activity and Health

PRIMARY STAGE

Games Education

Athletic Activity e.g. Running, jumping, throwing,

swimming, orienteering

Expressive Body Movement e.g. Gymnastics, Rhythmic

Gymnastics, Dance

Physical Activity and Health

EARLY CHILDHOOD EDUCATION STAGE

Games Education individual and team, creative play

Development of skilful body mangement

Walking, running, stepping, hopping, skipping, jumping, kicking, throwing, catching and striking; agility, balance, coordination

Expressive Body Movement

Grades

10, 11, 12

Grades

KG, 1, 2, 3

Grades

7, 8, 9 How is

physical

education

organised?

Grades

4, 5, 6


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Step 2: Developing a Curriculum Map [See Appendices 3 (Early Childhood), 4 (Primary), 5 (Preparatory) and

6 (Secondary)]

The outcomes have been mapped to the activities by:

a. Listing activity areas, one per column, for each school stage

b. Listing all the outcomes per school stage, one per row.

c. X’s have been used to mark the learning outcomes that each activity area can potentially include.

The curriculum map can then be analysed, and activities identified that don’t include some of the outcomes or; outcomes

can be identified that aren’t addressed in any of the activities. Alterations can then be made to either: allocate outcomes

that have been overlooked to activities or; consider how to creatively develop units and plan activities to ensure the

outcomes are included.

Step 3: Sequencing the units and learning outcomes:

McTighe and Wiggins (1998), trademarked the term ‘Understanding by Design’. Essentially this is a planning approach

which has achieved much success as it focuses on the outcomes that are intended to be achieved and then designs

curriculum, curriculum units and assessments. It is a form of backward design. The curriculum is planned backwards, then

delivered or taught forwards.

Although the programme outcomes reflect the vision, values and aims of the QNCF, the aims of physical education and the

curriculum and physical education competencies, it is still useful to highlight the competency focus to enable learning or to

develop and promote learning. Competencies embedded in everything we do can contribute significantly to a sense of self-

worth and increase standards.

Working back from the outcomes, we now need to de-scaffold and re-scaffold the learning and order/sequence it.

Alongside this process we can begin to select the contexts for the ‘units’ selected e.g. games, athletic activity etc. In this way

we are developing a curriculum map considering outcomes and experiences.

Order and sequence: There are no right or wrong ways to order the teaching of games principles for example. There is

however, information such as fundamental movement skill ‘models’ which help us decide the order we teach skills due to a

pupil’s growth and development (maturity).

When viewed in this way the selecting of contexts takes on an importance that many teachers have not previously

considered.

Establishing a sequence plan provides teachers with a proposed order for the units and the outcomes. This process can be

cross-referenced to the previous Step 2. Teachers should adapt the sequence of activities and outcomes to the learning

needs of the students. The examples provided in the Appendices have been written to allow openness and flexibility. The


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units are grouped together, and this allows teachers to select and sequence the contexts for learning as well as select and

sequence the outcomes.

The opportunity for this open and flexible approach in teacher’s planning and subsequent teaching is achieved because the

physical education programme outcomes have been written per stage and a teacher’s assessment for learning will inform

their decisions about ongoing planning for the sequencing of activities and outcomes.

Step 4: Scoping the unit content

A brief description of the learning content and the learning activities is provided in a non-prescriptive unit outline. This

allows the teacher to further plan and organise the units and unit content and lesson plans to best meet the learning needs

of the students to achieve the outcomes.

Each unit of work / teaching sequence exemplifies three key principles:

i. Learning outcome nested alignment to support all students to progress, achieve and thrive as 21st century

learners.

ii. Illustrative, indicative content for student learning in and through physical education.

iii. Authentic, purposeful and relevant contexts essential for engagement and applied learning.

Students’ achievement will depend on the teacher's understanding of developing the interplay of four factors that are

crucial to success:

a. the increasing complexity of tasks and problems overtime and the contexts in which they are embedded.

b. the learning challenge provided by engagement with the content and the proficient way in which the knowledge,

skills and attitude are presented and applied in these contexts.

c. a learner’s level of familiarity with the type of task or problem and context.

d. the level of independence and interdependence required of the learner.

The unit overviews include:

a. the physical education programme outcomes that form the focus of the unit;

b. the ‘learn about’ content that will be examined in the context of the identified outcomes;

c. a short description which gives a sense of the unit’s intent and highlights any key features;

d. Possible competency development.

e. Cross-cutting issues (for school use).

f. Links with other subjects (for school use).


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In following this four-step programme development process, teachers need also to consider:

i. The curriculum requirements.

All outcomes outlining learning in each of the nine sub-strands for each school stage must be addressed. In other

words, the curriculum map should be cross-referenced to ensure compliance. As learning progresses across the grade

levels and over the school stage however, teachers may find that there is already evidence that certain outcomes have

already been achieved and certain other outcomes may have been mastered earlier than planned and expected. In this

instance teachers should adjust the proposed outcomes and focus on the learning outcomes yet to be achieved.

ii. Physical Education requirements.

The KG-12 physical education programme is a compulsory course. The physical education programme should be

designed so that all students would typically achieve the stage standards described through the learning outcomes

arranged in nine sub-strands that form the three strands. These physical education strands are summarised as stage

descriptors. The recommended timetabled curriculum learning time is approximately 510 hours for the Early

Childhood Stage (assuming an average of 45 minutes of physical education per day KG-3)*; 204 hours for the Primary

(G4-6)* and Preparatory Stages (G7-9)* (assuming 2 hours of PE per week) and approximately 170 hours for the

Secondary Stage (G10-12)* (assuming 100 minutes of PE per week).

*This is calculated using an approximate figure of 34 weeks per school year.

iii. Planning learning in each of the three strands.

Integration of each of the three strands in each of the units is required (see also lesson plans). The Strands should not

be perceived as isolated, since an aspiration for moving literately is “feeling better”, both in terms of wellbeing and in

terms of growing awareness of one’s own movement capabilities. Teachers should visualise what student

performance should look like when participating in planned activities that combine learning outcomes.

iv. Subject integration:

Cross-cutting issues, links with other subjects and Numeracy and Literacy, are considerations for subject integration.

Although opportunities linking learning in the nine sub-strands with cross-cutting issues have been mapped,

opportunities should be planned and developed in the school context with other subject teachers.

v. Elevating competencies to the forefront of their practice.

The simple fact that Physical Education competencies have been mapped to the nine sub-strands and the resulting

outcomes have been aligned to the curriculum outcomes, means that the outcomes reflect both categories of

competence. If the teacher plans lesson activities specifically developed to allow students the best opportunity to

achieve the outcomes, then the competencies will be elevated to the forefront of teaching and learning practice. The


[54]

unit outline and lesson plans both require teachers to list the competencies that will either be used as enablers or the

competencies that will be developed.

vi. Openness and Flexibility

Although the activities, outcomes and the scope and sequence have been mapped for schools, the design does allow

for openness and flexibility, which allows teachers to make decisions about adapting learning to meet specific

learning needs of their students. Teachers can make decisions about:

• the relative emphasis placed on outcomes for each of the nine sub-strands;

• the learning activities. For example, if schools wish to use their own activities such as hockey in place of football

as the ‘carrier’ for learning;

• shortening the duration of a unit if outcomes are achieved or extend the duration to ensure outcomes are

mastered;

• transferring outcomes (and unit content) within or across the grades of a school stage;

• differentiating learning;

• reordering activities, retaining the sequence of outcomes;

• changing the sequence of outcomes, retaining the order of the activities;

• additional content, for example swimming or horse riding;

• the key competencies to address;

• the order and sequence of cross-cutting issues and links with other subjects

• various opportunities for students to use ICT to improve their learning

Steps 2, 3 and 4 are illustrated in the relevant Appendices for each of Early Childhood Stage (Appendix 2); Primary Stage

(Appendix 3); Preparatory Stage (Appendix 4); and Secondary Stage (Appendix 5)

A lesson plan template is also illustrated in Appendix 6

1.3 How well are we achieving?

The learning outcomes provide the focus for assessment and so it is important to ensure alignment in the planning stage. The

mapping process, sequencing and scoping the learning content allows teachers to self-monitor the process in the planning

development stage and this can be further monitored during the implementation or teaching of the plans.

The responses to the three questions provide us with the steps to take for programme development. Essential to these steps

is the alignment of learning outcomes.


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1.4 References

Adam, S. (2004). A consideration of the nature, role, application and implications for European education of employing

‘learning outcomes’ at the local, national and international levels. United Kingdom Bologna Seminar 1-2 July 2004, Heriot-

Watt University (Edinburgh Conference Centre) Edinburgh. Scotland.

Bloom, B. (ed.) (1956): The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I:

Cognitive Domain. New York: Susan Fauer Company.

Elbourn, J. & James, A. (2016). Safe Practice: in Physical Education, School Sport and Physical Activity. Leeds: Coachwise

UNESCO (2015). Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first

century. UNESCO: Paris.


UNESCO/IBE (2017). Developing and Implementing Curriculum Frameworks. Geneva: .

UNESCO - Curriculum

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/core-

resources/curriculum/

Accessed June 2018

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/core-resources/curriculum/

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/core-resources/curriculum/


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CHAPTER 3 STAGE 3: IMPLEMENTATION


[58]

1. Stage 3: Implementation

A country might have the best conceptually aligned standards documentation but fail to implement it effectively in practice.

What learners acquire depends not only on a clear framework, clear definitions of competencies and clear learning

outcomes, but also on different inter-linked elements of the QNCF/QPECS and how they are packaged and presented and

how they are taught, where they are taught and acquired, how learners are facilitated and how we verify their acquisition.

Conceptual clarity, curriculum alignment, curriculum design, unit and lesson planning, now pale into insignificance against

the importance of implementing the plan through the interaction of teachers and students. We would be in some form of

denial if we didn’t see that execution is the true meaning of success.

“The best game plan in the world never blocked or tackled anybody”

Vincent Lombardi

1.1 What are we trying to achieve?

For successful execution of the QPECS, the power dynamic between teachers and learners must shift towards the learner.

Implicit in this student-centred model is the idea that teachers are facilitators of learning, who create and sustain an

effective learning environment and experience based on a wide range of best practices in teaching and learning.

Since before the turn of the 21st Century UNESCO has been rethinking education in the current context of change,

complexity, and uncertainty. In 1996 UNESCO developed Four Pillars of Education. These four pillars have underpinned

UNESCO’s approach to teaching and learning as well as curriculum design for the 21st century education.

1.1.1 UNESCO (2017) Four Pillars of Education

a. Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities,

and to provide an appropriate and adequate foundation for future learning.

b. Learning to do: to provide the skills that would enable individuals to effectively participate in the global

economy and society.

c. Learning to be: to provide self-analytical and social skills to enable individuals to develop to their fullest

potential psycho-socially, affectively as well as physically, for an all-round ‘complete’ person.

d. Learning to live together: to expose individuals to the values implicit within human rights, democratic

principles, intercultural understanding and respect and peace at all levels of society and human relationships to

enable individuals and societies to live in peace and harmony.

It is possible to recognise the influence of these four pillars in the QNCF. A term that is used to summarise these four pillars

is ‘Learning to Learn’.


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Fig 32: Learning to learn: The Four Pillars of learning

1.1.2 Learning to learn – elevating competencies to the forefront of our practice

The impact of quality physical education is realised through the application of competencies that have been defined as

essential for ‘enabling’ and ‘developing’ learning in specific contexts. The competency approach signposts a pedagogical

transition away from traditional teaching concerned with the “delivery of knowledge” to teaching that “develops

knowledge”. Applied skills and attitudes in various knowledge contexts define competency learning in physical education

and through physical education. Competencies that students need to develop to become better learners are elevated to the

forefront of the teaching-learning process. In the context of the QNCF and QPECS, ‘Learning to Learn’ means that learners

become more aware of themselves as learners and understand that they can use a set of learning tools or competencies to

help or enable them to learn; as well as to improve the competency tools to develop them as better learners. This

development of themselves as learners promotes awareness of a self-learning processes and learning needs. Students

‘Learn to Learn’.

1.1.3 What are competencies as ‘enablers’?

Competencies used to enable learning implies that teachers and students will identify competencies which if used

appropriately can improve student performance. For example, a very skilful student under performing in a game situation

may need reminding to use communication more effectively and demand the ball. Another student who is holding the ball


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too long and not passing to others in the team even though they are in open space, may need reminding to be more

cooperative. In the same way making a wide angle to receive a pass is a numeracy competence that can be applied in games

to help a team’s performance in retaining possession. Essentially, competencies used as ‘enablers’ allow students to

function better when performing.

Competencies enable higher performance standards and provide direction with

regard to specific areas of improvement

1.1.4 What are competencies as development?

A teacher can teach a student to use and develop a competence which not only develops them as learners but can also raise

achievement in physical education. In Chapter 1 we learnt that key competencies have been mapped to physical education

competencies and these are aligned using learning outcomes (explained in Chapter 2). Take for example the key

competence of communication. The development of this competence is a key life skill. In physical education it is also an

essential aspect of playing sport and is sub-strand 2, (communication and cooperation) of PE Strand 3, (Building Character).

Verbal and non-verbal communication can be developed through the game, which also helps the performance of skills,

concepts and strategies in the game.

Competencies enhance the understanding of ‘development’ and the students are

provided with the necessary tools to take responsibility for their own development.

Competencies provide teachers with a tool that empowers them to develop children

and young people

1.2 How will we organise teaching and learning?

We can be open and flexible in our approach and adhere to inclusive teaching and learning principles and strategies

1.2.1 Openness and flexibility

Although the curriculum outcomes in the QNCF and the physical education outcomes in t he QPECS are specified,

the means to achieve the ends in a competency-based approach are open and flexible. For the same or similar

outcomes, a variety of teaching and learning approaches, activities and methods can be utilised to suit different

activities and specific student needs. A great deal of flexibility is built into the constructivist model for the selection

of the means of instruction so long as the same standard of knowledge, skills and attitudes is achieved. To that end

there are several teaching and learning principles that must be implemented in practice to raise standards.


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1.2.2 Principles of teaching and learning

Livingston et al (2017) in researching a policy proposal for UNESCO, outlined seven principles that typify a student-centred

approach to teaching and learning. These seven principles were listed in the QPECS and each are illustrated in further

detail.

a. Learner engagement

b. Mutual respect

c. Build on prior learning

d. Classroom interactions

e. Relevance of curriculum to learners

f. Developing knowledge, skills and attitudes

g. Information and Communications Technology (ICT)

a. Learner engagement

Learning opportunities must be engaging and is something that teachers should strive for in every lesson. Greater student

engagement leads to higher achievement. Essentially, student engagement is when students are interested in the task at

hand even when the work is challenging. They persevere despite problems and take pride in their work. The QNCF focuses

on values and this is an approach that can help prevent the two main types of disengagement: values disengagement (a

lack of educational values) and behavioural disengagement (a lack of commitment). Teachers must understand student

needs and preferences, and what motivates them. Today’s learners expect more responsibility, choice, interaction (see point

d) and ownership in their learning. Student engagement theory emphasises the role of environment in the learning of

students. Teachers can encourage student engagement by introducing effective pedagogical practices in the learning

process that promote a positive attitude to learning. Developing positive and respectful relationships with students is

essential to learner engagement.

b. Mutual respect

Mutual respect is the most important part of any relationship. You must give respect to receive it back, and it is something

that everyone deserves. People who respect each other trust and support each other and value each other's independence.

Mutual respect can be defined as a feeling that something or someone is good, valuable or important, shared between two

or more people. People show care in their behaviour for each other's thoughts and feelings. A communal atmosphere that

promotes mutual respect between teachers and students and between students themselves is vital in achieving the values

and aims of the QNCF. This approach nurtures the development of good character, student responsibility and

accountability, deep thinking and unselfish behaviour. It involves teachers setting clear expectations, modelling respectful

behaviour and enforcing rules consistently, fairly and without favouritism.


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c. Build on prior learning

The importance of building on prior learning stems from Schema theory. Simply put, schema theory states that all

knowledge is organised into ‘chunks’ or units. Within these units of knowledge, or schemata, is stored information. A

schema, then, is a generalized description or a conceptual system for understanding knowledge, how knowledge is

represented and how it is used. According to this theory, schemata represent knowledge about concepts: objects and the

relationships they have with other objects, situations, events, sequences of events, actions, and sequences of actions. A

simple example is to think of your schema for football. Within that schema you are most likely to have knowledge about

the number of players in a team, how to pass, how to shoot, how to head the ball, how to tackle, how to cross. You may

have some knowledge about tactics and strategy, team formations and game plans. You might even support a team and

know of other teams who use different tactical formations, the role and responsibilities of different playing positions. You

might also think of football in a wider context of how sports people get fit, how their bodies respond to physical activity, the

nutrition they need, including the importance of drinking water to hydrate whilst they train. Your knowledge of football

might even extend to its history, the World Cup in Qatar, how playing football can be an important part of building

character and so on.

What is important is that teachers plan continuous and coherent experiences that build on previous ones so that students

make connections to the activity in which they are participating. Good learners constantly try to make sense out of what

they are doing and how it fits with what they already know. Teaching needs to build on learners’ existing knowledge and

skills and construct ‘big picture learning’ for students. Students should be introduced to new (compositional) strategy

knowledge and specialised skills for example when they have mastered basic tactics and compositional knowledge and

concepts and fundamental movement skills. Learning challenges should be progressive and are most effective and

motivating when they are linked to child developmental stages and experiences and individualised for all learners. The

scope and sequencing of achievement and learning outcomes in chapter 3 supports this expectation.

d. Classroom interactions

It is important that teaching and learning is accomplished through meaningful dialogue between teacher and students as

well as between students. Interaction provides students opportunity to develop communication, language and social skills,

enquiry and problem-solving skills and cooperation and participation skills. This is consistent with what we now know

about how students learn to learn and how through social interaction they socially construct their identities through

collaboration and negotiation. Social interaction promotes interdependence and independence in the relationship between

teacher and students .

Interaction can also be viewed as interaction with the learning activity in the learning environment. Classroom interaction

can be planned for and teachers can design learning activities and pose questions whose purpose is to promote discussion

that helps to produce knowledge, rather than just pose questions that elicit answers that ‘prove’ knowledge has been

delivered. Effective questioning also provides teachers with evidence regarding student cognitive development. Teaching

and learning strategies that require interactive learning such as ‘enquiry-based’, ‘experiential’ or ‘storytelling’ are wholly

appropriate. Students must be challenged to interact with the learning tasks and given a voice.


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e. Relevance of curriculum to learners

Meaningful learning involves students applying what is being taught within the context of their own worlds. This requires

an approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in applied

contexts that involve real-world problems and projects that are relevant to the learner. In other words, the curriculum has

to educate for life. Physical Education should represent present life. Authentic contexts, promoted in pedagogical

approaches such as Play pedagogy, Sport Education, Teaching Games for Understanding (TGfU) and Problem or enquiry-

based Learning approaches for example, subscribe to learner relevance and ‘real-life’ application. Leading healthy, safe and

active lives and building character is relevant to every individual student and how they lead their lives.

What we teach and how we teach it, however become inextricably entwined in out teacher identity. This fact alone makes it

extremely challenging to change our approach.

f. Developing knowledge, skills and attitudes

Curriculum and pedagogy should combine skills and attitude outcomes as well as the acquisition of knowledge so that

knowledge is applied. This approach entails ‘learning by doing’ in real world contexts and student interaction (see previous

points 4 and 5). This principle emphasises the importance of competency-based learning, the focus of the QNCF and

QPECS. Education based on the competencies focuses on learning outcomes and emphasises the skills and attitudes

students are expected to improve in a knowledge context, rather than on the delivery of content or an overriding focus on

the correct product. Competencies are elevated to the forefront of the learning process.

g. Information and Communications Technology (ICT)

The development and application of computer science, telecommunication and data processing have led to a

transformation in how modern society functions. Access to knowledge information is easily accessible, so that children,

young people and adults may search, transmit and apply knowledge when appropriate to their situation, not when a

syllabus or teacher dictates it.

Rapid technological advances have themselves nurtured the shift from “knowledge delivery” to “knowledge production”

and a competency-based learning approach. Emerging technologies were initially developed, however outside of the

educational context and were later integrated into it. Education, as a relevant aspect in human life, is now combining with

ICT to create a new learning environment where students take responsibility for their own learning.

As new technologies develop, teachers must converge the ICT into the educational and pedagogical paradigms. The ideas of

teaching construction and the way meaningful learning is contextually built using technology presents a new pedagogical

consideration and challenge. A new question that addresses the effectiveness of using ICT to increase educational

standards, should direct our decision-making regarding its use (UNESCO 2017).


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A cornerstone of developing ICT use from a pedagogical perspective, is teachers’ reflective use of ICT integral to the

teaching and learning processes. These manifest in practice differently to using ICT for knowledge delivery.

Key principles related to the effective use of ICT

i. Decisions about when, when not and how to use ICT in lessons should be based on whether the use of ICT supports

effective pedagogical practice in teaching physical education. If it does not, it should not be used.

ii. In planning and in teaching, decisions about when, when not and how to use ICT in a lesson or sequence of lessons

must be directly related to the teaching and the learning outcomes expected.

iii. The use of ICT should either allow the teacher or the student to achieve something that could not be achieved without

it; or allow the teacher to teach or the students to learn something more effectively and efficiently than they could

otherwise, or both.

Key concepts related to the effective use of ICT

i. ICT on its own will not transform student learning ~ it must be part of sound pedagogical practice

ii. Effective teaching is essential to the use of ICT. Knowing when to use it and when to ask relevant, engaging questions

are key to learning - it can assist students to find answers to questions and promote competency learning.

iii. Using ICT as a learning tool can actively promote the participation of students in physical education. Key competencies

can be developed, and information generated can contribute to higher standards of student achievement.

1.2.3 Inclusion

In addition to the seven principles outlined, an overarching principle, that of inclusion, should be considered as essential to

success. The outcomes or competency-based approach of the QNCF and QPECS allows for greater inclusion for all students

than physical education curriculum teaching that places the emphasis almost solely on the development of physical skills.

The Physical Education Curriculum Standards (QPECS) include outcomes for nine sub-strands that make up the three

strands. Achieving the PE standards, therefore involves more than Moving Literately, it means students demonstrating the

knowledge, skills and understanding to successfully ‘Lead Healthy, Safe and Active Lives’; and Build Character. Learning in

these strands is far more accessible to all learners.

Inclusive education is often thought to apply only to learners who have some form of disability or Special Educational Need

(SEN). It is of course important that you make appropriate provision for young people who have been formally assessed

and designated in these ways; for example, appropriate modifications to the learning environment should be made for

learners who use a wheelchair.

This approach to inclusion is often based on identifying some pupils as ‘deficient’ in some way. Such a way of thinking is

underpinned by a notion that some pupils are ‘able’ and some are not. A competency-based approach offers an alternative


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to this traditional deficit approach. This is because a competency-based approach is focused on what pupils can do rather

than what they cannot do.

It is increasingly common nowadays to see the term inclusion used in relation to all learners. A competency-based

approach to physical education such as that set out in the framework facilitates an inclusive approach for all. This is

because competencies can be used in differentiated learning tasks that allow all students access to the learning outcomes.

The older and more experienced the learners, the more likely it is that there will be a wider spread of capabilities and

interests within a physical education class. A wider spread among a group of students will require differentiated learning

tasks more than if the spread is smaller.

1.2.4 Inclusion: The three strands

Teachers have a moral responsibility to support every student in their care to be the best they can be within the impetuses

and constraints operating at any specific time on a physical education programme. The physical, psychological and social

health benefits of physical education hold true for all children, so it is vital that all physical activities taught within or

beyond the curriculum are inclusive so that everyone can participate and benefit. The following inclusive philosophy is

associated with promoting a holistic approach to learning in the three strands:

Fig 33: Inclusion: Promoting movement, character and active lifestyles


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1.2.5 Inclusion: Special Needs Education

The QNCF and QPECS provides for the potential of learners with special needs. Some learners with special needs (for

example, learners with visual impairment, hearing impairment, physical disability, mild cerebral palsy, learning disabilities,

emotional and behavioural difficulties, and communication disorders) should all still follow the regular curriculum with

adaptations.

The education of learners with special needs, who may not follow the regular curriculum, including those with mental

disabilities, visual and/or hearing impairment, autism, cerebral palsy, multiple disabilities and profound disabilities, should

still focus on developing competencies to allow them to live independently. In these cases, students should be engaging in

programmes and learning activities that allow them to achieve outcomes from an appropriate stage. Transition to work at

different stages will be dependent on demonstration of outcomes.

1.2.6 Inclusion: Gifted and Talented Learners

In other cases, such as for gifted and talented learners, the curriculum should be enriched to ensure students are fully

engaged and challenged. Strategies include:

• Learning opportunities can be brought forward in the sequence of learning for students to demonstrate mastery

at the beginning of units / earlier in the semester (this has implications for approaches teaching and learning);

• Differentiation of learning activities to challenge students in terms of intensity, difficulty, complexity, distance,

targets, roles and responsibilities etc;

• Extension or project-based work. Teachers should be careful that this strategy isn’t just about ‘doing more of the

same’

• Working at greater depth. As part of differentiation allow students to combine abstract ideas with competencies.

Examples include challenging scenarios, formulating ideas for game strategy based on detecting the opposition’s

pattern of play, understanding that to shake hands with the opposition isn’t just a sport requirement at the

beginning at end of a game, it is also a symbol of respect and trust

Schools need to adapt their teaching approaches, learning activities and resources to cater for all students, including those

with special educational needs, disabilities and specific health conditions. Strategies for supporting the involvement of all

children include careful consideration of the content and the way it is taught. The content should include activities that are

safe, challenging and interesting and cover a broad range of activities over time that develop movement, build character

and help to promote active lifestyles. The way activities are taught are central to ensuring enjoyable, positive and

meaningful experiences. The key is to prioritise students’ needs and to ensure that students feel confident and

progressively increase their competence during lessons and extra-curricular physical activity sessions.

Teachers can adopt specific strategies for including all students such as utilising the inclusion spectrum and/or the STEP

model.


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1.2.7 The Inclusion Spectrum

The inclusion spectrum provides teachers the opportunity to respond to pupils’ diverse learning needs by providing five

different, yet complementary, ways of including disabled pupils in physical education, school sport or physical activity.

Inclusion can be achieved by changing the environment of the activity or the way in which it is presented. In most lessons,

the teacher may use more than one approach, to ensure that all pupils are included throughout the lesson.

Fig 34: The Inclusion Spectrum

Fig 35: The Inclusion Spectrum explanation

Activity Explanation

Open All pupils are included in the same task with minimal or no adaptation or modification.

Modified

Changes are made to the activity so that all pupils are included and can participate with a level of challenge

appropriate to their knowledge, skills and attitude. Modifications can be made to: Space, Time / Task, Equipment,

Players / Position (S.T.E.P. – see below). These modifications are made to allow all learners access to the learning

outcomes.

Parallel

Everyone participates in the same activity e.g. a game, but different groups will play the game with different

conditions and in different ways according to their abilities e.g one group might play 3v1 whilst another is playing

5v5. If the learning is focused on width in attack, it doesn’t matter how fast or how slow students are. If a student is

in a wheel chair and after gaining possession they move immediately into a wide position, then they are

demonstrating understanding of the principle of width in attack.

Disability

Sport

Examples include seated volleyball, wheelchair basketball and goalball. These are developed or modified

specifically with disabled people in mind. Non-disabled students can take part in disability sport activities. Seated

volleyball for example still develops skills, concepts and strategy, as well as being the learning carrier for leading

healthy, safe and active lives and building character.

Separate

Occasionally, it may be appropriate for individual pupils to play separately from the rest of the class, or with their

disabled peers, e.g. when preparing for a disability sport event. This should not happen at the expense of inclusion

in the wider physical education curriculum.


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Any learning activity can be adapted or differentiated to include learners as per the STEP approach:

Fig 36: Space, Time/Task, Equipment, Players/Position (STEP)

Space

Changes can be made to:

• the size of the playing or activity;

• the level (height) at which students are working at in gymnastics for example;

• the height of a net or target;

• personal space and group space;

• conditions: e.g. pathway, direction, distance;

• distance from a partner / target;

• use of zoned playing areas to create safe areas in catch or tag type games or where special needs

;students require safe areas;

Time

Consider:

• varying the time spent on a task (activity, game, run etc.,) depending on a student’s special needs,

fitness, personal targets etc.

Task

The task can be made easier/ more difficult by:

• introducing conditions or rules;

• using simple / technical language; walking / jogging versus running;

• introducing specialised skills / technique

The task can be made less / more complex by:

• introducing more rules / conditions;

• combining skills;

• setting closed or open-ended tasks;

• requiring less / additional tactics / strategy.

Equipment

Consider:

• providing students with a choice of a range of equipment / apparatus;

• using a variety of sizes, weights, textures, shapes, colours;

• using slower speed equipment and length of racket or stick handle;

• considering purchasing specialist equipment – especially for special needs students;

Players

Consider:

• individual, in pair, as a pair, in a group, as a group;

• ability, size, number, relationship, attitude;

• when organising pairs, small groups or teams, ensure that grouping strategies promote and enhance

learning by respecting individual differences;

Position

Consider:

• positioning to one another;

• playing position;

• roles and responsibilities, with support, without support;


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Knowing and understanding teaching tools that promote inclusion on its own is inadequate. Teachers must always be

sensitive to special and diverse needs, and challenge any behaviour, including their own practice, that may exclude people

or groups.

"Children don't care what you know until they know you care"

John Maxwell

1.2.8 Teaching and Learning Strategies

There is a range of teaching strategies or styles in physical education. The best known is Muska Mosston’s Spectrum of

Teaching Styles. The Spectrum includes styles that range from teacher-centred to learner-centred (Command to Self-

teaching).

Fig 37: A summary of the ten Spectrum of Teaching Styles:

Research has shown that teachers tend to use only a small number of the teaching styles available to them. The most

common is the ‘command’ or ‘directive’ style where the teacher makes all the decisions about what pupils will learn and

Co

mm

and

All decisions are made by the teacher

Pra

ctic

e

Practice time on the particular task is given by the teacher who assist students in their learning. Most decisions are made by the teacher R

ecip

roca

l

Learners work in pairs or small groups and observe feedback to each other key points that the teacher has requested students to make and observe

Self

-ch

eck

It is the student's responsibility to monitor their own performance, again with criteria to look for provided by the teacher

Incl

usi

on

Tasks are planned that enable every student access to the learning. Individuals will still monitor their own improvement but from their own starting points

Gu

ided

Dis

cove

ry

The teacher focuses on individual and group progress and directs and redirects, if necessary, students towards a target. Appropriate questioning by the teacher is fundamental to this strategy

Pro

ble

m-s

olv

ing

The instructor poses a problem and pupils are required to make their own decisions to find a solution.

Ind

ivid

ual

Pro

gram

me

The learner will plan and design the activities with help from the teacher

Lear

ner

Init

iati

ve

The student plans all aspects of the programme which the teacher evaluates

Self

-tea

chin

g

The student's work fully independently of the teacher


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directs the lesson in terms of setting tasks and challenges and sequencing and timing of activities. Also used regularly is a

‘reciprocal’ style such as peer teaching (I teach you, you teach me), although again tasks, sequencing and timing are set by

the teacher.

It is less common to see ’guided-discovery’ or ‘problem-solving’ styles, which give pupils more responsibility for and control

over their own and other pupils’ learning. Examples of student-centred approaches to teaching and learning are rarer still,

where learners co-construct their curriculum and learning experiences and outcomes in collaboration with their teacher.

Research also shows that physical education teachers often use teaching styles that are inappropriate to the achievement of

some learning outcomes. For example, directive approaches to teaching are used even when teachers claim that they

intend pupils to be motivated and resilient, and to value physical activity.

The important lesson to learn from this research is that teaching and learning approaches, should be selected to suit the

specified learning outcomes, including consideration of the competency that is being developed. For example, if modified

games are used to develop movement concepts and strategies, the guided-discovery and problem-solving styles would be

most appropriate. These strategies would also be appropriate for developing problem-solving, communication and

cooperation competencies for example. If pupils are engaged in games making to better understand movement concepts,

then a student-centred approach may be best. At the same time, if a learning outcome states that pupils will adhere to

safety procedures in different environments, a directive or a reciprocal style would be most appropriate.

1.2.9 A Focus on Achieving Active Lifestyles

Why increase the focus on achieving active lifestyles?

70% of the Qatar population is either obese or overweight

83% of the population does little or no physical exercise

41% do not do any physical activity at all

In 2016 a Qatar Biobank annual report which involved a comprehensive health profile of more than 5,000 Qatari

participants and long-term residents highlighted the following headline data:

• more than 70% of the population in Qatar is either overweight or obese

• 48% of all men are obese


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• 83% of the population does little or no physical exercise

• 41% do not do any physical activity at all

• nearly 16% of participants were diagnosed with diabetes

• 86% were found to be suffering from Vitamin D deficiency

• more than 45% of participants consume fast food more than three times a week

• a relatively low rate of smokers 39% of men and 4% of women

• other findings show the most prominent types of cancers were breast, cervical, and thyroid for women, and

prostate and bladder for men.

In July 2018 a National School Survey was publish (Al-Thani et al 2018). The result of

this survey provides evidence of a high prevalence of overweight and obese students

living in Qatar. In addition, the study describes insufficient physical activity among

youth as a public health issue of concern. This situation requires essential

multipronged health promotion initiatives and preventive strategies are essential in

this population to lower the incidence of being overweight and obese. The teaching

of physical education can bring about change in addressing this problem.

Whilst obesity and its health-related problems are by no means the sole responsibility of physical education, physical

education can begin to address the causes that result in these headline issues. When the contributory factors such as

unhealthy eating habits, lack of physical activity and improper lifestyle are known and understood, then it becomes easier

to address through a competency-based outcomes approach to learning in physical education.

Activating a nation requires behaviour change which is challenging because it involves a complex interplay of knowledge,

understanding and attitudes, and is influenced by social and cultural norms. Promoting active lifestyles goes well beyond

increased knowledge and understanding and includes the development of specific skills and attributes, as well as enhanced

attitudes towards adopting healthy lifestyles.

Influencing attitudes requires teachers specially to adopt active pedagogies which require students to move within the

learning environment. These are encouraged as they increase activity levels during the school day which contributes to

students meeting the State of Qatar Physical Activity Guidelines.


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1.2.10 What are the State of Qatar Physical Activity Guidelines?

Fig 38: State of Qatar Physical Activity Guidelines

Young children should be active for 180 minutes of play per day progressing to include more energetic play by

the age of 5. Avariety of physical activity options, should be included:

•Climbing stairs and moving around the house

•Playing outside and safely exploring their environment

•Crawling, running and walking, hopping, sliding, galloping, leaping

•Bouncing, catching, kicking, throwing

•Rhythmic activity

•Any activity that gets children moving, including playing with water

Early Years (3-4 years)

For healthy children, we recommend 60 minutes of daily physical activities, along with reducing sedentary

activities. This can be accomplished by the following:

•Less active children can start with smaller amounts of physical activity and gradually increase duration, intensity and frequency

•Children should participate in Physical Education classes

•Enroll children in scheduled age specific sporting activities

•Daily activity can be accumulated in various settings (including outdoor activities whenever possible): at home,

in school and in the community

•Encourage children to progressively reduce amount of time spent sitting and in front of electronic devices

•Remove TV and computers from bedrooms

•Take an energy break after every one hour of sitting

Children (5-11 years)

• For healthy adolescents, we recommend 60 minutes of daily physical activity and reducing sedentary activities.

This can be accomplished by the following: Adults should act as role models Youth should participate in a variety

of enjoyable and safe physical activities that support their natural development. Expose children to a variety of activities and let them select what they enjoy to participate in regularly Daily activity can be accumulated in various settings: at home, in school and in the community Remove TV and computers from bedrooms and limit screen time (TV, computer, iPad, mobile phones, video games, etc.) to less than 2 hours a day Take an activity

break after every hour of sitting time Register children in extracurricular activities, such as youth leagues in

football, skating, etc. Parents should encourage their children by taking them to the training sessions and providing support from the sidelines. Verbally reward them for their effort

Youth (12-17 years)


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1.2.11 Principles for promoting physical activity as part of healthy active lifestyles

Fig 39: Twelve general principles that should be applied in PE

1. Limit the time spent

getting ready for and

from activity to maximise

learning and activity time

2. Ensure students are

active immediately

3. If using the outdoor

areas use the time getting

to and from the space

actively (e.g. walking

briskly, jogging), as part

of the warm up/cool

down

4. Involve students

moving for 50-80% of the

available learning time

(excluding changing

time). For games-based

activities this should be

moderate to vigorous

activity

• 5. Teach students about

the broad range of

benefits (physical,

psychological and social)

of a healthy, active

lifestyle, including the

role of physical activity in

healthy weight

management

6. Ensure students are

organised for transition to

the next learning

task/activity during a

lesson within 2 minutes

7. Where appropriate

some students can be

moved on to the next

task without stopping the

whole class

8. Always acknowledge,

praise and reward

student exertion and

progress

9. Include assessment for

learning and progress in

active ways (e.g. show

me…; demonstrate…;

shadow…).

10. Routinely inform

students where they can

be active within 6-12

kilometres of the school

radius (in every unit of

learning and via the

school internet portal)

11. Teach students how

active they should be,

involve them in

monitoring their activity

levels so they become

aware of how active they

are, and inform them of

multiple ways of

increasing their activity

levels

12. Identify students

whose activity levels are

low and offer them (and

their parents/families)

support, guidance and

information, and

targeted, bespoke activity

sessions

1.2.12 Whole school physical activity promotion opportunities

To effectively promote physical activity, a whole school approach is recommended with all teachers in the school

encouraging students to be active. A whole school approach requires a commitment to maximise opportunities for activity

amongst all teachers and students associated with the school, and involves a critical review of the curriculum, environment

and community. This may lead to changes such as: allocating sufficient time to curriculum physical education for all


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students; providing areas for play and recreational activity that are safe, adequate and stimulating; and raising awareness

among and enlisting support from school principals, staff and parents/families for the promotion of physical activity.

Fig 40: Ten whole school principles for the promotion of physical activity

1.2.13 Anomalies

Anomalies or contradictions exist in the teaching and learning of physical education which are associated with the

promotion of active lifestyles. Two examples are:

Include physical activity for health guidelines for students in the teaching of PE plus in other

related subjects

Discuss the promotion of active lifestyles, including marketing the ‘one hour a day’ physical activity guideline, with school

principals, all staff, students and parents/families

Put ‘increasing physical activity levels’ on the agenda of School

Meetings and encourage student representatives to

propose ideas for achieving this

Increase activity levels in non-PE lessons by having students move

more within the learning environment (e.g. in the classroom or outdoors)

Promote active travel to and from school (where appropriate

and safe to do so)

Ensure that physical activity facilities (including changing

areas) are well managed, clean and safe.

Review the school’s extra-curricular physical activity

programme and ensure that it is accessible/appealing for all

students

Encourage and reward teachers from all subjects to contribute to

the school’s extra-curricular programme

Visibly raise the profile of physical activity in school (e.g. via noticeboards, newsletters, intranet/website, assemblies,

media)

Develop good community links (e.g. with local schools and

Aspire sports clubs) to increase the quality and quantity of

physical activity opportunities for students especially including

female students


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Fig 41: Anomalies associated with the promotion of active lifestyles

Anomalies or contradictions such as these can hinder the achievement of key PE outcomes within the ‘Leading healthy, safe

and active lives strand. It is essential, therefore that teachers develop solutions to ensure greater coherence and

consistency within the subject.

1. Activity levels in physical education lessons are generally low

Research has shown that activity levels in physical education lessons are generally low and students are insufficiently

active. A review of forty studies revealed that students engaged in moderate-to-vigorous physical activity (MVPA) for 27%

to 47% of PE lesson time. The highest levels occurring in invasion games and fitness activities and the lowest in expressive

movement activities. Low activity levels in PE lessons is an issue for several reasons. There is an expectation that students

will be sufficiently active during PE lessons given that a key aim of the subject is to promote active lifestyles and to

contribute to students meeting the physical activity for health recommendation. In addition, PE is the only source of

physical activity for some students and physical activity levels are generally low amongst young people with few achieving

the physical activity for health recommendation of at least one hour a day of moderate to vigorous activity.

2. Numerous young people dislike fitness testing and may be turned off activity because of it.

Research informs us that fitness testing is relatively commonplace, particularly in secondary schools and that many PE

departments include it in the curriculum to encourage students to become more active. However, more recent studies have

revealed that many children, usually the least healthy and active students, do not like fitness testing and find it dull and

Teacher assumption and expectation that

students are active in school PE;

The reality: Activity levels in PE lessons are

generally low

Fitness testing is commonplace in PE to help

promote physical activity;

The reality: Numerous young people dislike

fitness testing and may be turned off activity

because of it.


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dreary as well as uncomfortable and embarrassing. A minority dread the experience and try to avoid it. One study also

revealed that students understood and learnt very little from their fitness testing experiences in PE lessons.

Fitness test results should be interpreted with caution as there are limitations in the validity, reliability and accuracy of field-

based fitness tests such as those conducted in school settings. Many factors influence children’s fitness test performance

such as maturation, skill at taking the test, motivation and the environment. Consequently, fitness test scores can be

misleading and may not accurately reflect children’s activity levels. Furthermore, fitness testing is not a proven effective

strategy for valuing physical activity or promoting healthy active lives.

Conversely, some researchers argue that it is important to assess fitness in schools as it is independently associated with

health; and that it should not be assessed in isolation, as achievement in physical education is not measured by fitness tests.

The Association for Physical Education (afPE) advocates that any health, fitness or physical activity

monitoring in curriculum time (e.g. the use of health behaviour questionnaires, activity diaries,

pedometers, heart rate monitors, fitness tests) should be positive, meaningful, relevant and

developmentally appropriate, and be part of a planned, progressive programme of study to promote

healthy, active lifestyles.

afPE cautions against the over use of fitness testing as a means of helping children adopt active lifestyles and considers that

formal fitness testing in primary schools is not good use of limited curriculum time. Alternative approaches to promoting

active lifestyles including monitoring physical activity should be explored, to determine which students are meeting the

physical activity for health guidelines. Interventions can be planned and implemented for students who do not meet the

guidelines, including liaising with their parents/families to support them in being active at home and in their leisure time.

1.2.14 Physical activity and obesity

There are concerns over the increased prevalence of obesity among children and adolescents. The World Health

Organisation (2016) has reported that the number of infants and young children considered overweight or obese increased

by 10 million globally between 1990 and 2013. It is also known that nearly 80% of children who are obese in their teens

are likely to remain obese as adults (National Institute for Health and Care Excellence, 2015).

It is important to recognise that obesity and overweightness differ from each other and that combining them (as typically

occurs in media reports) inflates the figures and distorts the picture. Obesity is a clinical health condition which carries risks

whereas overweightness is not; plus, being overweight can lead to obesity but generally does not. Nonetheless, a

significant number of young people are obese and have difficulty attaining and maintaining a healthy body weight.


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Obesity is a complex issue and its causes are many and varied. Genetics can cause some young people to be more

susceptible than others to becoming obese; however, the main cause of increasing obesity is more likely the result of

behavioural factors (i.e. physical activity levels, eating and drinking habits) and associated environmental factors (e.g.

limited access to physical activity opportunities and the increased availability and affordability of calorie-dense foods and

drinks). Obesity is facilitated by environments which encourage people to eat unhealthily and encourage sedentary

behaviours – these are referred to as obesogenic environments. Examples of these are places that encourage driving rather

than walking, buildings with lifts and escalators prominently sited and stairs hidden away, and public places dominated by

adverts marketing, and shops selling, calorie-dense foods and drinks.

Obesogenic environments encourage people to live with an unhealthy energy balance. The relationship between energy

intake (what we eat and drink, or calories consumed), energy expenditure (what we expend in daily living and physical

activity, or calories burned) and body weight can be expressed in what is known as the energy balance equation which

states that:

Energy intake equals energy expenditure – leads to a stable weight

Energy intake is more than energy expenditure – leads to weight gain

Energy intake is less than energy expenditure – leads to weight loss

That said, energy imbalance is not a straightforward physical issue, because relationships with food and drink are complex

and are affected by many factors such as behaviour, emotions, environment, genetics and culture.

Young people who are overweight or obese should be encouraged and helped to be active on a regular basis as they can

gain numerous benefits from physical activity (See following diagram).


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Fig 42: Benefits from physical activity for young people who are overweight or obese

Given the important role of physical activity in healthy weight management, it is important that students learn about this in

a planned and progressive way. For example, younger students should learn that the body uses food and drink to release

energy for activity and needs a certain amount of energy every day (in the form of food and drink) to function properly (e.g.

for normal growth, development and daily living) and that body fat increases if more calories are taken in than are needed

(e.g. for breathing, growing, sleeping, eating, moving, being active). Older students should additionally learn that increasing

activity levels and eating a balanced diet can help maintain a healthy body weight, that the body needs a certain minimum

intake of daily energy to function properly, and that strict dieting and excessive exercising can damage one’s health.

1.2.15 The influence of physical activity on fitness

Physical fitness includes both health-related and performance-related components. Health-related components include

cardiorespiratory fitness, muscular strength and endurance, flexibility and body composition. Physical fitness is related to

a healthy cardiovascular disease risk profile and to healthy levels of body fatness in children and adolescents; it may also

exert a positive influence on psychological health and cognitive performance.

Increasing lean body mass (weight minus body fat) and energy expenditure, thereby helping achieve and

maintain energy balance and preventing

weight gain;

Improving psychological well-being and helping young people feel good

about themselves

Helping protect against or manage health

problems associated with obesity (e.g. high blood pressure; type 2

diabetes; asthma)

Helping prevent or reverse the downward

spiral into inactivity due to associated health

difficulties and complications that make

participation more difficult.


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Concerns have been expressed in the past about the time spent on fitness testing in the PE curriculum (at the expense of,

for example, developing students’ competence in a range of physical activities and learning how active they should be and

are) and ways in which it has been implemented. Consequently, teachers are encouraged to focus more on health-related

than performance-related components of fitness as the former are associated with health outcomes and to prioritise

influencing the process of physical activity, rather than the product of fitness. Indeed, influencing the process of being

active should automatically lead to improved fitness and health.

1.2.16 Addressing concerns about fitness testing

To address concerns about fitness testing such as some students finding it unpleasant, embarrassing and meaningless, and

fitness test scores being inaccurate, misleading and demotivating, teachers are guided to:

Fig: 43: Proposals for teachers if fitness testing is used

Select tests carefully and sensitively

Use tests in an inclusive and developmentally appropriate

manner. Avoid using or modifying maximal tests or those designed for use with

adults. Offer choice of varying degrees of difficulty/challenge

Adopt approaches that are student-centred and

individualised

Minimise the public and comparative nature of fitness

testing

Avoid focusing on or highlighting size and weight in a public space as this may stigmatise or humiliate some

students

Focus on personal improvement over time

rather than comparisons with others

Provide students with personalised baseline scores and positive and constructive

feedback for improvement

Help students to review, interpret and reflect on their

fitness test scores and to understand the scores’

limitations

Encourage and support students to meet or exceed

physical activity recommendations alongside or instead of fitness testing

Encourage students to use activity and/or fitness data to set realistic goals to increase

their activity and fitness levels


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Following the ten proposals should ensure that any fitness testing included in the curriculum is

positive, varied, meaningful and educational. For students to build competence, confidence and a

sense of control, they should be helped to understand and deal with their individual fitness-related

strengths and weaknesses and to feel good about their size, weight and/or fitness (or health and

activity) status. Fitness monitoring should never be administered at the expense of lowering an

individual’s self-confidence.

1.2.17 Recommendations for how health-related content can be incorporated into the PE programme

a. The use of an integrated approach

There are several ways of incorporating health-related content into the PE curriculum. One way, referred to as the

integrated approach, is to permeate the learning through the teaching of PE activity areas such as athletics, games,

gymnastics, outdoor education and swimming. A strength of this approach is that health-related content is seen as part of,

and integral to all PE experiences which helps students learn that all physical activities can contribute towards good health

and become part of an active lifestyle. However, a limitation of the approach is that health-related content may become

lost or take second place to other learning such as skill development and tactical understanding.

b. A focused or discrete approach

Another way, referred to as the focused or discrete approach, is to teach health-related content in separate units of work

with specific titles such as ‘Action for Health’ , ‘Promoting Active Lifestyles’ or ‘Learning about health active lifestyles. A

strength of this approach is that it ensures that health-related content is perceived as important through having its own

time slot and identity and there is less likelihood of it becoming overlooked or marginalised. A limitation of this approach,

however, is that it may imply that health-related content does not apply, or relate closely, to the rest of the PE curriculum.

c. A multi-method approach

Given the possible limitations of the integrated and focused approaches, an alternative way of incorporating health-related

content into the PE curriculum is through a multi-method approach which involves a combination of the integrated and

focused approaches. The combined approach involves teaching generic health-related content (e.g. warming up) through

all aspects of PE and teaching specific content (e.g. the health benefits of physical activity; the physical activity for health

recommendation) in separate units of work. This combined approach builds on the strengths of the integrated and focused

approaches and minimises their individual limitations. Thus, it ensures that value is placed on health-related content and

that this is closely linked to all PE experiences and other health behaviours. The combined approach may be more time

consuming initially to plan, implement and coordinate within the curriculum but is favoured because of its potential

strengths.

The organisation of the Qatar Physical Education Curriculum Standards around three strands (including strand 2 ‘Learning

about Healthy, Safe and Active Lives’) ensures an integrated approach, but the suggested programme also develops a multi-

method approach.


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1.2.18 Recommendations for out-of-class activities/time that can support the health-related curriculum

It is recommended that schools adopt a whole school approach to the promotion of

active lifestyles. This will help to ensure that the school is committed to reviewing the

curriculum, environment and community to maximise physical activity opportunities

for all adults and students working and studying within the school. This includes the

provision of an extra-curricular physical activity programme that appeals to all

students.

Schools should also consider the addition of activity breaks (to supplement the activity and learning within physical

education lessons) and working closely with parents and families to promote active lifestyles.

Activity breaks help to maximise learning time and can be associated with key health messages. Examples of activity breaks

include:

• Incorporating an active start to, or component within, each lesson

• Informing students about the next topic or task during a walk outside or activity in the classroom

• Asking younger students to move to action stories or to play simple action games (and progress to creating their

own action games)

• Asking older students to design activity programmes and supervise their implementation with peers or younger

students

Examples of health messages for younger students include:

o Activity strengthens your muscles and bones

o Being active should be a daily habit, like prayers for example

o Move more; sit less.

Examples of health messages for older students include:

o An hour a day keeps the doctor at bay

o Some activity is better than none

o Friends who are active together, stick together.

A holistic approach to promoting active lifestyles involves collaboration among all those who exert significant influence on

students, including parents and other family members (e.g. siblings, grandparents). Children are more likely to be active if

their parents and family members are active. Schools may consider liaising with parents in any of the following ways:

• Informing them about the school’s policy to promote active lifestyles and how it plans to achieve this with their

co-operation


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• Educating them about the benefits of an active lifestyle and the possible consequences of a sedentary way of life

• Explaining physical activity for health recommendations and how parents can help their children meet these

recommendations

• Encouraging an active way of life, including activities for the whole family (e.g. walking, swimming, cycling)

• Organising fun activities that involve students and their families

• Asking if they have qualifications or expertise related to activities/sports and would like to contribute to the

school’s extra-curricular physical activity programme

• Asking if they would be willing to attain a suitable qualification to make a regular commitment to delivering

extra-curricular physical activity sessions.

Fig 44: Principles for involving students with health conditions

afPE overarching principles for involving students with increasingly common health conditions

in PE lessons and physical activity sessions:

• Students with health conditions should not be viewed as problems; most are aware of their own capabilities and

limitations and know how to manage their conditions; given this, teachers should communicate and consult with

them to establish what they can and cannot do in terms of participation

• Wherever possible, physical activity opportunities should be personalised to students’ abilities, the severity of their

conditions, their activity and fitness levels, and their preferences; this will help to ensure that opportunities are

accessible and appropriate, and that students’ experiences are meaningful and enjoyable

• Students should refrain from participating in physical activity if they feel unwell, and should stop if they feel pain,

weakness or dizziness

• As students with health conditions may be low in self-confidence or even experience feelings of alienation, a

sensitive, caring and inclusive approach is essential to ensure they feel valued and accepted and are able to enjoy

and achieve within PE lessons and extra-curricular physical activity sessions

• All students should be helped to feel good about themselves and to understand and deal with their individuality,

strengths and weaknesses

• Teachers should make use of the STEP model to ensure inclusion and meet students’ needs; examples include:

offering low intensity versions of medium to high intensity tasks; reducing the size of the playing area, putting more

players on each team, and/or offering some students an alternative, meaningful activity.

Given the increasing prevalence of asthma, diabetes and obesity amongst children, and the benefits that being

active can have for these students, the following additional recommendations are offered.


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Fig 45: Practical recommendations for students with diabetes

The State of Qatar Physical Activity Guidelines:

Practical recommendations for students with diabetes

Type 1 Diabetes Management:

• Parents should inform the school nurse and physical trainer that their child is a Type I diabetic prior to starting

physical activity

• The child should have a medic alert ID

• The school should have a diabetes management plan

• Parents should check with the school for the existence of such a plan before they allow their children to engage in

vigorous physical activity at the school

• Type I diabetic children, their teachers and parents should always have the required medication and sugars

required for treatment of hypoglycaemia available when they exercise

• Ensure children are well hydrated. Water should be consumed ad-libitum (at will) and encouraged throughout the

day. Water fountains should be available throughout the training/exercise area In the summer, children should be

called in regularly to consume water

• Monitor blood glucose before and after physical activity If blood sugar is below target range before exercise, the

suggested intake is 15g of carbohydrate (may need to be less in younger children)

• For prolonged vigorous exercise, monitor blood glucose hourly during exercise and after completion of exercise to

gauge carbohydrate intake and insulin dose adjustment .

Fig 46: Practical recommendations for students with asthma


Practical recommendations for students with asthma and children with chronic pulmonary

disease

• Physical activity/exercise should be conducted indoors if the outdoor environment is dusty and polluted Asthmatic

children should use their prescribed medications (b2 agonists, inhalers, etc.) 15 to 30 minutes prior to beginning

exercise, or as indicated by their paediatrician

• The school must have an emergency plan to manage asthma attacks

• Parents should check with the school for the existence of such a plan before they allow their children to engage in

vigorous physical activity at the school

• Children who had experienced asthma symptoms during the previous 24 hours should consult with their

physicians before allowing their children to participate in vigorous physical activity

• The child should be free of asthma symptoms immediately prior to physical activity - no coughing or wheezing, no

difficulty breathing or chest tightness


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Fig 47: Practical recommendations for students who are overweight or obese

The Association for Physical Education:

Practical recommendations for students who are overweight or obese

• Policies relating to clothing, changing and showering should be sensitive to students’ feelings about what they wear

and about changing in front of others; these policies should be flexible enough to permit students to wear clothing

in which they feel comfortable

• Incorporate activities (e.g. simple warm-ups, circle or other games/activities that involve social integration) to help

students interact and make friends

• Emphasise a gradual increase in the frequency, duration and difficulty of activity, rather than in the intensity, and

vary activities frequently to avoid overuse or fatigue of the same muscles and joints

• Encourage participation in low to moderate intensity aerobic activities which involve working large muscle groups

for a sustained period as this increases energy expenditure and improves health and fitness.

• Obese students may initially need to be offered low impact activities (e.g. walking, stepping) and non-weight-

bearing activities (e.g. swimming, aqua exercises, seated aerobics, cycling, indoor rowing) as these put less stress on

the bones and joints, reduce risk of injury, and are more comfortable and enjoyable to perform

• Do not force very overweight or obese students to participate in prolonged high-intensity, high-impact activities as

they will find these particularly difficult and uncomfortable; instead, offer low-intensity, low-impact alternatives to

help them develop their endurance over time.

Fig 48: Recommendations for student physical activity during Ramadan


Recommendations for physical activity during Ramadan

The holy month of Ramadan incorporates refraining from food or fluids during the daylight hours of the holy month.

This can last from12-16 per day and is dependent on the season the holy month of Ramadan coincides with. There have

been many concerns regarding the engagement of exercise and physical activity during Ramadan, especially during the

summer months. Research has shown that fasting for 30 consecutive days without any form of exercise or physical

activity results in decrease of strength and fitness. Therefore, Muslims should maintain their physical activities level

during the month of fasting in comprehensive ideal way to avoid any health complications. Physical Activity should be

undertaken in non-competitive settings in dark hours (post fasting). If the activity is in competitive settings, it should be

performed on non-consecutive days. Efforts to optimise sleep and to stay hydrated before and after the activity are of

paramount importance to avoid any possible deleterious effects of intense physical activity during Ramadan. Also, an

individual can perform the activities in very early morning after the last meal of the post-fast (Suhor), but as this activity

will not be followed by any food and liquid replenishment, it has to be light in intensity, and short in duration. Also,

avoid direct exposition to the sun and/or heat for this early day exercise.


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1.3 How do we know if we are achieving?

How do we know if we are achieving successful implementation of teaching and

learning principles and teaching and learning strategies?

The underlying philosophy of a teacher’s day-to-day teaching and learning activity should indicate a persistence to equip

students with the knowledge, skills and attitudes of ‘learning how to learn’ as part of a competency-based approach to

teaching and learning. In using this approach if we can also increase students’ love of learning, develop a sense of belonging

and increase a sense of self-worth then we have also developed them as individuals.

Research has shown that when there is a connection between teacher and student achievement is greater. Having choices

allows children through young adults feel empowered that they have control or ownership over their own learning.

If students have learned how to learn, then they will progressively become more independent in their learning and this

should be the aim of all teachers. Overtime students will develop the competencies and confidence to take control of their

learning and decisions about active and healthy lifestyles both in the school and in the community. There can often be a

gap between our intentions and the reality of how we go about realising those intentions on a day-to-day basis. Teachers

should therefore monitor their practice on a regular basis.

Our actions should be consistently aligned and realigned. This can be achieved by aligning practice with targets set from

the National Professional Standards for Teachers (NPST). Opportunity for such formal teacher reflection has been provided

on the lesson plan template (see Appendix 5).

Of course, the real proof of teacher effectiveness is whether all students achieve the learning outcomes for physical

education and the next Chapter now deals with this essential component.


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1.4 References

afPE (2015). Health Position Paper. Worcester: afPE

Al-Bibi, K. W. (Ed). (2014). State of Qatar Physical Activity Guidelines. Doha: Orthopaedic & Sports Medicine

Al-Thani, M., Al-Thani, A., Alyafei, S., Al-Kuwari, M. G., Al-Chetachi, W., Khalifa, S. E., Ibrahim, I., Sayegh, S., Vinodson, B., &

Akram, H. (2018). The prevalence and characteristics of overweight and obesity among students in Qatar. Public Health

(Journal),160, pp. 143–149, July 2018.

Al-Thani, M., Al-Thani, A., Alyafei, S., Al-Kuwari, M. G., Al-Chetachi, W., Khalifa, S. E., Ibrahim, I., Sayegh, S., Vinodson, B., &

Akram, H. (2018). Prevalence of physical activity and sedentary-related behaviors among adolescents: data from the Qatar

National School Survey. Public Health (Journal),160, pp. 150–155, July 2018.

Cale, L., & Harris, J. (2009). Fitness testing in physical education – a misdirected effort in promoting healthy lifestyles and

physical activity? Physical Education and Sport Pedagogy, 14 (1): 89-108.

Cale, L., & Harris, J. (2013): ‘Every Child (of Every Size) Matters’ in Physical Education! Physical Education's Role in

Childhood Obesity. Sport, Education and Society, 18(4), 433-452.

Harris, J., & Cale, L. (2018). Promoting active lifestyles in schools. Champaign, Illinois: Human Kinetics.

Harris, J. (2015). The Association for Physical Education’s position on health. Physical Education Matters, 10 (3): 87-90.

Harris, J., & Cale, L. (2006). A review of children’s fitness testing. European Physical Education Review, 12 (2), 201-225.

Livingston, K., Schweisfurth, M., Brace, G. and Nash, M. (2017). Why Pedagogy Matters: The role of pedagogy in Education

2030 A policy advice paper. UNESCO: Geneva.

Sayegh, S., Van Der Walt, M. & Ghaith Al Huwari, M. (2016). One-year assessment of physical activity level in adult Qatari

females: a pedometer-based longitudinal study. International Journal of Women’s Health. 8: 287–293.


Walid Al-Bibi, K. (Ed). (2014). The State of Qatar National Physical Activity Guidelines. Doha: Orthopaedic and Sports

Medicine Hospital.

Posters:

afPE (2015). Physical Education, School Sport and Physical Activity Definitions Poster. Worcester: afPE.

afPE (2018). Head, Heart, Hands Poster. Worcester: afPE.

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CHAPTER 4 STAGE 4: MONITORING AND EVALUATION


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1. Stage 4: Monitoring and Evaluation

The fourth stage of the process is for teachers to think about monitoring and evaluating the development and

implementation stages of the physical education programme. Although it is dealt with as a fourth stage, monitoring and

evaluation is not the final stage, it should be an integral and ongoing element of all curriculum work. Teachers will need to

collect information throughout the development and implementation stages about the strengths and weaknesses of the

physical education programme. Monitoring and evaluation, therefore provide ongoing information which allows the

teacher to make informed decisions during the development and implementation process, and it also allows the teachers to

evaluate the information to make judgements to improve the whole process. In this way the fourth stage informs the

preparation and gathering evidence stage and the cycle begins again.

Essential to monitoring and evaluating is the very important role of assessment. Teacher assessment of student

learning indicates what students have achieved when following the planned programme of activities compared to

the achievement expected of them during and at the end of a school stage. The outcomes-based approach,

grounded in constructive alignment theory, requires simultaneous consideration of the desired learning outcomes

and the teaching and learning activities in the early stages of curriculum planning . Assessment is therefore central

to the process for how learning outcomes are developed and are to be assessed and evaluated.

The best curricula are working documents that can be adapted based on information collected through assessment. Whilst

a curriculum is a plan developed by teachers in advance that expresses their educational intentions for specific groups of

students, it must also be flexible and adaptable if learning is not progressing in ways anticipated. It is good practice to keep

a written record of these plans and of adaptations to the plan so that you can reflect on and learn from your professional

practice.

1.1 What do we want to achieve?

1.1.1 Improve learning and teaching

The main purpose of assessment is to improve learning. Other purposes include the monitoring and proving of

student learning but information from these purposes should also be used for the primary purpose which is to

improve student learning. Assessment is a bridge between teaching and learning. If students learned everything

they were taught then teachers wouldn’t need to assess, we could simply record everything that had been taught.

Unfortunately, this is not the case. All forms of assessment therefore should provide us with information about gaps

in student learning and provides teachers with important information about how to adapt their future planning and

teaching as a result.

Focusing on outcomes allows teachers to communicate clearly the learning expected by the end of a lesson, a unit,

a grade or a school stage. Students should know what is expected of them and teachers can compare information

about student achievement and the learning expected. This ‘gap’ information allows planning or teaching

adjustments to be made so that teachers can meet learners’ needs. Assessment is therefore crucial to learning

progression and assists teachers to differentiate learning tasks and challenges.


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1.1.2 Establish comparable standards

With the outcomes-based approach, it is straightforward to compare student performance to the expected

outcomes and compare standards between schools, for benchmarking, as well as accountability purposes.

Formative and summative comparisons will help the Ministry of Education and schools to check standards against

each other and benchmark for improvement as teachers learn from each other through the cross -verifying of

outcomes. Comparison is also possible between groups of students, such as male and female or students from

diverse backgrounds. The use of comparative data will provide useful information for teachers to adapt their

teaching.

1.1.3 Credibility

The benchmarking of learning outcomes to other countries and the aligned assessment of learning outcomes

provides the basis for credibility regarding achievement in the Qatar Education System and allows for

movement of students between schools, as well as international exchange. Teachers must be skilled in

identifying appropriate success criteria, assessing relevance, selecting activities, and integrating learning and so

they collect appropriate information form which to make sound judgements. All people within the system

should be accountable for credibility.

1.2 How is assessment organised?

Fig 49: Four main types of assessment

2.

Diagnostic assessment

3.

Summative assessment

1.

Formative Assessment & Assessment for Learning

4.

Evaluative assessment


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1.2.1 Assessment for Learning / Formative Assessment

Assessment for learning is the foundation of communication between teacher and students, and between students on a day

to day basis. In response to students’ learning needs and the requirements of the Qatar Physical Education Curriculum

Standards (2018), assessment that can lead to improving a student’s progress on a lesson by lesson basis is the most

important form of assessment. As a result of student progress by the end of one lesson, a teacher can then decide on the

outcomes for the next lesson or the next unit. It is assessment for learning practice that will eventually lead to higher

student attainment. Assessment for learning is not included in a student’s assessment grade, nor should it be used to judge

a teacher’s performance.

Formative Assessment

Assessment for learning only becomes Formative assessment when:

• It is an integral part of the learning and teaching process; and

• Assessment evidence is actually used to;

o Modify teaching to meet the needs of students; and

o Improve learning

(Black and Wiliam 2002)

There are four key actions that teachers can use to modify teaching and improve student learning:

i. Questioning that promotes student deep thinking about content and leads to dialogue about how to improve

their own and others’ performance can help develop new knowledge and understanding (Q&D). Questions used

should stem from sentence openers such as: ‘What’, ‘Why’, ‘How’. Superficial question and answer (Q&A) is

appropriate for checking knowledge, but not for ascertaining whether students have fully understood a concept.

ii. Feedback that emphasises how to improve is paramount. This is different to simply knowing and imparting

teaching points. Effective feedback should move beyond “Good – well done” (teacher praise, with no criteria

provided) and “That was good because…” (criteria begins to become transparent) to: appropriate and often

immediate feedback to the student and relevant to the learning focus (criteria relevant to all of the sub-strand

outcomes, not just the development of skill);

iii. Clear assessment criteria are shared with the learner. If criteria is obvious to the learners, if they are clear about

what it is they are required to attain, then progress will be better and learners will be more engaged and

confident. The standard or outcome of a performance is judged using the verb used in the outcome. The language

in the programme outcome indicates the content. When writing clear assessment criteria for a lesson the verb will

remain the same, but the outcome will specifically refer to the contextual movement skills to be used in isolation

and combination. For example: G(4-6) 1.1.1 Master specialised movement skills in isolation and combination is

the programme outcome. A lesson outcome could be: Master dig, set and spike in combination. The term ‘Master’

in this context refers to the volleyball skills of dig, set and spike in combination. ‘Master’ in this context means

that students should be able to perform the ‘dig, set, spike’ sequence in volleyball more often than not and


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without difficulty. The wording of the lesson outcome suggests that the skills have already been mastered in

isolation.

iv. Peer and self-assessment include the previous three points. Students should evaluate their performance and

their learning behaviours (the work they have produced) using clear assessment criteria. They should be able to

feedback during the learning process and on the learning process and ask questions of others about their

performance. Questions should include reflecting on their thinking and how they felt about the learning process.

1.2.2 Diagnostic Assessment

Diagnostic assessment is closely related to formative assessment. Whilst formative asses sment looks forward to

considering the next steps, diagnostic assessment looks back to understand the student’s current position. It can be

used to identify the nature of a student’s learning difficulties for example and form the basis for interventions to

address the learning difficulties.

1.2.3 Summative Assessment

Summative assessment is the summing up of a student’s progress. Teacher judgments are made about a student’s

learning progress at four points during the school academic year: Mid-semester 1, mid-year, mid-semester 2 and at

the end of the year. If shared with students as a grade or percentage summative assessment has little value in

improving learning unless teachers share what the grade or percentage means. Without the teachers formatively

interpreting their summative assessment for students, it remains simply a record of a point in time and not

something that can inform the next steps. Summative assessment is also something that is often provided to

parents.

1.2.4 Evaluative Assessment

Evaluative Assessment refers to measures designed to ensure that the implementation of the QPECS are effective in

raising standards of attainment. If teacher’s planning, teaching and formative assessment are improving, then the

percentage of students attaining the expected standard at the end of the school stage should increase overtime.

Unless students are special needs or disabled then it is expected that 100% of students are capable of achieving the

standard.


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Assessment is also organised around the following more speci fic aspects:

a. The use of learning outcomes that are aligned.

Assessment is focused with the use of measurable learning outcomes. The outcomes outline the learning

expected for each school stage in the nine sub-strands that form the three learning strands of physical

education. The physical education outcomes are aligned to the QNCF learning outcomes;

b. The use of outcomes that are integrated.

A criticism often directed at an outcomes-based approach is that learning is broken down into too many

discrete elements. This can mean that assessment is segmented and too narrow. In a physical education

context this can manifest itself in the assessment of discrete skills, missing the essence of integrated

ability. To address this criticism, several organisational feat ures have been incorporated into the design of

outcomes which benefit effective assessment practice:

i. The outcomes have been designed to reflect knowledge, skills and attitudes (competencies),

values, the type and sophistication of learning (including subje ct integration) and the standard

expected.

ii. From the operational perspective, assessment of students’ progress and achievement of

outcomes provides a more balanced approach and developmental competency outcomes

acquired overtime are brought to the forefront of teacher practice.

iii. The summary of the nine strands (pages 35-43) and the stage descriptors outlining student

achievement by the end of the school stage (pages 99 -100).

c. The development of an assessment strategy and the selection of appropriate methods of assessment.

Assessment methodology including: how frequently we assess; what assessment information we decide to record

or keep; what assessment information we decide to report; must all be appropriate to acknowledging that

learning is messy and does not necessarily happen in a linear manner. The implications of this denote that our

assessment practice has got to entail a variety of measures and is ongoing rather than episodic in its

implementation. A single assessment instrument will not reveal all that needs to be known about pupil

achievement and how it can be improved. A strategic approach to appropriate assessment methodology can

provide this information and enable us to constantly improve and construct a view of achievement overtime.

1.2.5 Assessment strategy

When planning an assessment strategy, the primary purpose of assessment to improve student learning should be

respected. The following considerations help to determine our assessment strategy: Who, what, when, where, why

and how?


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Fig 50: Considerations for developing an assessment strategy

1. Who?

• Who are we assessing? A range of pupils (a representative sample), a particular group (more able, students with

special needs) or a random sample.

2. What?

• What are we assessing? Holistic performance - applied behaviours involving knowledge, skills and attitudes -

involving outcomes from each of the three strands.

3. When?

• When do we assess? Most of our assessment should be ongoing and does not need to be recorded. Learning

activities or assessment tasks should be integrated in each lesson. When and how often should we schedule other assessments? When and how often should we have inter-lesson learning tasks (homework)? Should we set an

end of year exam? Formalised assessments can be used when appropriate and don't necessarily need to be

scheduled. Assessment must however be timely. The influence of assessment on learning and progress can be lost if the assessment information derived from the assessment method used is not used to feedback immediately into

the learning process.

4. Where?

• Most of the assessment tasks will occur within each and every lesson. Assessment is a form of communication and

this ongoing 'dialogue' constantly provides information to the teacher about how to appropriately intervene to improve student learning and progress. Certain assessment methodologies however lend themselves to

completion online from home or even in other subject lessons.

5. Why?

• The majority of assessment practice will be carried out with the sole aim of improving pupil progress and

attainment. Other assessment methods may be selected to check knowledge or understanding because the teacher is uncertain of student learning. An online test carried out remotely can provide important information

about what to plan and teach to ensure pupils deepen their understanding of key knowledge and concepts in

physical education. Assessment should have a clear purpose. If our assessment practice doesn't lead to some kind of improved practice then we should be asking ourselves 'Why are we doing it?'

6. How?

• How will we assess? There are a number of assessment methods that teachers can use and the selection of the

most appropriate method is crucial to ensuring assessment is fit for purpose. In deciding the methods to employ however, we must follow the following useful quality assurance check to ensure assessment is fit for purpose:

VARSC: Valid, Authentic, Reliable, Sufficient and Current.


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Fig 51: Considerations for assessment that is ‘fit for purpose’

Valid:

• Educational assessment should always have a clear purpose. Validity is therefore the most single

important aspect of a worthwhile assessment. Does the assessment have a clear purpose? Does the method selected measure what it was designed to measure? If we ask pupils to complete an

analysis worksheet, then the task language must move beyond 'list', 'identify' or 'describe' for

example, otherwise the assessment information gleaned is invalid. Is the assessment contaminated by other characteristics? An assessment that measures the application of basic

attacking principles in a game is not valid for example if it requires a seven year old pupil to

demonstrate the principles in the full-sided version of the adult game on a full-sized playing area. Fitness will impact on the result due to the large area being covered and the distance over which

passes are played. The assessment isn't valid because other factors come in to play.

Authentic:

• Students ability to apply their learning in physical education to real world scenarios are assessed.

The use of scenarios are examples of authentic assessment. An example would be playing a small games tournament during a lesson and students taking on different roles where they apply

knowledge, skills and attitudes in a real context, rather than a non-authentic example where a

teacher administers a test of the rules or leadership responsibilities. In the latter context the assessment is separate from teaching and learning. In the authentic assessment model, the same

authentic task used to measure a pupils' ability to apply the knowledge or skills of Gymnastic

composition for example, is used as a vehicle for student learning. When presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers

are facilitating the process, and the students' solutions to the problem becomes an assessment of

how well the pupils can meaningfully apply the concepts. In authentic assessment the teaching, learning and assessment are integral.

Reliable:

• Does the repeated use of an assessment method lead to consistent results overtme? Is an

approach that uses observation as its sole method for determining progress in the three learning strands reliable, given teacher subjectivity? Are the probing questions that the teacher asks to

elicit conceptual knowledge the same for each class? Do all students have opportunity to

respond to the questions or engage in the task? How is this managed so that it is equitable and inclusive? Is a judgment based on a one-off performance more reliable than a judgment based

on performance overtime? How reliable are results based on a performance test when one

group performs the assessment in the morning, whilst another group performs the assessment after lunch?

Sufficient:• Is the full range of performance identified in the outcomes sufficiently covered? Does the

evidence show competence overtime and in a range of activity contexts for example?

Current:

• Is the assessment information being used current? In other words, are we basing judgements on

current or very recent performances contrasted to the use of assessment information from 7 months previously? Is the assessment timely? Is the assessment of current performance or does

it include content that was planned but wasn't covered or content that was missed by pupils

through absence, illness or injury?


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1.2.5 Assessment Methods

Below is a list of the most common assessment methods:

a. Holistic Assessment

Holistic assessment is used where learning outcomes are integrated and complex. In physical education terms the

assessment should incorporate outcomes from the three strands of learning concurrently. Where learning or performance

objectives are complex, the judgement of the teacher is a holistic one about the quality of performance and that such

judgements are arrived at by recognising the performance of the integrated action, not of the performance of each part.

Assessment isn't used to judge each individual component of the performance. The performance is judged, and assessment

is used to diagnose what and how to improve.

b. Practice activities / tasks

Whilst the term holistic assessment refers to integrated learning outcomes, practice tasks might be an assessment method

focusing on one skill or one tactic in isolation. The purpose of this assessment would of course be to improve the individual

skill or tactical application so that the holistic performance is improved.

c. Blended Assessment

Whilst holistic assessment is a method that allows combined learning to be assessed and a practice task focuses on one

aspect to be assessed, blended assessment is such that various multiple methods might be used for a group of pupils to

allow all learners to demonstrate what they know understand or can do, in their own way. A teaching games for

understanding approach or a sport education approach, combined with the use of ICT for example, allows multiple

methods of assessment to be used.

d. Inter-lesson tasks

Inter lesson tasks are tasks the student completes away from the formal setting of a lesson. The task should connect the

formal learning in lessons by deepening learning, extending a concept or practicing a skill. In a strategic sense 'inter-lesson

tasks' could be: a requirement to attend a club to develop certain learning such as a physical skill or technique; to read an

online or hard copy newspaper sports report to gain insight of how journalists use the words tactics and strategy to convey

meaning; simple questions to complete on a web-page or email to check knowledge; or more open questions to check

understanding. There is no need to use marks for these tasks to contribute to a summative numerical grade. The purpose

of this type of task would be to provide assessment information about how to extend or support the learner in terms of

future content in lessons and how best to teach the content so that the student engages.

e. Student Journal / Portfolio

Journals can be used in several different ways. They can be used to provide a log of achievement, a diary of participation, a

record of interviews or to allow pupils to make statements of progress. This type of record could just as easily be developed

incorporated into a reflective portfolio.


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f. Interviews

Student 'interviews' in a school context can be a useful method of assessment in terms of getting to know the learner, their

likes and dislikes, their knowledge and understandings, their aspirations. This type of assessment can be carried out

strategically during 'informal' 5-minute interviews at lunchtimes, sometimes as group interviews and sometimes targeted at

students that the teacher doesn't get to know as well as others during lesson time or in after-school clubs. At the secondary

stage it is even possible that this is developed into an actual practice interview scenario for a sport-related position. This

method allows pupils to prepare explanations of concepts which helps with their understanding and behaviours. A

question that asks why it is important to be physically active, or what the main inhibitors to engaging in a healthy active

lifestyle are also conducive to reinforcing key messages.

g. Learner statements

Learner statements are a useful way of getting students to identify how they have progressed and met learning outcomes.

This can be carried out as an inter-lesson task - in this case inter-unit, inter-term or inter-year. It would be inappropriate to

request such a statement each lesson. The statement would of course relate to the outcomes addressed for each unit or

with reference to the relevant stage descriptor. This method of assessment can also be used as part of a learning portfolio -

made easier when integrated with online learning platforms.

h. Handouts / worksheets

As with all methods of assessment, the purpose of the assessment task should be clear, especially with a worksheet. This

method allows opportunity for teachers to identify if students can work independently of the teacher. They also allow

opportunity for the teacher to step back and observe students learning. Comments and feedback recorded by the students,

provides information to the teacher as to whether the learner is identifying, describing, able to improve others, analysing or

evaluating.

i. Observation

Teachers observe learners perform planned learning activity tasks. It is key that teachers are skilled at observing children

moving and analysing movement, as otherwise it becomes impossible to intervene effectively to make ongoing

improvements. The alternative to effective intervention is practice where teachers plan a series of lesson plans in advance

unit of work in advance and then teach them in a 'postman Pat' delivery style. Assessment in the form of observation to

inform teaching and learning is absent in this example due to a focus on content and coverage.

j. Listening

In the same way that observation is important for intervening to improve learning, listening as a method of assessment is

important to appraise a student's thinking from the language used and make interventions to improve comprehension.

k. Scenarios

Scenarios are used as an effective assessment methodology as they allow pupils to demonstrate how they can apply what

they have learned in contexts that might never occur ordinarily during a lesson. Scenarios set for game play are quite


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common, but scenarios in other contexts are less so. For example, groups of students, who are one less in number to the

opposition, are challenged to keep a clean sheet for five minutes. The scenario being that a player has been sent off.

Another scenario that challenges a team to use advanced strategy to beat opposition that is ahead by 1 goal with 5 minutes

left to play. Scenarios contribute for example to pupils thinking about tactics or strategy in scenarios or contexts that are

important for the teacher to devise. In athletics individuals can be challenged to run a tight bend by narrowing the arc.

Without this scenario they will never experience the forces a top athlete experiences if drawn on an inside lane and will

never understand the need to adapt body position or the technical adaptation of the arm action whilst sprinting on the

bend.

l. Group / individual / sample / random

Problem solving tasks, as in the context of outwitting opposition or developing a gymnastic performance, are socially

interactive and a great way to assess attitudes, behaviours, individual responses to stress and so on. Care needs to be taken

in organising and managing these tasks, as one or two people can often dominate, so roles and team make-up should be

rotated / changed. In terms of sampling if a teacher selects a representative sample of 6 students from their class (2 pupils

who need extending, 2 average performers and 2 requiring additional attention in the context of the class), and rotates the

sample each lesson, then each pupil would receive a focused assessment e.g. observation, every 2½ weeks - given a class of

30 and a timetable of 2 x lessons per week. In a school year this would result in up to 16 focused observations per child.

These observations combined with other assessment information gleaned from a variety of methods are more than

sufficient to collate assessment information so that an informed summative (annual) judgement about whether pupils are

on track to meet the standards.

m. Examinations

There is no reason why physical education written examinations aren't used in end of year exams in secondary schools.

The examinations themselves should be an 'assessment' of the learning covered in the nine sub-strands that form the three

strands and therefore provide additional assessment information to that already gathered over the course of a year as to

how well a pupil is progressing to the end of stage outcomes. What it does do is allow learners to practice in exam

conditions and it also confirms or informs the teacher for example whether pupils have fully understood a tactical concept

or are able to illustrate the concept of analysis from their own experience. Assessment information gleaned also allows the

teacher to target future provision to allow the learner to either 'catch up' (providing of course all other learners have

grasped the concept) or extend the concept by applying it to another context. Supporting activities could be interviews,

pairing the student with someone who has grasped the concept, inter-lesson tasks and so on.

n. Effective questioning

Underpinning all the assessment methods is effective questioning. This is the skill of the teacher in developing questions

that promote dialogue or deep thought processes versus questions that require limited responses or one-word answers.


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1.3 How well are students achieving?

The final question requires teachers to make a summative judgement. Essentially this informs teachers as to how well

assessment has been used to improve student achievement overtime. All students, unless they require special needs

or are disabled, should be expected to achieve all the planned learning outcomes. Assessment and differentiation are

at the heart of an inclusive approach to physical education, where all learners can progress their learning during and

following a programme of instruction. Assessment within a competency-based approach focuses on the personal

development and flourishing of all students and what they can do. Collectively the outcomes outline the physical

education curriculum standard expected at each school stage, but what does this look like?

1.3.1 Stage Descriptors

Descriptors that outline or describe the holistic learning expected by the end of each school stage have been

developed (see QPECS document) to summarise all outcomes and therefore what student achievement will look

like if the outcomes have been successfully met. The stage descriptors can also be used to help inform an annual

grade judgment.

Stage descriptors

To help provide teachers with an idea of what the holistic standard looks like, descriptors have been

developed that outline student achievement expected by the end of each school stage.

1.3.2 The Structure of Observed Learning Outcomes (SOLO)

The SOLO taxonomy is a model developed by Biggs and Collis that describes levels of increasing complexity in student's

understanding of subjects. It enables teachers to assess students’ achievement in terms of its quality not of how many bits

of this and bits of that they have got right. It is based on the concept that initially students learn only one or few aspects of

the task or activity (unistructural); then several aspects but they are unrelated (multi-structural); then students learn how to

integrate them into a whole (relational); and finally, students can generalise that whole to yet untaught applications

(extended abstract).

The SOLO taxonomy has been used to frame the Summative assessment categories. When deciding on these increasing

levels of learning complexity, teachers can use the SOLO framework in conjunction with the Stage Achievement

descriptors. The descriptors are reproduced after the summative assessment categories.


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Fig 52: Summative Assessment Categories

Fig 53: Summary of Assessment in a competency-based approach to learning

What assessment should look like in practice What assessment should not be

Assessment of physical education outcomes is an integral part of a process of learning, the context being mainly physical. The purpose of this process is to develop specific knowledge, skills and attitudes in all three strands. The focus is on the child and his or her development through the activities planned

Different sporting activities can and do contribute to the learning process, and the learning process enables participation in sport. The overriding focus however is on the the sporing activity and not the development of the whole child

Ongoing two-way communication between teacher and student and between the student resource themselves that leads to improved ownership of learning, improved participation and performance

Something only carried out by the teacher for records required by the school or by the Ministry

Formal and informal methods based on planned criteria which is communicated to students and provides evidence of student progress and proof of student learning of curriculum outcomes

A focus on grading performance tests on a pre-selected date for each activity followed and not based on criteria related to programme outcomes

The previous integrated learning is further conceptualised, combining abstract thought

and PE competence and is comprehensively applied to new areas of activity or activities

4. Working at

greater depth

2. Developing

1. Basic

The student demonstrates episodic learning in several sub-strands and in some activities,

but the learning is mostly unconnected and not yet applied consistently or coherently

The student hasn’t really understood the knowledge and skills, and attitude might only

focus on one relevant component. Performance is too simple for the relevant school stage

3. Expected Different sub-strands and strands have become integrated into coherent learning. This

level is what is normally meant by ‘an expected competence in physical education’


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Strategic ongoing individual assessments that focus on the entirety of learning (student’s knowledge, skills and attitudes) when performing in a range of authentic learning activities; the focus is on the process towards improvement – what students should do to reach the target, rather than the target itself

A teacher’s perception and random recording of the student’s ability in various contexts – largely focused only on skills tests that: break performance down into segregated movements; are administered only at the end of a learning experience; are ‘one-off’ assessments that focus on the ‘number of students that reach the target’; and the focus is then on the next separate unit activity

Assessment is used to determine individual needs and to support teachers in making decisions regarding their teaching and the content in future lessons

Assessment occurs only because a summative assessment must be completed

Fitness appraisals, if administered are used to promote all students’ participation in physical activity or sport

Fitness tests are administered periodically throughout the year with the results left dormant until the next test

Health-related fitness (HRF) and skill related fitness (SRF) are considered by students prior to setting personal goals for improvement and by the teacher early in the school year to support planning and programme development

Health-related fitness (HRF) or skill related fitness (SRF) are considered only by the teacher when scheduled for an assessment

Evaluation of HRF / SRF information is used to highlight areas to improve that will help learning in physical education and the achievement of the programme outcomes

Evaluation of HRF / SRF is based on comparing student performance to fitness standards as the basis for determining an assessment mark for ‘fitness’

Effective questions are used that challenge students to think critically and creatively and require students to draw on and apply prior learning in authentic situations. Student responses are received in a variety of ways e.g., written (written work in other subjects), visual (non-verbal) and oral (verbal)

Tests are used to measure basic knowledge of rules and definitions etc., without any application

Assessment is based on the outcomes of the curriculum with the activities planned providing opportunities for students to demonstrate that they understand and can apply what is stated in the outcomes

Assessment is developed into a separate ‘effort’ score which often includes attendance, sports apparel, general attitude and behaviour and level of participation

Programme learning outcomes are planned and achieved over several lessons and across contexts

Programme learning outcomes are planned and ‘achieved’ separately in each lesson


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Assessment tasks allow all learners access to deep learning

Assessment tasks are linked to superficial hierarchical statements mostly describing skills, and often taught as one isolated skill per week

The most recent evidence of achieving learning outcomes is used when judging standards. All students are expected to master these over a school stage - no penalties or credit are applied by teachers

Everything is graded regardless of the purpose or when the assessment is scheduled to be carried out. The score is averaged to provide an overall grade level assessment which is pass or fail. Penalties and credit are applied by teachers

A simple annual record of the percentage number of students who are making expected progress to the standards is the key information that is required. This information is descriptive in that it informs teachers as to the percentage number of students who are: ‘Basic’ ‘Developing’ ‘Expected’ or ‘Working at greater depth’ in relation to the standard. What is important is that the information is used to plan further student progress. Process goals should be targeted and shared with the students e.g. what students must do to improve. What is also important is the realisation that teachers must change the way they teach and adapt the curriculum tasks and/or activities to ensure all students reach the stage expectations.


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1.4 References

Biggs, J. & Collis, K. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy. New York: Academic Press. (Out of

print).

Biggs, J. (2002). Constructive Alignment in Action: Aligning the Curriculum to Promote Good Learning. Imaginative

Curriculum Symposium 4/11/02. LTSN Generic Centre

Black, P., & Wilian, D. (1998). Inside the black box: Raising Standards Through Classroom Assessment. London: Kings

College London.

Black, P., Harrison, C., Lee, C., Marshall, B. & Willian, D. (2004). Working inside the Black Box: Assessment for Learning in

the Classroom London: Kings College London.

Frapwell, A. (2015). A Practical Guide to Assessing without Levels. Leeds: Coachwise.


UNESCO (2015). Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first

century. UNESCO: Paris.

Wiliam, D. (2018). Embedded Formative Assessment. Bloomington: Solution Tree Press

Appendix 1: Terminology

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APPENDIX 1 TERMINOLOGY


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Terminology

Term Definition

Achievement Refers to the stage of schooling successfully completed and the ability to

attain success in subject studies.

Aesthetic appreciation The admiration of a beautiful movement action or ability in expressive

movement or a sport. This could be a gymnast performing a somersault or

a footballer scoring from an overhead kick.

Aim What is intended; target, intention, purpose, goal.

Aim (Education Aim) Broad statements of what education should achieve in terms of personal

and community/social development

Analysis Analysis is a higher order conceptual skill that is required to be taught in

the preparatory stage. When teaching basic movement analysis we must

be able to break down the performance into component parts. This will

involve: getting pupils to describe the movement of joints; the function,

actions and type of contraction of the muscles producing the movement;

and the plane of the movement. Pupils should know terminology for

joints, muscles and type of contraction.

Assessment The process through which progress and achievements of a learner or

learners is measured and judged.

Assessment of Learning

Outcomes

Assessment of an individual’s achievement of stated learning outcomes,

using a variety of methods (written, oral and practical tests/examinations,

projects and portfolios) during or at the end of an education programme

or a defined part of that programme. (Adapted from: UIS 2012).

Attitude A learned tendency to evaluate things or react to some ideas, persons or

situations in certain ways, either consciously or unconsciously, that has an

influence on behaviour.

Authentic Learning Learning related to real-life or ‘authentic’ situations – the kinds of

problems faced by citizens, consumers, or professionals. Advocates


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complain that what is taught in school has little relationship to anything

people do in the world outside of school; efforts to make learning more

authentic are intended to overcome that problem. Authentic learning

situations require teamwork, problem-solving skills, and the ability to

organise and prioritise the tasks needed to complete the project. Learners

should know what is expected before beginning their work. Consultation

with others, including the teacher or instructor, is encouraged. The goal is

to produce a high-quality solution to a real problem, not to see how much

the learner can remember. (Adapted from: ASCD).

Benchmarking A systematic process of comparing the activities, processes and/or

performance of a programme, organisation, country, learner, etc. against a

theoretical, political or existing reference with the aim of identifying ways

to improve performance. (Source: CEDEFOP 2011).

Chunking This is the idea of breaking what you want to learn into concepts. The goal

is to learn each concept in a way that they each become like a well-known

piece of a puzzle. To master a concept, students not only need to

know it, but also to know how it fits into the bigger picture.

Cognitive development A person’s development in terms of information processing, conceptual

resources, perceptual skill, language learning, and other aspects of brain

development and cognitive psychology. In other words, cognitive

development refers to the ability to think and understand.

Competencies / competence A combination of knowledge, skills and attitudes used in or applied

appropriately to the context. Competence indicates the ability to apply

learning adequately in a defined context (education, work, personal or

professional development.

Competency-based curriculum A curriculum that emphasises the complex outcomes of a learning process

(i.e. knowledge, skills and attitudes to be applied by learners) rather than

mainly focusing on what learners are expected to learn about in terms of

traditionally-defined subject content. In principle such a curriculum is

learner-centred and adaptive to the changing needs of students, teachers

and society. It implies that learning activities and


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environments are chosen so that learners can acquire and apply the

knowledge, skills and attitudes to situations they encounter in everyday

life. Competency-based curricula are usually designed around a set of key

competences/competencies that can be cross-curricular and/or subject-

bound.

(Movement) Composition Composition involves linking movements together and refining them to

create a sequence of aesthetic movements. Movements can be in response

to stimuli or performance elements and / or criteria and can communicate

feelings, emotions and ideas.

Cross-Cutting themes Important curriculum content which is to be covered across subjects (or

disciplines or learning areas), rather than being taught and learned in one

particular subject.

Curriculum In the simplest terms, curriculum is a description of what, why and how

students should learn. The curriculum is therefore not an end in itself. The

objective of the curriculum is to provide students with the knowledge,

skills and attitudes to be successful in their lives. (Source: UNESCO IBE

2011). The term curriculum has many definitions, ranging from a planned

‘course of study’ to an all-embracing view that include all the learning

experiences for which the school is responsible.

Curriculum alignment A process aimed at ensuring coherence and consistency between the

intended outcomes as specified in the formal curriculum and teaching

methods, assessment tasks, and learning activities in the classroom.

Curriculum Framework An overarching document which typically:

• places national statements of vision, economic development and

education policy in a curriculum context;

• sets out broad aims and objectives of the curriculum at the various

stages of schooling. It explains the educational philosophy underlying

the curriculum and approaches to teaching, learning and assessment;

• outlines the curriculum structure, its subjects or learning areas and

rationale for the inclusion of each in the curriculum; allocates time to

various subjects and/or learning areas in each grade or stage;


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• provides guidance to syllabus developers, teacher trainers and

textbook writers and prescribes requirements for curriculum

implementation, monitoring and evaluation. (Source: UNESCO IBE

2011).

Curriculum Stage A way of organising the curriculum into blocks of school years and

normally covering the period of compulsory schooling. This typically

implies defining the knowledge, skills, attitudes and the related attainment

targets/learning outcomes appropriate for the learner’s age and maturity

level within each stage. Stages of the curriculum may not necessarily

overlap with formal educational stages.

Descriptors Descriptors are statements that provide a broad indication of learning

appropriate to attainment at a particular stage, describing the

characteristics and context of learning expected at that level.

Emotional Development Dimension of personal development that is related to the awareness,

understanding and constructive management of emotions (i.e. “emotional

intelligence”).

Experiential learning Experiential learning is the process of learning through experience and is

more specifically defined as "learning through reflection on doing". Hands-

on learning is a form of experiential learning but does not necessarily

involve students reflecting on their performance. Experiential learning is

distinct from command or didactic learning, in which the learner plays a

comparatively passive role.

Fitness Refers to attributes affecting the ability to perform physical activity. It is

often described in terms of health-related or performance (or skill)-related

fitness. The former is associated with health outcomes and comprise

cardiorespiratory fitness, muscular strength and endurance, flexibility and

body composition. The components of performance (or skill)-related

fitness include: agility, balance, co-ordination, reaction time, power and

speed.

Formative Assessment Assessment (see ‘assessment’) conducted throughout the educational

process with a view to enhancing student learning.


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Fundamental Movement Skills Fundamental movement skills are basic movements such as throwing,

kicking, running, jumping, hopping and catching. They are very important

to a child’s physical development. When confident and competent in these

skills, children can develop sport-specific and complex movement skills.

These skills allow children to enjoy sports and physical activities. Most

importantly, with a firm grasp of the fundamental movement skills, a child

may enjoy a long life of physical activity.

Hazard A hazard is anything that is likely to cause damage or harm to something

or someone. Water spilt on a sports hall floor is a potential hazard if a group

of 30 children are about to play basketball.

Health A state characterised by an individual’s physical, mental and social well-

being. It is far more than the mere absence of disease or illness and should

be viewed as a positive resource for everyday life.

Health Education Planned opportunities to develop knowledge, understanding, behaviours

and life skills conducive to individual and community health. It views

health as a multidimensional concept incorporating physical, mental,

spiritual and emotional aspects and concerning individuals, groups,

communities and the environment.

Inclusive Curriculum Curriculum which takes into consideration and caters for the diverse needs

and individual characteristics of all learners.

Information and Communication

Technologies (ICT)

A diverse set of technological tools and resources used to transmit, store,

create, share or exchange information. These technological tools and

resources include computers, the Internet (websites, blogs and emails), live

broadcasting technologies (radio, television and webcasting), recorded

broadcasting technologies (podcasting, audio and video players, and

storage devices) and telephony (fixed or mobile, satellite, visio/video-

conferencing, etc.). (Source: UIS 2009).

Interactive Teaching and

Learning

The practice of involving students in teaching and learning by encouraging

them to bring their own experience and knowledge into the process.

Key Competencies Competencies necessary to live successfully in contemporary knowledge

society. A variety of terms are used to describe these competencies, the


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most frequent ones being key, core, general, generic, basic, cross-curricular

or transversal competencies or, as in Australia, General Capabilities.

Knowledge Theories, concepts and factual information obtained as a result of

cognitive processes aiming at understanding and explaining phenomena

(i.e. declarative knowledge: statements on phenomena; procedural

knowledge: cognitive operations leading to understanding, application

and problem solving).

Learning Outcomes The totality of information, knowledge, understanding, attitudes, values,

skills, competencies or behaviours an individual is expected to have

mastered upon the successful completion of an education program.

(Source: ISCED Glossary, UIS 2012).

Learn to learn A lifelong process in which individuals deliberately or intuitively plan,

monitor, and adapt their learning. When individuals learn to learn, they

treat learning activities as objects of inquiry, personal reflection and self-

analysis. (Adapted from: Seel 2012). Within the European Union area

learning to learn is seen as the ability to pursue and persist in learning, to

organise one’s own learning, including through effective management of

time and information, both individually and in groups. This key

competence includes awareness of one’s learning process and needs,

identifying available opportunities, and the ability to overcome obstacles

in order to learn successfully. This competence means gaining, processing

and assimilating new knowledge and skills as well as seeking and making

use of guidance. Learning to learn engages learners to build on prior

learning and life experiences in order to use and apply knowledge and

skills in a variety of contexts. Motivation and confidence are crucial to an

individual’s competence. (Source: European Parliament. 2006). See also

‘Key competences/competencies or skills’; ‘Twenty-first century skills’.

Obesity Obesity is a medical condition in which excess body fat has accumulated

to the extent that it may have a negative effect on health. It is defined

by body mass index (BMI) and further evaluated in terms of fat

distribution via the waist–hip ratio and total cardiovascular risk

factors. BMI is closely related to both percentage body fat and total body

fat. In children, a healthy weight varies with age and gender.


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Pedagogy The art and science of teaching, as a professional practice and as a field of

academic study. It encompasses not only the practical application of

teaching but also curriculum issues and the body of theory relating to how

and why learning takes place. Because it derives from a Greek expression

referring to the education of the young, pedagogy is sometimes taken to be

specifically about the education of children and young people. The more

recently coined term ‘andragogy’ is used in relation to the education of

adults. (Adapted from: Wallace 2009).

Physical Activity A broad term that describes bodily movement, posture and balance that

results in energy expenditure above that of resting. It includes all forms of

physical education, sports and dance activities. It also includes indoor and

outdoor play, work-related activity, outdoor and adventurous activities,

active travel (e.g. walking, cycling, rollerblading, scooting) and routine,

habitual activities such as using the stairs, doing housework and

gardening.

Play pedagogy Play pedagogy advocates forms of adult and child joint play involvement

that are respectful of the child’s culture, creativity and spontaneity, in a way

that promotes her emotional, cognitive and social development.

Physical development Dimension of personal development that is linked to motor skills and

coordination of bodily movements, as well as to the observance of healthy

life styles.

Principles of attack and defence These are the principles that form the foundation for all game play. The five

principles of attack are: Penetration; Support/depth; Width; Mobility; and

Improvisation / Creativity. The five principles of defence are: Delay; Depth;

Balance; Concentration; and Composure / discipline / patience

Problem-based / Enquiry-based

learning (PBL/EBL)

Problem-based learning (PBL) is a student-centered pedagogy in which

students learn about a subject through the experience of solving an open-

ended problem found in real-world contexts. The PBL process does not

focus on problem solving with a defined solution, but it allows for the

development of other desirable skills and attributes. This includes

knowledge acquisition, enhanced group collaboration and

communication.


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Responsibility If you have a responsibility for something or someone it means that it is

your duty to take decisions related to that thing or person. If you accept

responsibility then it means that you are accountable whether things go

right or wrong.

Risk Risk is the chance, high or low, that any hazard will cause somebody harm.

For example, the risk of tripping over surplus equipment left in the middle

of a sports hall during a game of football is high. The risk of tripping over

equipment stored appropriately to the side of the sports hall in trolleys or

bags is low.

Self-management Management of or by oneself. Specifically it is about taking responsibility

for one's own behaviour, health and well-being.

Skill In a narrow sense: operational aspects of knowledge (i.e. to do); In a

broader sense: human capabilities that are cross-cutting, transversal to all

subjects / curriculum areas because they are important for problem

solving. Skills can be cognitive, perceptive or motor.

Somaesthetics The term 'somaesthetics' was developed in research (1996) by Richard

Shusterman through the compounding of “soma”, an expression derived

from the Greek word for body, and “aesthetics”, a word derived from the

Greek aesthesis, meaning 'sensory perception'.

Sport Education A model developed by Darryl Siedentop. Sport Education is a curriculum

and instruction model designed for delivery in physical education

programmes at the upper primary, preparatory, and secondary school

stages. Students participate as members of teams in seasons that are longer

than the usual physical education unit.

Standard(s) A standard is a document that provides requirements, specifications,

guidelines or characteristics that can be used consistently to ensure that

materials, products, processes and services are fit for their purpose.

(Source: UNESCO 2015). This is usually a legal or regulatory requirement.

Standard(s) – other meanings /

interpretation / usage of the

term

In addition to the definitions above rom there are at least four further

usages or meanings of the term ‘standards’ in relation to framework

development and educational assessment and reporting. These are:

1. Standards as moral or ethical imperatives (what someone should do);


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2. Standards as quality benchmarks (expected practice) e.g. the Teachers

standards, student standards;

3. Standards as levels of achievement - measures of performance quality

(defining success or merit within a grade or stage e.g. one student is

graded ‘A’ another student is graded ‘D’);

4. Standards as learning milestones or learning outcomes (progressive

targets for student learning for each grade or stage of learning (which

also provides the function of point 2).

Storytelling Storytelling or narrative is essentially “context enriched by emotion.”

Traditionally, it is through story that important, meaningful information

has been passed down through the generations. Factual information, so

readily available to us through electronic media, lacks the "emotional

impact" of stories. Emotion is the critical element that makes information

relevant and memorable to students.

Strands Structural elements of the curriculum designating the way in which

content is organised for the purpose of planning for student learning. The

term ‘strands’ is used to indicate domains that group the related general

and specific learning outcomes within a particular learning area or

discipline. In physical education the three strands are: Moving Literately,

Leading Healthy, Safe and Active Lifestyles and Building Character.

Strategies (Attacking and

defending)

Strategies refer to attacking, defending and transitional decisions about

overcoming opponents. Strategies will reflect an approach. For example,

an attacking strategy might be to attack with width and depth and using a

fast break. This may be combined with a defensive strategy that defends

compact or narrow.

Student-centred learning An approach to organising teaching, learning and assessment based

primarily on the learner’s needs and interests.

Summative assessment Assessment (see ‘assessment’) of learner’s achievement at the end of a

term, stage, course or program typically, although not necessarily,

involving formal testing or examinations.

Sustainability Sustainability is usually used in the context that goods and services should

be produced in ways that do not use resources that cannot be replaced and

that do not damage the environment. In a physical education context it is

used to mean the ability to continue at a particular level for a period of


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time. This could be in relation to a performance or in relation to keeping to

a programme of physical activity.

Tactics Tactics might include tactical formations, patterns of play, roles and

responsibilities, overlapping and zone defence. Tactics are the 'how' the

attacking or defending strategy will be carried out.

Teaching Games for

Understanding (TGfU)

Teaching games for understanding (TGfU) is an inquiry approach to games

teaching where the play of a game is taught before skill refinement. The

TGfU approach has encouraged debate on games teaching which has

often polarised into skill s v tactics arguments.

Technique

Whereas a skill refers to the basic movement pattern for example the

motor skills of throwing or catching, technique refers to the specific

movement of parts of the arm such as finger position. Technique refers to

fine motor skills.

Twenty-first Century skills

(21st)

An overarching concept for the knowledge, skills and attitudes citizens

need to be able to fully participate in and contribute to the knowledge

society. This need is mostly attributed to the changes in society, and more

particularly, to the rapid development of technology and its impact on the

way people live, work and learn. While in the industrial society the main

focus of education was to contribute to the development of factual and

procedural knowledge, in the information or knowledge society the

development of conceptual and metacognitive knowledge is increasingly

considered important. Furthermore, the changes in economy and the

labour market caused by globalisation and internationalisation are an

important driving force for the need of 21st century skills. Different

organisations, including also partnerships and consortia, have defined and

endorsed core competences/skills frameworks using different foci,

emphases, groupings and terminologies. Most frameworks seem to

converge on a common set of 21st century skills or competences, namely:

collaboration; communication; Information and Communication

Technology (ICT) literacy; and social and/or cultural competencies

(including citizenship). Most frameworks also mention creativity, critical

thinking and problem solving. Across the various frameworks it is

acknowledged that ICT is at the core of 21st century skills. Specifically, it is


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regarded as both (a) an argument for the need of 21st century skills, and

(b) a tool that can support the acquisition and assessment of these skills. In

addition, the rapid development of ICT requires a whole new set of

competences related to ICT and technological literacy. (Adapted from: Lai

& Viering 2012). See also ‘Key competences/competencies or skills’.

Wellbeing A general term describing the condition of an individual. A high level of

wellbeing refers to the state of being healthy and happy and feeling good.

Appendix 2: QNCF Learning Outcomes

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APPENDIX 2 QNCF LEARNING OUTCOMES


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A. Early years (KG - 3 B. Primary education stage

(Grades 4 - 6) C. Preparatory education stage

(Grades 7 - 9) D. Secondary education stage

(Grades 10 - 12)

Outcome 1: Learners who demonstrate personal, moral and social integrity

1. understand and adhere to the Islamic codes of conduct and manners in different daily-life and special situations, such as national holidays and religious celebrations;

2. demonstrate confidence, self-esteem and personal and interpersonal skills (i.e. expressing opinions civilly; asking questions; asking for advice and support; offering advice and support; participating in simple exercises of decision making; participating in group activities based on specific tasks);

3. initiate, maintain and sustain healthy relationships, including with individuals from diverse backgrounds;

4. be aware of prejudices and stereotypes and try to overcome them in the context of school, activities, games and out-of-school interactions;

5. follow rules and procedures to avoid dangers such as accidents and diseases;

6. are aware of emotions, overcome negative emotions and manifest positive and pro-active feelings and dispositions;

7. manage stress, anger, traumas and resolve inter-personal conflicts constructively.

1. understand and adhere to the Islamic codes of conduct and manners in different daily-life and public situations;

2. are aware of their strengths and weaknesses, build on strengths and work to overcome weaknesses;

3. know how to reinforce their strengths mutually in the context of team/group work;

4. respect and appreciate their own culture, as well as the values, beliefs and cultures of others

5. understand, and adhere to the components of healthy life styles;

6. manifest a disposition to, and skills of intercultural understanding (i.e. participating in mixed groups; respecting one’s own heritage and the heritage of the others; jointly celebrating national and religious holidays and festivals).

1. understand and adhere to the Islamic codes of conduct and manners in different daily-life, public and professional situations;

2. respect and appreciate their own culture, as well as the values, beliefs and cultures of others

3. understand and adhere to the components of healthy life styles and make informed decisions about health, diet, physical education and exercise;

4. are aware of the multi-layered identity of self and others in the context of an increasingly globalized world, as well as its benefits and challenges for living together and sustainable development;

5. are aware of, and promote principles and values such as inclusion and social fairness in the context of school-related and out-of-school activities (i.e. gender equality) and daily life situations;

6. assess study and career choices against personal needs, interests and capacities.

1. understand and adhere to the Islamic codes of conduct and manners in different situations;

2. develop the capacity to pursue personal life plans and projects and assess whether and how goals have been achieved;

3. show capacity to promote healthy life styles in a consistent way;

4. engage in moral and ethical decision making;

5. indicate proof of fair competition and solidarity skills based on mutual tolerance and respect of human dignity;

6. participate actively in social, professional, national and religious festivities;

7. are aware of the negative consequences of using drugs;

8. develop esthetic and imaginative capacities;

9. act autonomously, competently and responsibly, with the full awareness of consequences.


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A. Early years (KG - 3) B. Primary education stage (Grades

4 - 6)

C. Preparatory education

stage (Grades 7 - 9)

D. Secondary education stage

(Grades 10 - 12)

Outcome 2:

Successful lifelong

learners

1. demonstrate basic literacy and numeracy skills

2. build on prior learning and experiences;

3. appreciate and make good use of peer and team learning;

4. work cooperatively with others, share and manage conflicts constructively;

5. appreciate their own work and the work of others by identifying strengths and weaknesses;

6. become familiar with ICT tools and methods;

7. sustain their motivation to learn and the enjoyment of learning.

1. demonstrate their ability to use basic literacy and numeracy skills and introductory aspects of scientific approaches;

2. make use of scientific concepts and approaches in investigating the natural and man-made environment;

3. indicate proof of their capacities to orient in time and space effectively;

4. build on, and apply prior learning and experiences by internalizing them systematically and sequentially;

5. monitor their progress in learning and make necessary adjustments;

6. seek and make use of guidance advice, information and support, when appropriate;

7. are aware of, develop and make use of learning-to-learn skills (i.e. identify learning needs and resources; develop a work plan, including strategies to monitor learning progress; assess outcomes against learning objectives);

8. manage resources (time, people, and their environment) productively and responsibly (i.e. make plans for learning; distribute and respond to tasks; lead others; observe timelines; assess outcomes).

1. know their strengths and weaknesses and preferred learning styles and strategies;

2. demonstrate basic literacy skills in reading, writing, mathematics, science and ICT at an intermediate level of complexity;

3. set and prioritize learning goals;

4. show initiative, assess risks and handle obstacles to learning independently and creatively;

5. manifest discipline in work and take the initiative with regard to improving their working environment;

6. develop capacities of learning- to-learn and self-assessment.

1. understand and appreciate the need of, and opportunities for life-long learning;

2. demonstrate basic learning skills in literacy and numeracy, science and ICT at a high level of complexity and with reference to private and public life, as well as the world of work;

3. are competent in e- and networked learning;

4. are aware of, and make appropriate and critical reference to artistic and scientific elements of cultural “canons”, such as important pieces of literature and scientific theories;

5. make appropriate usage of mathematical instruments when handling scientific, practical or technological problems;

6. are aware of, and make appropriate reference to, and usage of ethical norms of scientific work;

7. develop intellectual tools necessary for further studies in higher education, as well as the integration in the world of work (such as research and problem- solving);

8. develop capacities of learning- to-learn and self-assessment.


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A. Early years (KG - 3) B. Primary education stage

(Grades 4 - 6) C. Preparatory education stage

(Grades 7 - 9) D. Secondary education stage

(Grades 10 - 12)

Outcome 3: Learners who are creative and critical thinkers

1. develop sound reasoning by linking, in the context of simple inferences, appropriate premises/hypothesis with adequate conclusions;

2. are aware of, and follow thinking rules and patterns, for instance in the context of following and applying linguistic patterns (i.e. lexical; grammatical; semantic; phonological; orthographic);

3. make appropriate connections between concrete objects and their abstract/symbolic representation;

4. are aware of errors in reasoning and attempt to correct them;

5. identify, locate, access and process information in the context of simple activities related to reading, writing and numeracy;

6. approach information creatively by asking questions and searching for answers;

1. critically process information (analyze, synthesize, organize, use and apply) information/ knowledge by discriminating between fact and value judgments;

2. identify, locate, access and process information in the context of more complex activities related to problem solving;

3. improve their conceptual thinking and abstract reasoning in the context of inquiry-based learning;

4. present arguments for their beliefs/statements that are based on evidence;

5. assess options and make informed decisions;

6. link decisions with their consequences responsibly;

7. manifest initiative with regard to actions to be taken in specific circumstances.

1. identify, locate, access and process appropriate information independently and responsibly, including through the means of ICT and e-learning;

2. are aware of, and make appropriate use of different modes of thinking/inferences (i.e. deductive; inductive; deductive- inductive; hypothetical; normative);

3. process information/knowledge critically and creatively in the context of decision making and problem solving related to study, daily life and community issues;

4. engage in constructive and civil dialogue by exchanging ideas and arguments and assessing their validity (of own ideas/ arguments and those of others), and are ready to embrace a different stand point, if appropriate;

5. manage information critically, creatively and responsibly by sharing it with others in the context of inquiry-based activities, such as project work;

6. are aware of, and make good use of the advantages of collective thinking;

7. assess the quality of their information/knowledge and the way it is used for different purposes (i.e. whether it is appropriate; comprehensive; correct; ethical).

1. develop complex conceptual mapping in different learning areas/subjects;

2. demonstrate proof of complex and sound reasoning by drawing evidence-based conclusions from appropriate premises;

3. identify and engage in the debating of scientific and moral dilemmas;

4. indicate proof of capacities to organize, present and share information in a clear, coherent and accessible way;

5. compare information/knowledge from different sources (i.e. information to be found in the media or on the Internet) and formulate personal critical stand points;

6. develop imaginative skills, including in the realms of science and technology;

7. pull together the relevant information/knowledge in the context of complex and creative project work linked to problem solving in private, public and professional life.


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(Grades 4 - 6)



D. Secondary education


Outcome 4:

Learners who are

able to

communicate

effectively

1. master basic elements of reading, writing and numeracy (i.e. are familiar with letters and the structure of simple texts; are familiar with numbers and associate mathematical symbols with different concrete objects);

2. master oral and written communication skills in their mother tongue and English;

3. use reading, writing and oral communication skills, as well as numeracy skills in solving simple problems cooperatively and in daily- life situations;

4. are aware of, and demonstrate the capacity to follow the rules of civil dialogue;

5. demonstrate a knowledge and practice of simple tools/means of expression (i.e. verbal and non-verbal means; mathematical and musical symbols; drawings, colors, shapes);

6. coordinate and control body functions and movements, and coordinate with others in games and other physical activities.

1. improve their reading, writing and numeracy skills to the level of an independent user) in their mother tongue and as a basic user in English;

2. understand and produce more complex oral and written messages by paying attention to different communication situations and styles;

3. give their opinion on different topics and sustain their view points in a civil way;

4. understand basic elements of media literacy and ICT literacy (i.e. are aware of, and are able to use modern means of communication - such as the telephone, television, radio -, including new information and communication technologies);

5. approach artistic activities (i.e. music, dancing, drama, games and drawing) in a creative manner and develop artistic/ aesthetic sensitivity;

6. engage in sporting and artistic activities, individually and in cooperation with others, for the experience of fair competition and group solidarity.

1. improve their oral communication, reading, writing and numeracy skills to the level of an independent user in their mother tongue; as an independent user in English; and as a basic user in another language;

2. understand and produce more complex discourses and texts, with a special emphasis on literature and the usage of language in different real-life situations;

3. master ICTs and social media by observing ethical rules;

4. master different means of artistic expression in a creative way and use different traditional and modern tools in the context of artistic preoccupations;

5. master elements of art and music history;

6. develop a critical approach to media and other public messages.

1. improve their oral communication, reading, writing and numeracy skills to the level of a proficient user in their mother tongue; as a proficient user in English; and as an independent user in another language;

2. pay attention, in the usage of languages, to aspects such as correctness, fluency and expressivity in compliance with different situations of private, public and professional life;

3. have a good orientation in literature and use the language creatively in different kinds of personal writing;

4. demonstrate debating skills and the capacity to engage constructively in public debates;

5. use new technologies to express themselves and participate in networked communication and communities of practice independently and responsibly;

6. understand critically media messages (including social media messages), and participate in media communication at school and community levels;

7. refine their artistic sensitivity and stimulation, and develop a sustained and specialized interest in different types of artistic expression.


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(Grades 4 - 6)





Outcome 5:

Learners who

understand,

appreciate and

actively engage in

citizenship

1. show a more complex awareness of their local and wider environment (i.e. family; kindergarten; local community) and how it functions (i.e. basic rules; timelines/calendar; rights and responsibilities; expectations);

2. identify common elements and links between themselves and other people, places, phenomena and things;

3. observe basic security precautions and what measures to take in order to avoid dangers to their lives and the lives of others (such as traffic rules);

4. manage and solve conflicts constructively by learning how to negotiate.

1. are aware of the role of local community institutions and people in providing help/ assistance and services in different “normal” and “exceptional” situations and for different individual and community needs;

2. are knowledgeable of basic elements of the history of Qatar and of different communities that live in Qatar;

3. are aware of, and make appropriate use of the rights and responsibilities individuals share in their families, schools and local communities;

4. are aware of, and engage in the different contributions individuals can make to the well-being of their local and broader communities;

5. participate in democratic decision making in families and schools;

6. manage and solve conflicts constructively by learning how to negotiate, compromise and adopt win-win situations.

1. value the dignity of each person

2. value diversity by demonstrating tolerance, respect and inclusive attitudes;

3. are aware of how moral values and rules are connected to civic and judicial rules and norms;

4. demonstrate Human Rights values and principles in daily life (i.e. fighting against prejudices and discrimination of all kinds; fighting against poverty and marginalization; promoting gender equality);

5. make appropriate connections between local, Qatari and world history, and orient themselves in time and space efficiently;

6. are aware of the Qatar and the Gulf Countries council (GCC) context of exercising rights and responsibilities

7. participate in decision making in families, schools and communities;

8. show interest in public affairs and contribute to problem solving at school and community level (i.e. identify situations that require action and come up with appropriate solutions);

9. develop critical media awareness and use media means to discuss public issues;

10. protect the natural and man-made environment and contribute to sustainable development.

1. participate in decision making in families, schools, local communities and broader national processes;

2. demonstrate HR values and principles (i.e. fighting against prejudices and discrimination of all kinds; fighting against poverty and marginalization; promoting gender equality), as well as intellectual and participatory skills in situations related to private, public and professional life;

3. show interest in public affairs and contribute to problem solving at school and community level by engaging in community service and other forms of activities, such as campaigns, fund raising, lobbying;

4. make good usage of their debating skills and engage in public debates constructively;

5. protect the natural and man-made environment and contribute to sustainable development though networked activities and communities of practice.


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(Grades 4 - 6)





Outcome 6: Learners who are committed to sustainable development

1. experience motivation and enthusiasm with regard to (learning) activities that require effort, concentration, and dedication;

2. develop and make appropriate use of life skills (i.e. politeness; risk and danger awareness; respecting basic health and hygiene rules; basic awareness of survival rules and procedures in the case of disasters and other difficult situations);

3. develop a basic understanding and respect of Human Rights, tolerance and respect of self and the others;

4. develop an awareness of the social and natural environment in relation to familiar surroundings (i.e. family and local community);

5. develop a basic understanding of the need to, and possibilities to, protect the environment through individual and collective action;

6. develop an awareness of human activities and of the potential for personal pro-active contributions;

7. master (and produce) simple tools and procedures in the context of games and practical activities (i.e. drawing; handicrafts).

1. develop organizational skills, the ability to take initiative and work with others in the context of peer and group work;

2. develop and make appropriate use of life skills (i.e. politeness; risk and danger awareness; respecting basic health and hygiene rules; basic awareness of survival rules and procedures in the case of disasters and other difficult situations) in the context of community-oriented activities;

3. develop an awareness of the social and natural environment in relation to the local community, Qatar and the wider world;

4. broaden their horizons with regard to people’s roles and activities as producers and consumers/beneficiaries; employees and employers; team leaders and members;

5. broaden their horizon with regard to human activities and their consequences for life, work and the environment (i.e. industry, services, agriculture, transportation).

1. are aware of the basic competencies needed for different life situations and career paths, including ICT- related competencies;

2. make usage of available career guidance/support;

3. develop organizational skills, the ability to take initiative and work with others in the context of inquiry- based and problem- solving oriented activities;

4. plan and manage simple projects to achieve objectives (leading, delegating, analyzing, communicating, debriefing, evaluating, as appropriate);

5. are aware of study and career opportunities and assess choices against personal interests, capacities and needs;

6. identify and evaluate the resources needed in the context of different types of human activities (i.e. time, money, human resources, facilities & tools; rules; leadership);

7. are aware of appropriate usage of Qatari and world natural resources;

8. are aware of the role of national, regional and international organizations in promoting sustainable development

9. demonstrate the ethics of work, including a sense of solidarity and fair competition.

1. understand and master the more specialized competencies needed for different life

2. situations and career paths (i.e. in humanistic, scientific, technology and service areas);

3. are aware of developments in regional and international labor markets;

4. are aware of challenges and opportunities of an increasingly globalized world, such as learning to live together; the knowledge economy and sustainable development

5. plan and manage more complex projects - i.e. community service projects; scientific & technological projects; cultural projects - to achieve objectives (leading, delegating, analyzing, communicating, debriefing, evaluating, as appropriate);

6. manifest entrepreneurial spirit and skills;

7. demonstrate the ethics of work;

8. show flexibility, creativity and responsibility; are aware of, and demonstrate proof of the competencies and tasks required in private, public and professional life;

9. use the appropriate tools and procedures to compete in the labor market (i.e. writing CVs and letters of motivation; preparing a personal portfolio).

Appendix 3: Early Childhood Stage

[122]

Appendix 3: Early Childhood Stage

[123]

APPENDIX 3 EARLY CHILDHOOD STAGE

• A CURRICULUM MAP FOR PHYSICAL EDUCATION

• UNIT SEQUENCING AND LEARNING OUTCOMES

• INDICATIVE UNIT CONTENT

Appendix 3: Early Childhood Stage – Curriculum Mapping

[124]

Stra

nd

Su

b-

stra

nd

Early Childhood Stage – G(KG-3)

Lear

nin

g

thro

ugh

pla

y

Exp

ress

ive

Bo

dy

Mo

vem

en

t

De

velo

pm

en

t

of

skilf

ul b

od

y m

anag

eme

nt

Learning Outcome

1.

Mo

vin

g Li

tera

tely

1.1

Mo

vem

ent

Skill

s

G(KG-3) 1.1.1 Master fundamental movement skills x x x

G(KG-3) 1.1.2 Perform basic stability, locomotion and manipulation skills using different body parts

x x x

G(KG-3) 1.1.3 Demonstrate an awareness of what body parts move and in what way x x x

1.2

Mov

emen

t C

once

pts

G(KG-3) 1.2.1 Create and participate in activities with and without equipment demonstrating an understanding of where the body moves; how it moves; and with whom or what

x x x

1.3

Mo

vem

ent

Stra

tegy

G(KG-3) 1.3.1 Combine elements of effort, space, time, objects and people when performing movement sequences identifying and describing basic compositional ideas and basic tactics for attacking and defending

x x x

2.

Lead

ing

Hea

lth

y Sa

fe a

nd

Act

ive

Live

s

2.1

Val

uin

g P

hys

ical

A

ctiv

ity

G(KG-3) 2.1.1 Recognise situations and opportunities to promote health and wellbeing x x x

G(KG-3) 2.1.2 Explore health messages and how they relate to health decisions and behaviours

x x x

G(KG-3) 2.1.3 Seek out others to play actively x

G(KG-3) 2.1.4 Enjoy being physically active and feel successful as the basis for developing positive attitudes

x x x

G(KG-3) 2.1.5 Participate in a range of physical activities x x x

2.2

Ph

ysic

al A

ctiv

ity

for

Hea

lth

an

d

Wel

lbei

ng

G(KG-3) 2.2.1 Use basic terminology to recognise and describe their physical development and the effects of exercise on their bodies

x x x

G(KG-3) 2.2.2 Participate in regular physically active play and explain how it keeps individuals healthy and well

x x x

G(KG-3) 2.2.3 Appreciate other behaviours (such as rest and nutrition) that link to health and wellbeing

x x x

G(KG-3) 2.2.4 Are able to overcome negative emotions x x x

2.3

Man

agin

g R

isk

and

Sa

fety

G(KG-3) 2.3.1 Show respect for basic rules, for others and safety procedures to avoid danger such as accidents

x x x

G(KG-3) 2.3.2 Know how to warm up and cool down for activity x x x

G(KG-3) 2.3.3 Identify, describe, practice and apply strategies that can be used in physical activities or situations when they feel uncomfortable, unsafe or need help with a task, problem or circumstance

x x x

G(KG-3) 2.3.4 Generate and implement ideas, simple plans and tactics that are safe x x

3.

Bu

ildin

g C

har

acte

r

3.1

Cu

ltu

ral a

nd

Per

son

al

Iden

tity

G(KG-3) 3.1.1 Take part in routines, customs, activity festivals, and celebrations x x

G(KG-3) 3.1.2 Describe ways to include others to make them feel they have a place and a right to belong to the group

x x x

G(KG-3) 3.1.3 Participate in physical activities from their own and other cultures x

G(KG-3) 3.1.4 Describe physical and social changes that occur as they grow older and discuss how family and community acknowledge these

x x x

G(KG-3) 3.1.5 Demonstrate a positive sense of personal identity and respect for similarities and differences

x x x

G(KG-3) 3.1.6 Show a sense of social justice and recognise and deal with unfair behaviour x x x

3.2

C

om

mu

nic

atio

n a

nd

C

oo

per

atio

n G(KG-3) 3.2.1 Practice in a cooperative manner in group situations when participating in

physical activities x x x

G(KG-3) 3.2.2 Develop basic language appropriate for exploring alternatives to improve their personal best

x x x

G(KG-3) 3.2.3 Share with others and manage adverse feelings x x x

3.3

A

pp

reci

atin

g

Mo

vem

ent

Aes

thet

ical

ly

G(KG-3) 3.3.1 Appreciate their own and the work of others by comparing performances with previous ones and identifying strengths and weaknesses

x x x

Appendix 4: Primary Stage – Unit sequencing and learning outcomes

[125]

The Physical Education Curriculum Sequence is designed to guide teachers about what to teach and when throughout the school year. It is ‘a way’ not ‘the way’. The framework includes units with the number

of weeks identified and is based on a 34-week programme. The activities, however are scheduled over 28 weeks. This is to allow openness and flexibility for teachers to extend the length of activities to ensure

outcomes have been achieved. It also allows flexibility to consider the varying Ramadan and Eid al-Fitr Holidays each year. The units are in no specific order. The order of these units and the allotted time,

therefore can be altered based on student needs. In all units, teachers should continuously advocate the benefits of physical activity as part of a healthy and active lifestyle and provide as much opportunity as

possible for students to be active in lessons and after school.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Mid

-Y

ea

r

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

KG Learning about physical activity

and health 1

Body management 1 Body management 2 Body management 3 Body management 4 Body management 5 Learning about

physical activity and health 2

Flexibility is provided to allow unit extension based

on student progress and student learning needs

KG Expressive movement 1 Expressive movement 2 Expressive movement 3 Expressive movement 4 Expressive movement 5

KG Active Play 1 Active Play 2 Active Play 3 Active play 4 Active Play 5

G1 Learning about physical activity

and health 1



G1 Expressive movement 1 Expressive movement 2 Expressive movement 3 Expressive movement 4 Expressive movement 5

G1 Active Play 1 Active Play 2 Active Play 3 Active Play 4 Active Play 5


and health 1






and health 1





Notes:

1. The recommended time allocation for the Early Childhood Stage is 30-45 mins of physical education per day.

2. The outcomes have been sequenced by stage. In the following unit examples the outcomes are sequenced by grade. Teachers have the openness and flexibility to sequence the outcomes in the units, as well as

change or introduce content to the outline content indicated..

3. Many outcomes are repeated in various units and repeated in the different grades. When an outcome is first planned the learners are ‘focusing’ (F) on the learning outcomes. In subsequent units they will be

‘developing’ (D) the learning outcomes. When students can apply learning from one activity context to another then the learning is ‘embedded’ (E). Students who are extended because they have mastered

learning will then be challenged to ‘work at greater depth’ (GD). Teachers could indicate in their planning whether learning outcomes planned are F, D, E or GD.

4. The first and last four weeks of the annual programme indicate time allocated to a focus on ‘Learning about physical activity and health.

5. The remaining areas are 1. Development of skilful body management; 2. Expressive movement; 3. Learning through Active Play. These areas can be delivered as integrated units or separately on different days.

6. The cross-cutting issues and links with other subjects should be decided by the school / physical education department.

Appendix 3: Early Childhood Stage – Indicative unit content

[126]

KINDERGARTEN UNIT ACTIVITY: LEARNING ABOUT PHYSICAL ACTIVITY AND HEALTH 1 AND 2

Learning

outcomes:

G(KG-3) 1.1.1 master fundamental movement skills;

G(KG-3) 1.1.2 perform basic stability, locomotion and manipulation skills using different body parts;

G(KG-3) 1.1.3 demonstrate an awareness of what body parts move and in what way.

G(KG-3) 1.2.1 create and participate in activities with and without equipment demonstrating an understanding of where the body moves;

how it moves; and with whom or what.

G(KG-3) 2.1.3 seek out others to play actively;

G(KG-3) 2.1.4 enjoy being physically active and feel successful as the basis for developing positive attitudes;

G(KG-3) 2.2.1 use basic terminology to recognise and describe their physical development and the effects of exercise on their bodies;

G(KG-3) 2.3.1 show respect for basic rules, for others and safety procedures to avoid danger such as accidents;

G(KG-3) 3.1.3 participate in physical activities from their own and other cultures;

G(KG-3) 3.2.3 share with others and manage adverse feelings.

Indicative

content –

Students learn

about:

Children should develop the ability to run, jump, and hop. As their leg muscles grow stronger they should be able to hop on one leg for short

periods of time; as whole body coordination improves children should developing better upper body mobility and they can learn to

participate in catching and throwing activities with larger balls that improve coordination, speed and accuracy; children should be given

opportunity to push themselves around with their feet while sitting on a riding toy; they can also kick a larger ball placed directly in front of

their bodies; children should be made aware that being physically active is enjoyable and associate activity, enjoyment and success as the

foundations for developing positive future attitudes towards being active; they should be made aware that when they are active their heart

beats faster in their chest and their breathing rate increases; after activity children should know that their heart rate and breathing rate

reduce; they should learn basic terminology to be able to describe these exercise effects e.g. ‘breathing’, ‘oxygen’, ‘lungs’, ‘heartbeat’, ‘blood’,

‘energy’, etc; children should be taught how to sit, line up, wait their turn, move into space, move with space, stop before obstacles (including

walls), change direction and stop what they are doing immediately on command to ensure accidents are avoided and they are safe: they

should learn to ask the teacher if they did not hear or did not understand instruction; children should have opportunity to learn to share

equipment with others in a pair or group and take their turn.

Description of

teaching and

learning

activities:

This will be a child’s first experience of ‘PE’ so teachers should ensure learning is fun and enjoyable and that children are developmentally

ready and be provided with countless opportunities for active play in order to become interested in developing motor skills and go on to

become competent at those skills. Observe the skill in others; Form a mental image of the skill; Imitate the skill; Practice the skill and be

motivated to continuously repeat the skill. This should be a mixture of ‘formal’ fun teaching and play. Due to their growth and development

children in Kindergarten are susceptible to falls, and they may have trouble while trying to balance. Hopping on one foot and balancing on

one foot for as long as possible provide physical activity while improving coordination and balance. “Hopping” (and other activity) races

allow inclusive participation and opportunity for children to observe their peers' challenges and successes. This can lead to improvements in

self-confidence and help teach children how to manage adverse feelings by supporting each other. Numerous activities such as “Freeze

games” requires both physical participation and coordination of body movements. While the music plays, the students move. When you

press pause, they “freeze” or stop moving. Rather than eliminating students for moving, just restate the goal of the game and allow all

children to play each time. Otherwise, eliminated children may become bored and inactive and therefore less practice time while others

remain in the game. Before, during or after all activity teachers should constantly be referring to learning about physical activity and how

physical activity is good for you. As much opportunity as possible should be provided for children to talk to each other about how good

physical activity makes them feel.

Competency

Development: Communication, Cooperation and Participation

Competency

Enabler: Numeracy, Literacy

Possible cross-

cutting issues: Health Education, Life Skills

Links with other

subjects: Science


[127]

KINDERGARTEN UNIT ACTIVITY: DEVELOPMENT OF SKILFUL BODY MANAGEMENT 1,2,3,4,5

Learning outcomes:

G(KG-3) 1.1.1 Master fundamental movement skills


G(KG-3) 1.1.3 Demonstrate an awareness of what body parts move and in what way

G(KG-3) 1.2.1 Create and participate in activities with and without equipment demonstrating an understanding of

where the body moves; how it moves; and with whom or what


G(KG-3) 2.1.5 Participate in a range of physical activities

G(KG-3) 2.2.1 Use basic terminology to recognise and describe their physical development and the effects of

exercise on their bodies


G(KG-3) 2.3.2 Know how to warm up and cool down for activity

G(KG-3) 3.1.1 Take part in routines, customs, activity festivals, and celebrations

G(KG-3) 3.1.2 Describe ways to include others to make them feel they have a place and a right to belong to the

group


Indicative content –

Students learn about:

Fundamental movement skills such as walking, running, jumping, pushing, pulling sending and receiving skills

should be focused. Students should develop spatial orientation and visual perception and be able to run and turn

and move in different directions – forwards, backwards and side to side. They should begin to balance and

coordinate limbs when moving including touching and moving objects. Students should be able to describe what

happens to their heart rate and their breathing rate during and after exercise. Students should learn and respond to

safety rules of the environment in which they are working, and they should be able to collect and return equipment

in a safe and responsible manner. They should be taught healthy habits for warming up and cooling down, which

are important to prepare for exercise and to prevent injury as well as how to respond when there is an accident,

from minor cuts and bruises, to more serious situations. Festivals such as National Sport week should be

celebrated, and students of this age should be excited and participate fully. Social skills should be taught so that no

individual is left out of activity and students should be taught how to work socially and inclusively in pairs and in

small groups - taking turns, praising and encouraging each other.

Description of

teaching and learning

activities:

Any activities designed to promote opportunities to practice fundamental movement skills should be encouraged.

At this young age it is more about enjoying the experience and opportunity to practice and feeling successful than

too much formal teaching. Students should be challenged to move in different directions carrying their body-space

or sphere with them to avoid collisions. This should be experienced in part-room space and then room space to

develop awareness of others. Students can be challenged to move with their eyes closed which encourages the

sensory systems to work together. Students can use such experiences to describe how they felt and what

movement they were aware of. Teachers can introduce correct terminology to describe these effects.

Competency

Development: Literacy, Communication, Cooperation and Participation

Competency Enabler: Literacy, Numeracy

Possible cross-cutting

issues:

Links with other

subjects:

KINDERGARTEN UNIT ACTIVITY: EXPRESSIVE MOVEMENT 1,2,3,4,5

Learning outcomes:





[128]





G(KG-3) 2.2.1 Use basic terminology to recognise and describe their physical development and the effects of

exercise on their bodies




G(KG-3) 3.1.2 Describe ways to include others to make them feel they have a place and a right to belong to the

group



Fundamental movement skills such as walking, running, jumping, pushing, pulling sending and receiving skills

should be focused. Weight on hands and inverted movement should be experienced to focus orientation skills.

Students should develop spatial orientation and visual perception and be able to run and turn and move in

different directions – forwards, backwards and side to side. They should begin to balance and coordinate limbs

when moving including touching and moving objects. A sense of ‘rhythm’ should be focused, which involves

pattern and repetition. This is also concerned with a sense of being alive, so students should be able to describe

what happens to their heart rate and their breathing rate during and after exercise and be aware of the different

rhythms of their bodies. Students should learn and respond to safety rules of the environment in which they are

working, and they should be able to collect and return equipment in a safe and responsible manner. They should

be taught healthy habits for warming up and cooling down, which are important to prepare for exercise and to

prevent injury as well as how to respond when there is an accident, from minor cuts and bruises, to more serious

situations. Festivals such as National Sport week should be celebrated, and students of this age should be excited

and participate fully. Social skills should be taught so that no individual is left out of activity and students should be

taught how to work socially and inclusively in pairs and in small groups - taking turns, praising and encouraging

each other. Students can be made aware of how the body moves and the relationship of muscles and levers – for

example the bicep, when it contracts the bones of the lower arm and hand move.

Description of


activities:

Any activities designed to promote opportunities to practice fundamental movement skills should be encouraged.

At this young age it is more about enjoying the experience and opportunity to practice and feeling successful than

too much formal teaching. Students should be challenged to move in different directions carrying their body-space

or sphere with them to avoid collisions. This should be experienced in part-room space and then room space to

develop awareness of others. Students can be challenged to move with their eyes closed which encourages the

sensory systems to work together. Students can use such experiences to describe how they felt and what

movement they were aware of. Teachers can introduce correct terminology to describe these effects. Language has

its own rhythm, so movement interpreting stories and poems can be an activity as well as movement that

interprets sounds.

Competency




issues:

Links with other

subjects:

KINDERGARTEN UNIT ACTIVITY: LEARNING THROUGH ACTIVE PLAY 1, 2, 3, 4, 5

Learning outcomes:





[129]



G(KG-3) 1.3.1 Combine elements of effort, space, time, objects and people when performing movement sequences

identifying and describing basic compositional ideas and basic tactics for attacking and defending

G(KG-3) 2.1.3 Seek out others to play actively






G(KG-3) 2.3.4 Generate and implement ideas, simple plans and tactics that are safe



G(KG-3) 3.1.3 Participate in physical activities from their own and other cultures

G(KG-3) 3.1.4 Describe physical and social changes that occur as they grow older and discuss how family and

community acknowledge these

G(KG-3) 3.2.1 Practice in a cooperative manner in group situations when participating in physical activities

G(KG-3) 3.2.3 Share with others and manage adverse feelings



Fundamental movement skills such as walking, running, jumping, pushing, pulling sending and receiving skills can be

focused in free play or semi-structured play directed by the teacher. Sending and receiving skills practised in isolation

should now be applied in active play and students should be taught an awareness of effort, space and time to send and

complete a pass to a target and then partner. Students should develop spatial orientation and visual perception and be

able to run and turn and move in different directions – forwards, backwards and side to side. The effects of exercise

students have previously learned should now be applied to teaching learners about the benefits of exercise. They

should begin to balance and coordinate limbs when moving including touching and moving objects. Students should

learn and respond to safety rules of the environment in which they are working, and they should be able to collect and

return equipment in a safe and responsible manner. They should be taught healthy habits for warming up and cooling

down, which are important to prepare for exercise and to prevent injury as well as how to respond when there is an

accident, from minor cuts and bruises, to more serious situations. When suggesting ideas for active play students

should also be taught to consider whether the ideas in practice are safe. Festivals such as National Sport week should

be celebrated, and students of this age should be excited and participate fully. Social skills should be taught so that no

individual is left out of activity and students should be taught how to work socially and inclusively in pairs and in small

groups - taking turns, praising and encouraging each other.

Description of


activities:

Any activities designed to promote opportunities to apply fundamental movement skills should be encouraged. At

this young age it is more about enjoying the experience and opportunity to practice and feeling successful than too

much formal teaching. Students should be challenged to move in different directions carrying their body-space or

sphere with them to avoid collisions. This should be experienced in part-room space and then room space to

develop awareness of others. Small bumps and collisions are to be expected and a part and process of spatial

awareness learning. Students should play with different partners and be encouraged to make others feel welcome.

Welcoming rituals such as handshakes, clapping and phrases should be practised and celebrated. A wide variety of

games can be introduced including games from other cultures. Ensure the games selected are appropriate for the

age group and practise appropriate skills.

Competency




issues:

Links with other

subjects:


[130]

GRADE 1 UNIT ACTIVITY: LEARNING ABOUT PHYSICAL ACTIVITY AND HEALTH 1 AND 2

Learning outcomes:




G(KG-3) 1.2.1 create and participate in activities with and without equipment demonstrating an understanding of where the body

moves; how it moves; and with whom or what;





G(KG-3) 2.3.2 know how to warm up and cool down for activity;




Students learn

about:

Children should continue to develop fundamental movement skills in the context of learning about physical activity.

Control, speed and balance will have improved and students should be taught the basics of where the body moves,

how it moves, and with whom or what (see obstacle course below); children should learn how to warm-up for and

cool-down from activity; more terminology such as ‘heart rate’, ‘breathing rate’, ‘warm up’, ‘cool down’, ‘stretch’,

‘aerobic’, ‘strength’, ‘balance’, and ‘flexibility’ etc., should be used appropriately by children; rules should be introduced

into free play activities – children should understand that rules are introduced for two main reasons – to make things

safe and to make things fair; children should learn that it is beneficial to participate in physical activities and be aware

there are four types of exercise: Aerobic exercise which speeds up your heart rate and breathing, exercise to build

muscle strength, exercise that stretches their body and body parts and balance exercises; students should be taught to

share equipment and space with others which is not only a good social behaviour but also behaviour that keeps them

safe.

Description of

teaching and

learning activities:

As children’s movement skills increase and improve so will the range of activities offered increase. In addition to lots of

free play activities, time should be spent on teaching children to warm-up and cool-down. Children will continue to

develop gross motor skills and more opportunities for walking, running, jumping, hopping, leaping, skipping, galloping,

throwing and catching and climbing on and off equipment are just some examples of gross motor skills that children

must work on to master. Ideas include encouraging children to practice these skills by setting up an obstacle course

with objects such as shoe boxes to jump over, tables to crawl under, step stools to jump from and hoops to crawl

through. Request various methods of movements between obstacles, such as tiptoeing, bouncing or riding a tricycle.

Remind children and ask them to describe the four types of exercise introduced in KG. Games such as “Duck, Duck,

Goose” “Hop-scotch” “Tag Games” “Four square” “Traffic Lights” and so on can be played. Present ‘game’ information

to children and ask them to suggest rules to make them safer or fairer. Ensure that games played are active and not

stationary games.

Competency


Competency


Possible cross-


Links with other

subjects: Science


[131]

GRADE 1 UNIT ACTIVITY: DEVELOPMENT OF SKILFUL BODY MANAGEMENT 1,2,3,4,5

Learning outcomes:








G(KG-3) 2.2.1 Use basic terminology to recognise and describe their physical development and the effects of exercise

on their bodies


G(KG-3) 2.3.3 Identify, describe, practice and apply strategies that can be used in physical activities or situations when

they feel uncomfortable, unsafe or need help with a task, problem or circumstance



G(KG-3) 3.3.1 Appreciate their own and the work of others by comparing performances with previous ones and

identifying strengths and weaknesses


Students learn

about:

Fundamental movement skills such as walking, running, jumping, pushing, pulling sending and receiving, galloping and skipping

skills should be focused and developed. Students should develop spatial orientation and visual perception and be able to run and

turn and move in different directions – forwards, backwards and side to side. They should begin to balance and coordinate limbs

when moving including touching and moving objects. Students should be taught how to lift objects safely and correctly and focus

and develop other manipulative skills such as striking (e.g swinging a bat to hit a ball), throwing and catching, kicking, rolling or

dribbling (a ball), volleying (a ball back and forth to another person, either with the hands or a racquet) and bouncing a ball.

Students should be able to describe what is happening to their physical development, such as height and what they are capable of

that they couldn’t do in Kindergarten. Students should learn and respond to safety rules of the environment in which they are

working, and they should be able to collect and return equipment in a safe and responsible manner. Students should be taught to

ask for help if they need it. They should be taught healthy habits for warming up and cooling down, which are important to prepare

for exercise and to prevent injury as well as how to respond when there is an accident, from minor cuts and bruises, to more

serious situations. Festivals such as National Sport week should be celebrated, and students of this age should be excited and

participate fully. Social skills should be taught so that no individual is left out of activity and students should be taught how to work

socially and inclusively in pairs and in small groups - taking turns, praising and encouraging each other.

Description of

teaching and


Any activities designed to promote opportunities to practice fundamental movement skills should be encouraged. At this young

age it is more about enjoying the experience and opportunity to practice and feeling successful than too much formal teaching.

Equipment for manipulative skills should be wide and varied such as scarves, bean bags, sponge balls, airflow balls, hoops, stuffed

toys, balloons and beach balls etc. Students should be challenged to move in different directions carrying their body-space or

sphere with them to avoid collisions. This should be experienced in part-room space and then room space to develop awareness of

others. Students can be challenged to move with their eyes closed which encourages the sensory systems to work together.

Students can use such experiences to describe how they felt and what movement they were aware of. Teachers can introduce

correct terminology to describe these effects. Teachers should praise students who ask for help and create a culture where it is OK

to struggle, and it is OK to ask a partner or the teacher for help – this is part of an effective learning process.

Competency


Competency

Enabler: Literacy, Numeracy

Possible cross-

cutting issues:

Links with other

subjects:


[132]

GRADE 1 UNIT ACTIVITY: EXPRESSIVE MOVEMENT 1,2,3,4,5

Learning outcomes:

















Students learn

about:

Fundamental movement skills such as walking, running, jumping galloping and skipping (locomotor skills), should be focused and

developed. Students should develop spatial orientation and visual perception and be able to run and turn and move in different

directions – forwards, backwards and side to side. They should know how to balance and coordinate limbs when moving.

Students should develop basic movement patterns of lateral motion, weight transfer, forward motion, up and down motion, and

coordinating upper and lower body movements. Students should be taught how to lift objects safely and correctly. Students

should be able to describe what is happening to their physical development, such as height and what they are capable of that they

couldn’t do in Kindergarten. Students should learn and respond to safety rules of the environment in which they are working, and

they should be able to collect and return equipment in a safe and responsible manner. Students should be taught to ask for help if

they need it. They should be taught healthy habits for warming up and cooling down, which are important to prepare for exercise

and to prevent injury as well as how to respond when there is an accident, from minor cuts and bruises, to more serious situations.

Festivals such as National Sport week should be celebrated, and students of this age should be excited and participate fully. Social

skills should be taught so that no individual is left out of activity and students should be taught how to work socially and inclusively

in pairs and in small groups - taking turns, praising and encouraging each other. Students should be able to recognise differences in

performance and compare their performances with previous ones.

Description of

teaching and


Any activities designed to promote opportunities to practice fundamental movement skills should be encouraged. At this young

age it is more about enjoying the experience and opportunity to practice and feeling successful than too much formal teaching.

Students should be challenged to move in different directions carrying their body-space or sphere with them to avoid collisions.

Equipment should be used that students must negotiate around, over, under and through. This should be experienced in part-

room space and selected equipment and then room space to develop awareness of others. Students can be challenged to move

with their eyes closed which encourages the sensory systems to work together. Students can use such experiences to describe how

they felt and what movement they were aware of. Teachers can introduce correct terminology to describe these effects. Teachers

should praise students who ask for help and create a culture where it is OK to struggle, and it is OK to ask a partner or the teacher

for help – this is part of an effective learning process. The teacher should provide opportunity for students to comment on

performances highlighting one or two good things and how these made the performance better than previously.

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


[133]

GRADE 1 UNIT ACTIVITY: LEARNING THROUGH ACTIVE PLAY 1, 2, 3, 4, 5

Learning outcomes:












on their bodies











G(KG-3) 3.1.6 Show a sense of social justice and recognise and deal with unfair behaviour



Students learn

about:

Fundamental movement skills such as walking, running, jumping galloping and skipping (locomotor skills), should be

focused and developed. Sending and receiving skills practised in isolation should be applied in active play and students

should be taught an awareness of effort, space and time to send and complete a pass to a partner. Target games can still be

played, but the concept of invasion games and net games can be introduced. For invasion basic defending tactics in 2v1 or

3v1 situations can be introduced (defend the sender or defend the receiver) as well as basic attacking tactics (make an

angle for the pass, ‘give and go’). For net games students should learn side to side tactics. Students should develop spatial

orientation and visual perception and be able to run and turn and move in different directions – forwards, backwards and

side to side to receive a pass). They should know how to balance and coordinate limbs when moving. Students should

be able to describe what is happening to their physical development, such as height and what they are capable of that

they couldn’t do in Kindergarten. Students should learn and respond to safety rules of the environment in which they

are working, and they should be able to collect and return equipment in a safe and responsible manner. Students

should be taught to ask for help if they need it. They should be taught healthy habits for warming up and cooling

down, which are important to prepare for exercise and to prevent injury as well as how to respond when there is an

accident, from minor cuts and bruises, to more serious situations. They should also respect the basic rules of any game

they play and learn that rules are for safety and fairness. Festivals such as National Sport week should be celebrated,

and students of this age should be excited and participate fully. Social skills should be taught so that no individual is

left out of activity and students should be taught how to work cooperatively, socially, fairly (applying rules) and

inclusively in pairs and in small groups - taking turns, praising and encouraging each other. These qualities should be

highlighted in terms of developing a positive sense of personal identity.

Description of

teaching and


Any activities designed to promote opportunities to practice fundamental movement skills should be encouraged. At



sphere with them to avoid collisions. Equipment should be used that students must manipulate in terms of passing

and catching, rolling. Teachers should provide plenty of opportunity to play as attacker and defender in invasion


[134]

games. For net games students can start by sliding a bean bag between a ‘gate’ (e.g. two cones) and try out basic tactics

of sending the bean bag side to side. Teachers can introduce correct terminology to describe these effects. Teachers

should praise students who ask for help and create a culture where it is OK to struggle, and it is OK to ask a partner or

the teacher for help – this is part of an effective learning process. The teacher should provide opportunity for students

to comment on performances highlighting one or two good things and how these made the performance better than

previously. In Kindergarten children will usually play separately and then come together for a short time to play a

game. They may then separate and play on their own again. In Grade 1 students should play more cooperatively.

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


[135]


Learning outcomes:





moves; how it moves; and with whom or what.




G(KG-3) 2.2.2 participate in regular physically active play and explain how it keeps individuals healthy and well;





Students learn

about:

As children grow stronger they will continue to demonstrate greater control and stability in movement; children should

learn to socialise and work in unfamiliar groups, so they do not always seek the same friends for activity; rules that

teachers introduce should be related to safe practice and fair play which keeps children safe and feeling safe and can

help reduce anxiety; children should learn that sharing with others and managing adverse feelings helps us feel good

and keeps us healthy in our minds, not just our bodies; students should also learn about the effects of exercise on their

bodies which can also include knowledge of their muscles (including the heart) and bones getting stronger, how

exercise helps ‘lubricate’ the joints and that it raises our mood; knowledge of strong muscles, bones and joints should

also be associated with an understanding of where the body moves, how it moves, and with whom or what,

reinforcement about active play and how it keeps individuals healthy and well should be made; students should learn

that being healthy is more than just the absence of disease, it is also about feeling well or feeling good about

themselves in and through physical activity; the term ‘positive attitudes’ should be understood and can be discussed in

relation to physical activity and learning about health.

Description of

teaching and


As children’s motor skills (gross motor and fine motor skills) improve a greater number of activities can be selected that

include moving with equipment – examples include ball in a cup games, beach volleyball, target games, crab football,

poison ball, Hula Hut etc. Games specific to the Qatari culture should also be played. Sometimes working groups

should be determined by the teacher and not only selected by children so that children will not just seek out the same

groups each time. Variations of Tag games that require children to freeze until someone crawls through their legs can

be played, Children should be active for most of the lesson with little teacher talk. Any talking or information provided

by the teacher should be during rest periods between activity. Any games that are played should be organised to

maximise participation and therefore maximise physical activity. New terminology might include ‘healthy’, ‘well’,

names of certain muscles, ‘bones’, ‘joints’, ‘disease’, ‘attitudes’ etc.

Competency


Competency


Possible cross-


Links with other

subjects: Science


[136]


Learning outcomes:








G(KG-3) 2.1.1 Recognise situations and opportunities to promote health and wellbeing



on their bodies













Students learn

about:

Fundamental movement skills such as walking, running, jumping, pushing, pulling sending and receiving, galloping

and skipping skills should be developed and many embedded. Students should develop spatial orientation and visual

perception and be able to run and turn and move in different directions – forwards, backwards and side to side. They


be taught to develop manipulative skills such as striking (e.g swinging a bat to hit a ball), throwing and catching,

kicking, rolling or dribbling (a ball), volleying (a ball back and forth to another person, either with the hands or a

racquet) and bouncing a ball. Students should be able to describe what is happening to their physical and social

development, such as having a best friend, height, relationships, and what they are capable of that they couldn’t do in

Kindergarten or grade 1. Students should learn and respond to safety rules of the environment in which they are

working, and they should be able to collect and return equipment in a safe and responsible manner. Students should

be taught to ask for help if they need it. They should be taught healthy habits for warming up and cooling down,

which are important to prepare for exercise and to prevent injury as well as how to respond when there is an

accident, from minor cuts and bruises, to more serious situations. Festivals such as National Sport week should be




Description of

teaching and




much formal teaching. Equipment for manipulative skills should be wide and varied such as scarves, bean bags,

sponge balls, airflow balls, hoops, stuffed toys, balloons and beach balls etc. Students should be challenged to move in

different directions carrying their body-space or sphere with them to avoid collisions. This should be experienced in

part-room space and then room space to develop awareness of others. Students can be challenged to move with their

eyes closed which encourages the sensory systems to work together. Students can use such experiences to describe

how they felt and what movement they were aware of. Teachers can introduce correct terminology to describe these

effects. Teachers should praise students who ask for help and create a culture where it is OK to struggle, and it is OK to

ask a partner or the teacher for help – this is part of an effective learning process.


[137]

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:






















Students learn

about:


focused and developed. Students should develop spatial orientation and visual perception and be able to run and turn

and move in different directions – forwards, backwards and side to side. They should know how to balance and

coordinate limbs when moving. Students should develop basic movement patterns of lateral motion, weight transfer,

forward motion, up and down motion, and coordinating upper and lower body movements. Students should be

taught how to lift objects safely and correctly. Students should be able to describe what is happening to their physical

development, such as height and what they are capable of that they couldn’t do in Kindergarten. Any differences

should be accepted and respected. Students should learn and respond to safety rules of the environment in which

they are working, and they should be able to collect and return equipment in a safe and responsible manner. Basic

health messages such as enough sleep, using personal hygiene practices that contribute to a healthy body and making

choices to be physically active every day should be learned and applied. Students should know how to warm up and

cool down. Students should be taught to ask for help if they need it. Festivals such as National Sport week should be



small groups - taking turns, praising and encouraging each other. Students should be able to recognise differences in

performance and compare their performances with previous ones and develop appropriate language to do so.


[138]

Description of

teaching and





sphere with them to avoid collisions. Equipment should be used that students must negotiate around, over, under and

through. This should be experienced in part-room space and selected equipment and then room space to develop

awareness of others. Students should learn to balance using small apparatus and should be able to learn longer

patterned sequences of movement which include locomotor skills (e.g. jumping - hop, step, leap, rolling) and

balancing skills – static (including inverted) and dynamic. Teachers should praise students who ask for help and

create a culture where it is OK to struggle, and it is OK to ask a partner or the teacher for help – this is part of an

effective learning process. This should also be extended to if the student feels uncomfortable about any aspect of their

participation. The teacher should provide opportunity for students to comment on performances highlighting one or

two good things and how these made the performance better than previously. Appreciating these differences in

performances, should also be highlighted and discussed in recognising individual differences.

Competency


Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:


























[139]




Students learn

about:

Fundamental movement skills should be applied and developed. Sending and receiving skills practised in isolation

should be applied in active and more formal play and students should be taught an awareness of effort, space and time to

send and complete passes to invade the space of opponents in both invasion and net games. Students should develop

spatial orientation and visual perception and be able to run and turn and move in different directions – forwards,

backwards and side to side to receive a pass). They should know how to balance and coordinate limbs when moving.

Students should be able to describe what is happening to their physical development, such as height and what they

are capable of that they couldn’t do in Kindergarten. Students should learn and respond to safety rules of the

environment in which they are working, and they should be able to collect and return equipment in a safe and

responsible manner. Students should be taught to ask for help if they need it. They should be taught healthy habits for

warming up and cooling down, which are important to prepare for exercise and to prevent injury as well as how to

respond when there is an accident, from minor cuts and bruises, to more serious situations. They should also respect

the basic rules of any game they play and learn that rules are for safety and fairness. Festivals such as National Sport

week should be celebrated, and students of this age should be excited and participate fully. Social skills should be

taught so that no individual is left out of activity and students should be taught how to work cooperatively, socially,

fairly (applying rules) and inclusively in pairs and in small groups - taking turns, praising and encouraging each other.

These qualities should be highlighted in terms of developing a positive sense of personal identity. Students should

learn to play cooperatively with each other. If conflict arises, students should be taught how it can be quickly resolved.

Children should interact more socially with each other through cooperative play and learn to work together toward a

common goal.

Description of

teaching and




much formal teaching. Basic defending tactics for invasion games can be developed in 2v1 or 3v1 situations (defend the

sender or defend the receiver) as well as basic attacking tactics (make an angle for the pass, ‘give and go’). For net games

basic tactics of side to side or forward and backward should be played. Students should be challenged to move in

different directions carrying their body-space or sphere with them to avoid collisions. Equipment should be used that

students must manipulate in terms of passing and catching, rolling, Students can use such experiences to describe



ask a partner or the teacher for help – this is part of an effective learning process. The teacher should provide

opportunity for students to comment on performances highlighting one or two good things and how these made the

performance better than previously. In Grade 2 students should play more cooperatively and recognise what

cooperative behaviour is and seek out others to play socially and actively when given the opportunity.

Competency

Development: Problem-solving, Communication, Cooperation and Participation

Competency


Possible cross-

cutting issues:

Links with other

subjects:


[140]


Learning outcomes:





moves; how it moves; and with whom or what.




G(KG-3) 2.2.2 participate in regular physically active play and explain how it keeps individuals healthy and well;

G(KG-3) 2.2.3 appreciate other behaviours (such as rest and nutrition), that link to health and wellbeing;



G(KG-3) 3.1.4 describe physical and social changes that occur as they grow older and discuss how family and community acknowledge

these;



Students learn

about:

In addition to previous learning, children should learn how other behaviours such as rest and nutrition also contribute

to how they feel and behave; they should learn about what being healthy is and how regular physical activity

contributes to health; they should be made aware of how they have developed physically and how they have improved

in the four different exercise types introduced; students should be able to use basic terminology to describe these

changes; students should learn that the amount and quality of sleep that they have can have a significant influence on

their ability to develop their fitness. Poor sleep habits can be detrimental to fitness adaptations and can result in illness;

students should learn one of the biggest factors affecting the ability to develop fitness is nutrition: if the correct type

and amount of food for their age and type of activity is followed, children will generally find that their activity will be

beneficial and make them fitter. If not, it may be that the activity they undertake wears them out very quickly and could

potentially make them ill, meaning that they will not continue; students should understand and be able to explain the

phrase ‘healthy active lifestyle’; Students should learn that the term ‘fitness’ generally refers to ‘cardiovascular’ fitness

which is the change of the heart and lungs in response to physical activity; students should be encouraged to suggest

activities for warming up and cooling down; students should learn about family and religious tradition and how values

teach us to respect ourselves and others; students should know about other effects of exercise on their bodies such as

proper functioning of the digestive system and the elimination of waste - and effects of increased blood-flow and

therefore oxygen to the cells which refreshes us.

Description of

teaching and


A greater number of activities followed can be moving with equipment e.g. balls, bean bags etc., and sending or

receiving objects. Remember teaching activities are not about developing strategy – this will take place in Games

Education – rather it is about playing games and engaging in different forms of physical activity to develop knowledge,

skills and attitudes to physical activity and health. Information provided to students can be in rest periods during their

activity.

Competency


Competency


Possible cross-


Links with other

subjects: Science


[141]


Learning outcomes:










on their bodies









Students learn

about:

Fundamental movement skills such as walking, running, jumping, pushing, pulling sending and receiving, galloping

and skipping skills should be developed and many embedded. Students should develop spatial orientation and visual

perception and be able to run and turn and move in different directions – forwards, backwards and side to side. They


be taught to develop manipulative skills such as striking (e.g swinging a bat to hit a ball), throwing and catching,

kicking, rolling or dribbling (a ball), volleying (a ball back and forth to another person, either with the hands or a

racquet) and bouncing a ball. Students should be able to describe what is happening to their physical and social

development, such as having a best friend, height, relationships, and what they are capable of that they couldn’t do in

Kindergarten or grade 1. Students should learn and respond to safety rules of the environment in which they are

working, and they should be able to collect and return equipment in a safe and responsible manner. Students should

be taught to ask for help if they need it. They should be taught healthy habits for warming up and cooling down,

which are important to prepare for exercise and to prevent injury as well as how to respond when there is an

accident, from minor cuts and bruises, to more serious situations. Festivals such as National Sport week should be




Description of

teaching and




much formal teaching. Equipment for manipulative skills should be wide and varied such as scarves, bean bags,

sponge balls, airflow balls, hoops, stuffed toys, balloons and beach balls etc. Students should be challenged to move in

different directions carrying their body-space or sphere with them to avoid collisions. This should be experienced in

part-room space and then room space to develop awareness of others. Students can be challenged to move with their

eyes closed which encourages the sensory systems to work together. Students can use such experiences to describe



ask a partner or the teacher for help – this is part of an effective learning process.

Competency


Competency



[142]

Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:











G(KG-3) 2.2.4 Are able to overcome negative emotions










Students learn

about:


focused and developed. Students should develop spatial orientation and visual perception and be able to run and turn

and move in different directions – forwards, backwards and side to side. They should know how to balance and

coordinate limbs when moving. Students should develop basic movement patterns of lateral motion, weight transfer,

forward motion, up and down motion, and coordinating upper and lower body movements. Students should be

taught how to lift objects safely and correctly. Students should be able to describe what is happening to their physical

development, such as height and what they are capable of that they couldn’t do in Kindergarten. Any differences

should be accepted and respected. Students should learn and respond to safety rules of the environment in which

they are working, and they should be able to collect and return equipment in a safe and responsible manner. Basic

health messages such as enough sleep, using personal hygiene practices that contribute to a healthy body and making

choices to be physically active every day should be learned and applied. Students should know how to warm up and

cool down. Students should be taught to ask for help if they need it. Festivals such as National Sport week should be



small groups - taking turns, praising and encouraging each other. Students should be able to recognise differences in

performance and compare their performances with previous ones and develop appropriate language to do so.

Description of

teaching and





sphere with them to avoid collisions. Equipment should be used that students must negotiate around, over, under and

through. This should be experienced in part-room space and selected equipment and then room space to develop

awareness of others. Students should learn to balance using small apparatus and should be able to learn longer

patterned sequences of movement which include locomotor skills (e.g. jumping - hop, step, leap, rolling) and


[143]

balancing skills – static (including inverted) and dynamic. Teachers should praise students who ask for help and

create a culture where it is OK to struggle, and it is OK to ask a partner or the teacher for help – this is part of an

effective learning process. This should also be extended to if the student feels uncomfortable about any aspect of their

participation. The teacher should provide opportunity for students to comment on performances highlighting one or

two good things and how these made the performance better than previously. Appreciating these differences in

performances, should also be highlighted and discussed in recognising individual differences.

Competency


Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:












G(KG-3) 2.2.4 Are able to overcome negative emotions






G(KG-3) 3.1.6 Show a sense of social justice and recognise and deal with unfair behaviour






Students learn

about:

Fundamental movement skills should be applied and developed. Sending and receiving skills practised in isolation

should be applied in active and more formal play and students should be taught an awareness of effort, space and time to

send and complete passes to invade the space of opponents in both invasion and net games. Students should develop

spatial orientation and visual perception and be able to run and turn and move in different directions – forwards,

backwards and side to side to receive a pass). They should know how to balance and coordinate limbs when moving.

Students should be able to describe what is happening to their physical development, such as height and what they

are capable of that they couldn’t do in Kindergarten. Students should learn and respond to safety rules of the

environment in which they are working, and they should be able to collect and return equipment in a safe and

responsible manner. Students should be taught to ask for help if they need it. They should be taught healthy habits for

warming up and cooling down, which are important to prepare for exercise and to prevent injury as well as how to


[144]

respond when there is an accident, from minor cuts and bruises, to more serious situations. They should also respect

the basic rules of any game they play and learn that rules are for safety and fairness. Festivals such as National Sport

week should be celebrated, and students of this age should be excited and participate fully. Social skills should be

taught so that no individual is left out of activity and students should be taught how to work cooperatively, socially,

fairly (applying rules) and inclusively in pairs and in small groups - taking turns, praising and encouraging each other.

These qualities should be highlighted in terms of developing a positive sense of personal identity. Students should

learn to play cooperatively with each other. If conflict arises, students should be taught how it can be quickly resolved.

Children should interact more socially with each other through cooperative play and learn to work together toward a

common goal.

Description of

teaching and




much formal teaching. Basic defending tactics for invasion games can be developed in 2v1 or 3v1 situations (defend the

sender or defend the receiver) as well as basic attacking tactics (make an angle for the pass, ‘give and go’). For net games

basic tactics of side to side or forward and backward should be played. Students should be challenged to move in

different directions carrying their body-space or sphere with them to avoid collisions. Equipment should be used that

students must manipulate in terms of passing and catching, rolling, Students can use such experiences to describe



ask a partner or the teacher for help – this is part of an effective learning process. The teacher should provide

opportunity for students to comment on performances highlighting one or two good things and how these made the

performance better than previously. In Grade 2 students should play more cooperatively and recognise what

cooperative behaviour is and seek out others to play socially and actively when given the opportunity.

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:

Appendix 4: Primary Stage

[145]

APPENDIX 4 PRIMARY STAGE




Appendix 443: Primary Stage – Curriculum mapping

[146]

Stra

nd

Sub

-st

ran

d

Primary Stage G(4-6)

Gam

es

Edu

cati

on

Exp

ress

ive

B

od

y

Mo

vem

en

t

Ath

leti

c A

ctiv

ity

Ph

ysic

al

Act

ivit

y

& H

eal

th

Learning Outcome

1.

Mo

vin

g Li

tera

tely

1.1

Mo

vem

ent

Skill

s

G(4-6) 1.1.1 Master specialised movement skills in isolation and combination x x x G(4-6) 1.1.2 Apply skills in a variety of movement sequences and situations x x x G(4-6) 1.1.3 Orientate and control their body positions in maintaining a desired shape in a stationary position

x

G(4-6) 1.1.4 Use core strength to maintain balance and control of their body whilst moving through space in different ways

x x x

1.2

Mov

emen

t C

once

pts

G(4-6) 1.2.1 Move systematically and sequentially with control and accuracy of movement, internalising prior learning and experiences

x x x

G(4-6) 1.2.2 Manipulate and modify elements of effort, space, time and people x x x G(4-6) 1.2.3 Give force to objects or receive force from objects in sending, receiving or retaining objects

x x

1.3

Mo

vem

ent

Stra

tegy

G(4-6) 1.3.1 Select and combine suitable movement skills, compositional principles and the principles of attack and defence

x x x

G(4-6) 1.3.2 Know strengths and weaknesses of performance and use feedback and appropriate terminology to build on strengths and work to overcome weaknesses

x x x x

G(4-6) 1.3.3 Develop consistency, fluency and precision in specific techniques that develop agility, whole balance and coordination

x x x

2.

Lead

ing

Hea

lth

y Sa

fe a

nd

Act

ive

Live

s

2.1

Val

uin

g

Ph

ysic

al A

ctiv

ity

G(4-6) 2.1.1 Plan and practise strategies to promote health and wellbeing x x x x G(4-6) 2.1.2 Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours

x x x

G(4-6) 2.1.3 Make effective use of leisure time and attend extra-curricular clubs x x x x G(4-6) 2.1.4 Develop positive attitudes to participating socially in regular physical activity and show enthusiasm for participating in festival and sporting events

x x x x

G(4-6) 2.1.5 Explain and adhere to the components of healthy active lifestyles x x x x

2.2

Ph

ysic

al

Act

ivit

y fo

r H

ealt

h a

nd

Wel

lbei

ng

G(4-6) 2.2.1 Participate in physical activities designed to enhance fitness and health x x x x G(4-6) 2.2.2 Develop a participation plan and explore the impact regular activity can have on fitness, health and wellbeing

x x x x

G(4-6) 2.2.3 Explain the different contribution individuals can make to the wellbeing of their local communities

x x x x

2.3

Man

agin

g R

isk

and

Saf

ety G(4-6) 2.3.1 Plan and practise strategies to promote safety x x x

G(4-6) 2.3.2 Know and make appropriate use of risk and danger awareness x x x G(4-6) 2.3.3 Respect basic health and hygiene rules x x x G(4-6) 2.3.4 Know and apply procedures in the case of accidents or other difficult situations

x x x

G(4-6) 2.3.5 Understand safety methods and conventions for different activity contexts including the importance of appropriate clothing

x x x

G(4-6) 2.3.6 Use physical education equipment safely and responsibly x x x G(4-6) 2.3.7 Apply rules and methods for safe lifting and handling x x x G(4-6) 2.3.8 Use personal protective equipment as required x

3.

Bu

ildin

g C

har

acte

r

3.1

Cu

ltu

ral a

nd

Per

son

al Id

enti

ty

G(4-6) 3.1.1 Participate in physical activities from their own and others’ cultures and examine how involvement creates community connections and intercultural understanding

x x

G(4-6) 3.1.2 Demonstrate respect and tolerance and appreciate their own culture, as well as the values, beliefs and cultures of others

x x x

G(4-6) 3.1.3 Develop and apply coping strategies to address personal and social changes

x x x

G(4-6) 3.1.4 Practise skills to establish and manage relationships x G(4-6) 3.1.5 Take on different roles beyond active participant x x x

3.2

C

om

mu

nic

atio

n

and

C

oo

per

atio

n G(4-6) 3.2.1 Participate positively and fairly in individual and team competitions by

encouraging others and negotiating roles and responsibilities x x x

G(4-6) 3.2.2 Manage and solve conflicts constructively by learning how to be magnanimous in victory and gracious in defeat

x x

G(4-6) 3.2.3 Sustain opinion in a civil way and to negotiate compromise and adopt win-win situations

x

3.3

A

pp

reci

atin

g

Mo

vem

ent

Aes

thet

ical

ly G(4-6) 3.3.1 Use appropriate language to demonstrate appreciation of performance in

various movement contexts x x x

G(4-6) 3.3.2 Monitor their own and others progress in learning and make necessary adjustments

x x x

G(4-6) 3.3.3 Use feedback in a positive yet developmental way that is sensitive to the feelings of others

x x x


[147]

The Physical Education Curriculum Sequence is designed to guide teachers about what to teach and when throughout the school year. It is ‘a way’ not ‘the way’. The framework includes units with the

number of weeks identified and is based on a 34-week programme. The activities, however are scheduled over 28 weeks. This is to allow openness and flexibility for teachers to extend the length of

activities to ensure outcomes have been achieved. It also allows flexibility to consider the varying Ramadan and Eid al-Fitr Holidays each year. The units are in no specific order. The order of these units

and the allotted time, therefore can be altered based on student needs. In all units, teachers should continuously advocate the benefits of physical activity as part of a healthy and active lifestyle and

provide as much opportunity as possible for students to be active in lessons and after school.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Mid

-Y

ea

r

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34


and health 1

Games Education 1 Games Education 2 Games Education 3 Games Education 4 Games Education 5 Learning about physical activity and

health 2 Flexibility is provided to allow unit extension based

on student progress and student learning needs

G4 Expressive Body Movement Athletic Activity 1 Athletic Activity 2 Games Education 6


and health 1


health 2 G5 Expressive Body Movement Athletic Activity 1 Athletic Activity 2 Games Education 6


and health 1


health 2 G6 Expressive Body Movement Athletic Activity 1 Athletic Activity 2 Games Education 6

Notes:

1. The recommended time allocation for the Primary Stage is 2 x 1 hour of physical education per week.

1. The outcomes are sequenced by stage. In the following unit examples the outcomes are also sequenced by grade. Teachers have the openness and flexibility to sequence the outcomes in the

respective units, as well as change or introduce content to the outline content indicated.

2. Many outcomes are repeated in various units and repeated in the different grades. When an outcome is first planned the learners are ‘focusing’ (F) on the learning outcomes. In subsequent units they

will be ‘developing’ (D) the learning outcomes. When students can apply learning from one activity context to another then the learning is ‘embedded’ (E). Students who are extended because they

have mastered learning will then be challenged to ‘work at greater depth’ (GD). Teachers could indicate in their planning whether learning outcomes planned are F, D, E or GD.

3. The first and last four weeks of the annual programme indicate time allocated to a focus on ‘Learning about physical activity and health’. This focus should be integral to all activities.

4. The remaining areas are 1. Games Education; 2. Expressive Body Movement; 3. Athletic Activity.

5. The Games Education (GE) Units provide flexibility so that GE1 and GE2 could be different activities (e.g. football and basketball) or the same activity (e.g. basketball).


Appendix 4: Primary Stage – Indicative unit content

[148]


Learning outcomes:

G(4-6) 1.1.1 master specialised movement skills in isolation and combination;

G(4-6) 1.2.2 manipulate and modify elements of effort, space, time and people;

G(4-6) 2.2.1 participate in physical activities designed to enhance fitness and health;

G(4-6) 2.1.4 develop positive attitudes to participating socially in regular physical activity and show enthusiasm for

participating in festivals and sporting events;

G(4-6) 2.3.5 understand safety methods and conventions for different activity contexts including the importance of

appropriate clothing;

G(4-6) 3.1.4 practise skills to establish and manage relationships;

G(4-6) 3.3.2 monitor their own and others progress in learning and make necessary adjustments;


Students learn

about:

Students participate in fun activities designed to raise the heart rate and breathing rate; they develop specialised skills

for fitness such as how to safely prepare for and perform press-ups, sit-ups and core strength exercises and why

appropriate clothing and footwear is important for hygiene and prevention of accidents; they learn about the

differences and commonalities between fitness and health; they work enthusiastically as individuals, in pairs and small

groups to develop social skills and learn about the benefits of regular physical activity; they learn to modify effort for

the different exercises which can also help safety awareness.

Description of

teaching and


Activities should include fun and active activities/games that raise the students’ heart rate and breathing rate. Teachers

should ensure a pace to teaching that means students are not inactive for more than 1-2 minutes at a time. Individual

fitness activities can be undertaken, but paired competitions or group competitions can be organised. Any information

provided by the teacher or questions posed to students should take place in recovery time.

Competency


Competency

Enabler:

Numeracy, Literacy – students will need to use numeracy skills (counting, adding, averaging) and appropriate

language to access learning in fitness activities related to health.

Possible cross-


Links with other

subjects: Science, ICT

GRADE 4 GAMES EDUCATION: INVASION GAMES 1,2,3,4

Learning outcomes:

G(4-6) 1.1.1 Master specialised movement skills in isolation and combination

G(4-6) 1.1.2 Apply skills in a variety of movement sequences and situations

G(4-6) 1.2.3 Give force to objects or receive force from objects in sending, receiving or retaining objects

G(4-6) 1.3.1 Select and combine suitable movement skills, compositional principles and the principles of attack and

defence

G(4-6) 1.3.2 Know strengths and weaknesses of performance and use feedback and appropriate terminology to build

on strengths and work to overcome weaknesses

G(4-6) 2.1.4 Develop positive attitudes to participating socially in regular physical activity and show enthusiasm for

participating in festival and sporting events

G(4-6) 2.2.1 Participate in physical activities designed to enhance fitness and health

G(4-6) 2.3.4 Know and apply procedures in the case of accidents or other difficult situations

G(4-6) 2.3.5 Understand safety methods and conventions for different activity contexts including the importance of

appropriate clothing

G(4-6) 2.3.6 Use physical education equipment safely and responsibly

G(4-6) 3.1.4 Practise skills to establish and manage relationships

G(4-6) 3.2.1 Participate positively and fairly in individual and team competitions by encouraging others and

negotiating roles and responsibilities


[149]

G(4-6) 3.3.1 Use appropriate language to demonstrate appreciation of performance in various movement contexts



Students learn

about:

Student should apply skills learned and developed in the Early Childhood Stage, in more specialised and complex

games and specific sports. Students should generate momentum for sending by always stepping into the pass. They

should learn to coordinate their actions so that force received from incoming objects are lessened. Basic principles of

attack e.g. width and depth, and defence e.g. delay should be learned and applied in different sports e.g. basketball,

football and handball. Movement concepts with and without the ball such as speed and change of direction should be

learned and the movement of body and limbs should coordinate to retain objects. Students should be aware of their

movement capabilities and use correct terminology to feedback in a positive way about strength and weaknesses.

Accident prevention should be taught in terms of safe practice in the sport as well revising/learning the accident

procedures in the context of sports and the school. Students should learn that it is important to cooperate and

encourage others before, during and after activity and how this helps individuals to look forward to participating.

Students should learn about the fitness and health benefits arising from the activities/sports followed e.g.

development of stamina, strength, speed and skill.

Description of

teaching and


Skills can be developed in isolation and combination but should be contextual to the game. Small-sided games, 2v2 /

3v2 / 3v3, Scenarios / small tournaments become the contexts for the development of specialised skill, concepts and

strategy. Constant references to health and fitness and building character should be made during the plating of games.

Intervals between games or in timeout situations can be used for individuals and groups to identify and improve

strengths and weaknesses of their performance respectively.

Competency

Development: Literacy, Problem-solving, Communication, Cooperation and Participation

Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:

GRADE 4 GAMES EDUCATION: NET GAMES 5 AND 6

Learning outcomes:





defence




G(4-6) 2.3.4 Know and apply procedures in the case of accidents or other difficult situations









Students learn

about:

Everything learned in the invasion games units is adapted and applied in the context of net games. Student should

apply skills learned and developed in the Early Childhood Stage, in more specialised and complex games and specific

sports. Students should generate momentum for sending by always stepping into the sending skill. They should learn


[150]

to coordinate their actions so that force received from incoming objects are lessened e.g. the dig pass in volleyball.

Basic principles of attack (e.g. send the implement to where your opponent isn’t and moving your opponent from side

to side) and defence (e.g. positioning and denying space) should be learned.

Movement concepts with and without the ball such as speed and change of direction should be learned and the

movement of body and limbs should coordinate in relation to the object. Students should be aware of their movement

capabilities and use correct terminology to feedback in a positive way about strength and weaknesses. Accident

prevention should be taught in terms of safe practice in the sport as well revising/learning the accident procedures in

the context of sports and the school. Students should learn that it is important to cooperate and encourage others

before, during and after activity and how this helps individuals to look forward to participating. Students should learn

about the fitness and health benefits arising from the activities/sports followed e.g. development of stamina, strength,

speed and skill.

Description of

teaching and


Skills can be developed in isolation and combination but should be contextual to the game and dependent on the

activity e.g. badminton / volleyball. Small-sided games, 1v1 / 2v2 etc. become the contexts for the development of

specialised skill, concepts and strategy. Constant references to health and fitness and building character should be

made during the plating of games. Intervals between games or in timeout situations can be used for individuals and

groups to identify and improve strengths and weaknesses of their performance respectively.

Competency


Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:

GRADE 4 EXPRESSIVE BODY MOVEMENT

Learning outcomes:



G(4-6) 1.1.3 Orientate and control their body positions in maintaining a desired shape in a stationary position

G(4-6) 1.1.4 Use core strength to maintain balance and control of their body whilst moving through space in different

ways


defence




G(4-6) 2.3.7 Apply rules and methods for safe lifting and handling

G(4-6) 3.1.5 Take on different roles beyond active participant




Students learn

about:

Balances – points and patches, tension and extension, clarity of body shape, jumps, rolls, fluency, symmetry,

asymmetry should all be learned. Students should learn how to lift and handle equipment and apparatus safely,

especially bent knees, head up and a straight back and timing the lift if two or more people are lifting and carrying. The

role of a coach in feeding back to the performer using appropriate language sensitive to the performers needs can be

introduced and developed. Fitness can be contrasted to games in terms of the strength endurance required to hold

balances stable (especially inverted balances). The importance of core strength should be recognised and knowledge

of how core strength can be developed should be learned. Identifying strengths and weaknesses of performance

should be developed in an expressive movement context.


[151]

Description of

teaching and


Individual floorwork, small apparatus (mats and benches), short sequences. Students can work in pairs, which allows

rest time between performances in which feedback can be provided to improve. The teacher can input the skills and

compositional strategies overtime. Each input can be practised in isolation and then integral to the sequence. This

naturally results in problems to solve regarding fluency and accuracy of movement and students must be creative in

their response.

Competency

Development: Creative and Critical Thinking, Problem-solving, Communication, Cooperation and Participation

Competency

Enabler: Numeracy, Literacy,

Possible cross-

cutting issues:

Links with other

subjects:

GRADE 4 UNIT: ATHLETIC ACTIVITY 1 AND 2

Learning outcomes:




ways

G(4-6) 1.2.2 Manipulate and modify elements of effort, space, time and people






terminology to build on strengths and work to overcome weaknesses


G(4-6) 2.3.2 Know and make appropriate use of risk and danger awareness








Students learn

about:

Sprinting action (head, body, arms, legs), acceleration, maintaining form

Jumping, run up, take off, flight, landing

Distance running (middle / long).

Throwing – three types – pull, push, sling.

Safety considerations for all activities should be taught and applied by students when carrying out activities. Students

should know how to identify risk and make suggestions of how to reduce the danger of accidents happening.

The role of a coach can be developed in terms of feeding back in a different activity.

Description of

teaching and


Running (sprinting), individual and group competition; starts, timing over 10m, explore body position, lean,

Jumping (for height and distance) practise the whole and individual components, compare and contrast, investigate

the preferred leg for take-off, link acceleration from sprints to jumping.

Conversation-pace running, steady state running, judging-pace running, starts, sprint finish, pace differential

Throwing - Students can compare similarities and differences of the three different types of throw.

Safety considerations for all activities should be developed and suggested by students. Students should demonstrate

an awareness of safety in all activities, especially throwing.


[152]

Competency

Development: Inquiry and Research

Competency

Enabler: Numeracy, Literacy, Communication, Cooperation and Participation

Possible cross-

cutting issues:

Links with other

subjects:


[153]


Learning outcomes:



G(4-6) 2.1.1 plan and practise strategies to promote health and wellbeing;


G(4-6) 2.3.3 respect basic health and hygiene rules;



G(4-6) 3.1.4 practise skills to establish and manage relationships;

G(4-6) 3.1.5 take on different roles beyond active participant.



Students learn

about:

In addition to Grade 4 students can develop exercises that develop skill combinations e.g. running and turning,

burpees, counter rotation and core strength exercises that develop coordination; they learn about what fitness is and

use knowledge of science to explain what is happening to various body systems – e.g. circulatory system and how this

impacts on health; they learn that fitness is a personal activity, but can be more enjoyable if practised in social groups;

students take on roles such as coach (support, encouragement and feedback), as well as a recorder who can count the

number of various exercise repetitions, or record the time taken for various running activities / tests; they can use these

measures to monitor each other’s progress, but also to be aware of and monitor each other’s values and attitudes to

developing personal fitness and health; finally students draw on their activity experiences to develop ideas and

strategies for how they can promote health and wellbeing in their own lives. Teachers should share the physical

activity levels recommended by the Qatari government and make the distinction between ‘being well’ or healthy and

wellbeing – the ‘high’ that can be promoted after exercise and the ‘feel good’ factor. Moderate to vigorous activity

should be explained.

Description of

teaching and





provided by the teacher or questions posed to students should take place in recovery time.

Competency


Competency


Possible cross-


Links with other



Learning outcomes:


G(4-6) 1.2.1 Move systematically and sequentially with control and accuracy of movement, internalising prior

learning and experiences




defence


[154]



G(4-6) 1.3.3 Develop consistency, fluency and precision in specific techniques that develop agility, whole balance and

coordination

G(4-6) 2.1.2 Recognise how media and important people in the community influence personal attitudes, beliefs,

decisions and behaviours

G(4-6) 2.1.3 Make effective use of leisure time and attend extra-curricular clubs





G(4-6) 3.1.1 Participate in physical activities from their own and others’ cultures and examine how involvement

creates community connections and intercultural understanding

G(4-6) 3.1.2 Demonstrate respect and tolerance and appreciate their own culture, as well as the values, beliefs and

cultures of others









Students learn

about:

Students should learn about fair play, rules, basic principles of play (Attack - mobility, penetration; Defence –

concentration, depth, balance). Knowledge of strengths and weaknesses of performance learned in grade 4 should

now be applied overtime to monitor and adjust progress. Appropriate language should be learned, and this should be

used sensitively when feeding back to others. In competition students should learn to take on different roles and

develop the skills to ensure relationships stay healthy such as listening, taking turns to speak, remaining calm and

suggesting solutions to problems rather blaming others for the problem. Students should be taught that to develop

performance and to be physically active as part of a healthy active lifestyle they should attend extra-curricular and/or

community clubs

Description of

teaching and


Small-sided games, 2v2 / 3v2 / 3v3, Scenarios / small tournaments. A brief history and background of the sports can

be provided and how they are important to the culture of Qatar. Respect and tolerance can be discussed in small

groups in terms of how they might manifest themselves in student behaviour before, during and after the games. The

teacher can set expectations for such behaviour but ensure students also take individual and collective responsibility

for their actions. The teacher can promote extra-curricular clubs at school or even invite a coach from e.g. Aspire to

speak to students to encourage them to be more active.

Competency

Development: Problem solving, Literacy, Communication, Cooperation and Participation

Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:


[155]


Learning outcomes:







defence




coordination




G(4-6) 2.1.5 Explain and adhere to the components of healthy active lifestyles





cultures of others









Students learn

about:

Students should learn about fair play, rules, basic principles of play (Attack – forward and back, stance/formation;

Defence – stance/formation, covering angles). Knowledge of strengths and weaknesses of performance learned in

grade 4 should now be applied overtime to monitor and adjust progress. Appropriate language should be learned, and

this should be used sensitively when feeding back to others. In competition students should learn to take on different

roles and develop the skills to ensure relationships stay healthy such as listening, taking turns to speak, remaining

calm and suggesting solutions to problems rather blaming others for the problem. Students should be taught that to

develop performance and to be physically active as part of a healthy active lifestyle they should attend extra-curricular

and/or community clubs

Description of

teaching and


Small-sided games, 1v1 / 2v2 / 3v3 depending on the activity. Scenarios / small tournaments. A brief history and

background of the sports can be provided and how they are important to the culture of Qatar. Respect and tolerance

can be discussed in small groups in terms of how they might manifest themselves in student behaviour before, during

and after the games. The teacher can set expectations for such behaviour but ensure students also take individual and

collective responsibility for their actions. The teacher can promote extra-curricular clubs at school or even invite a

coach from e.g. Aspire to speak to students to encourage them to be more active.

Competency

Development: Problem solving, Literacy, Communication, Cooperation and Participation

Competency

Enabler: Numeracy

Possible cross-

cutting issues:


[156]

Links with other

subjects:

GRADE 5 UNIT: EXPRESSIVE BODY MOVEMENT

Learning outcomes:





ways





defence




coordination







G(4-6) 2.3.7 Apply rules and methods for safe lifting and handling




cultures of others







Students learn

about:

Balances (points and patches, inverted, partner – support and counter), tension and extension, clarity of body shape,

jumps, rolls, fluency, symmetry, asymmetry, unison, canon, synchronisation. These movement skills and

compositional strategies should be combined to develop longer and more varied sequences of movement. The

movement should be fluent, controlled and accurate. All equipment and apparatus should be used safely, and

tolerance and respect learned in games should be applied to expressive movement contexts as well as how they

impact relationships. Students should learn how individuals can such as teachers, coaches and themselves can

contribute to the wellbeing of their communities, not just Doctors or people who work in health care. Students should

be made aware of people who influence and how their own behaviours can influence younger students.

Description of

teaching and


Individual floorwork, partner work, small apparatus (mats and benches), larger apparatus (as available), more

complex sequences of approximately 1 minute. Conditioning activities can be devised by the teacher e.g. ‘dish’ and

‘arch’, ‘stomach crunchies’ and the ‘plank’ to help students perform balances and dynamic movements that require

core strength. Opportunity to lift and carry equipment should be shared between students from week to week.

Competency

Development: Creative and Critical Thinking, Problem-solving


[157]

Competency


Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:




ways







coordination











cultures of others








Students learn

about:

Sprinting action (head, body, arms, legs), acceleration, maintaining form, start and finish technique. Newton’s third

law which states that ‘every action has an equal and opposite reaction’ should be applied from Science lessons.

Jumping, run up (acceleration and speed linked to sprinting), take off (the relationship between height and distance),

flight (shape in the air and how it helps increase height or distance), landing (safely)

Distance running – rhythm, differential pace as a tactic.

Throwing – students should learn how effort applied over time equals power and apply this to the different types of

throw.

Movement actions should be balanced and coordinated. Athletic activity can be explored culturally in terms of

countries who always produce the best long-distance runners, the best sprinters or the best high jumpers. Students

should learn to respect different countries culture (which is different to agreeing with it) and learn how athletic

activity (sport) can transcend culture. Positive attitudes should be conveyed before, during and after competition and

the resulting behaviours can be discussed.


[158]

Learning introduced in Expressive Movement regarding community connections, influencers, safety, attitudes and

behaviour etc., can be applied and developed in an athletic activity context.

Description of

teaching and


Running (sprinting), individual and group competition; starts, timing over 10m, explore different body positions in the

starting position and then in the lean whilst accelerating. Dip finishes can be taught in isolation over a short distance ,

dip finish, rules of competition

Jumping (for height and distance) practise the whole and individual components, compare and contrast, investigate

the preferred leg for take-off, link acceleration from sprints to jumping, sequencing action – especially hips


Throwing: Pulling, pushing, slinging, similarities, differences

Students should explore the relationship between effort and time in terms of the explosive events such as running,

jumping and throwing and contrast this to distance running.

Tolerance can be explored further in terms a willingness to accept behaviour and beliefs that are different from your

own, although you might not agree with or approve of them; whilst respect can be explored in terms of an admiration

felt or shown for someone or something that you believe has good ideas or qualities. This learning can be applied

when taking on the role of a coach and feeding back to others using appropriate terminology.

Competency

Development: Inquiry and Research, Problem-solving, Communication, Cooperation and Participation

Competency

Enabler: Numeracy, Literacy,

Possible cross-

cutting issues:

Links with other

subjects:


[159]


Learning outcomes:



G(4-6) 2.2.2 develop a participation plan and explore the impact regular activity can have on fitness, health and

wellbeing;

G(4-6) 2.2.3 explain the different contribution individuals can make to the wellbeing of their local communities.



G(4-6) 3.1.5 take on different roles beyond active participant.

G(4-6) 3.1.3 develop and apply coping strategies to address personal and social changes;



Students learn

about:

Students should be have sufficient movement competence that they perform the fitness and health exercises safely

and correctly and apply what they known to any new exercises introduced; they should learn about the different

components of fitness and how they can be developed to promote health; they learn about coaches, personal trainers,

health educators and physical education teachers and how they can all contribute to the health and wellbeing of

Qatari society; they develop their roles including that of an advocate for a physically active lifestyle; students learn that

classmates will develop at a different rate and that any fitness scores are not a true comparison because of the personal

changes they may be experiencing; coping strategies such as conversation about how physical activity and social skills

can address such experiences, including the importance of clean sports wear and personal hygiene due to perspiration

should be taught; monitoring progress skills should be further developed in Grade 6.

Description of

teaching and





provided by the teacher or questions posed to students should take place in recovery time. Reference to pre-season

training and sports celebrities can be made.

Competency


Competency


Possible cross-


Links with other



Learning outcomes:







defence





[160]

G(4-6) 2.3.1 Plan and practise strategies to promote safety


cultures of others




G(4-6) 3.2.2 Manage and solve conflicts constructively by learning how to be magnanimous in victory and gracious in

defeat



Students learn

about:

Students should be aware of different cultures and understand that whatever their culture rules and fair play should

be respected. Basic principles of play (Attack - Improvisation; Defence – composure), should be learned and all

principles should now be mastered. Specialised movements for the different team sports should also be mastered so

that ball retention in building play and this also includes mastering time, effort and relationships so that passing is

accurate over short and longer distances. In demonstrating knowledge of ‘moving literately’ , students should also be

able to use feedback and appropriate terminology to develop strengths and weaknesses as well as monitor and adapt

performance. In competition students should learn how to accept defeat politely and without complaint and be

considerate worthy winners in victory. They should be able to cooperate by negotiating roles and responsibilities and

solve any conflict through constructive dialogue.

Description of

teaching and


Small-sided games, 2v2 / 3v2 / 3v3, 4v4 Scenarios / small tournaments, players can take it in turns to be a playing

referee and a coach during timeouts – this will provide evidence of understanding different roles as well as applied

knowledge of the rules etc. Students should be expected and continuously encouraged to attend extra-curricular and

community clubs. If situations do not arise from normal pay, then the teacher can set up scenarios.

Competency

Development: Problem-solving

Competency

Enabler: Numeracy, Literacy Communication, Cooperation and Participation

Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:







defence






cultures of others





[161]

G(4-6) 3.2.2 Manage and solve conflicts constructively by learning how to be magnanimous in victory and gracious in

defeat



Students learn

about:

Students should be aware of different cultures and understand that whatever their culture rules and fair play should

be respected. Basic principles of play (Attack: send the implement to where your opponent isn’t - side to side,

front/back, corners/diagonal, position/stance/formation; Defence: positioning/stance/ formation, shot selection,

recovery, covering angles) should be learned and all principles should now be mastered. Specialised movements for

the different net games (e.g. badminton, tennis, volleyball) should also be mastered so that ball manipulation is

controlled in building attacking play and this also includes mastering time, effort and relationships so that shot

selection is accurate over short and longer distances. In demonstrating their ‘moving literately’ knowledge, students

should also be able to use feedback and appropriate terminology to develop strengths and weaknesses as well as

monitor and adapt performance. In competition students should learn how to accept defeat politely and without

complaint and be considerate worthy winners in victory. They should be able to cooperate by negotiating roles and

responsibilities and solve any conflict through constructive dialogue.

Description of

teaching and


Small-sided games, 1v1 / 2v2 / 3v3, 4v4, Scenarios / small tournaments, players can take it in turns to be a playing

referee and a coach between games or during timeouts – this will provide evidence of understanding different roles as

well as applied knowledge of the rules etc. Students should be expected and continuously encouraged to attend extra-

curricular and community clubs.

Competency

Development: Problem-solving

Competency

Enabler: Numeracy, Literacy Communication, Cooperation and Participation

Possible cross-

cutting issues:

Links with other

subjects:

GRADE 6 UNIT ACTIVITY: EXPRESSIVE BODY MOVEMENT

Learning outcomes:





ways




coordination










Students learn

about:

Students should master balances (points and patches, inverted, partner – support and counter), tension and

extension, clarity of body shape, jumps, rolls and fluency, symmetry, asymmetry. Their core strength should be

developed and applied to perform these actions with confidence. Compositional strategies of unison, canon and


[162]

synchronisation should be mastered, and students should be able to change certain compositional strategies and

improve the performance of the sequence. Equipment and apparatus should always be used safely.

The media can be explored in terms of positive influence e.g. money where companies pay for the rights to show a

sporting event and how television generates more sponsorship for the sport helping it to develop; Education – how

people learn the rules or skills of a sport from watching it on television; Role models – how seeing good sports people

can influence participation and behaviours; Inspiration – how people can be interested in taking up a sport they may

not normally get to experience. The negative effects should also be learned e.g. Bias - only the really popular sports get

much attention, and this doesn't help encourage people into the less popular sports; Lack of Attendance - For matches

that are shown on television ticket sales often drop; Sport stars often complain of too much attention being paid to

their private lives.

Description of

teaching and


Individual floorwork, partner work, small apparatus (mats and benches), larger apparatus (as available), more

complex sequences of approximately 1-2 minutes. Students should be expected and continuously encouraged to

attend extra-curricular and community clubs. Coping strategies such as emotion-focused coping strategies and

solution-focused coping strategies should be explored in relation to addressing personal and social changes.

Strategies like maintaining a sense of humour and being optimistic, where the situation doesn't change (e.g. puberty

changes, but your perception of it does.

Discussion of media influences can be introduced overtime and in rest between performances. Video of performances

(e.g. gymnastics) can also be shown to the class to influence, motivate and educate and this can also be used to

monitor and adjust performance.

Competency

Development: Creative and Critical Thinking, Problem-solving

Competency


Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:




ways






coordination




G(4-6) 2.2.2 Develop a participation plan and explore the impact regular activity can have on fitness, health and

wellbeing




cultures of others


[163]







Students learn

about:

Sprinting action (head, body, arms, legs), acceleration, maintaining form, start and finish technique should be

mastered.

Jumping, run up (acceleration and speed linked to sprinting), take off (the relationship between height and distance,

parabolic curves), flight (shape in the air and how it helps increase height or distance), landing (safely)


Throwing: Pulling, pushing, slinging, similarities, differences, power (strength and speed relationship).

Students should apply knowledge of how to develop consistency in performance such as practice and repetition and

by focusing on kinaesthetic feedback, combined with partner/coach feedback. Students should learn to apply the

rules of competition fairly and make connections between effective skill performance, improved fitness and measures

of performance. If measures improve in the lesson then this must be down to skill. If measures improve overtime then

this could also be attributable to improved fitness.

Description of

teaching and


In pairs and small groups - Running (sprinting), individual and group competition; starts, timing over 10m, explore

body position, lean, finishes, dip finish and the rules of competition.

In pairs and small groups - Jumping (for height and distance) practise the whole and individual components, compare

and contrast, investigate the preferred leg for take-off, link acceleration from sprints to jumping, sequencing action –

especially hips.

Running conversation in small groups of 4-6; Topics for conversation could include physical activity and health but

also the influence of media, building on the positive and negative influences introduced in the expressive movement

unit; contrast to steady state running e.g. 1-2 mins repeated (stay as a group); practice pace running – run distance

once (45-60secs), judge pace and repeat up to four times, link to fitness component – stamina and speed endurance

for sprint finish, explore the change of technique for change of speed. Athletic challenges – estimation, setting targets,

tactics, team running.

Throwing, contrast the three types of throw; use adapted equipment e.g. badminton shuttlecocks, quoits, and

basketballs or use indoor athletic equipment, angle of release, height of release, speed of release, competition, rules,

tactics.

Competency

Development: Inquiry and research

Competency


Possible cross-

cutting issues:

Links with other

subjects:

Appendix 5: Preparatory Stage

[164]

Appendix 5: Preparatory Stage

[165]

APPENDIX 5 PREPARATORY STAGE




Appendix 5: Preparatory Stage – Curriculum Mapping

[166]

Stra

nd

Sub

-st

ran

d

Preparatory Stage G(7-9)

Spo

rt

Edu

cati

on

Exp

ress

ive

M

ove

me

nt

Ath

leti

c A

ctiv

ity

Ph

ysic

al

Act

ivit

y

& H

eal

th

Learning Outcome

1.

Mo

vin

g Li

tera

tely

1.1

Mo

vem

ent

Skill

s G(7-9) 1.1.1 Analyse and refine body awareness, to effectively perform in various activity contexts with advanced technical provision, fluency, control, agility, balance and coordination

x x x

1.2

Mov

emen

t C

once

pts

G(7-9) 1.2.1 Analyse and develop spatial awareness, effort awareness, time awareness and relationship awareness to effectively perform in various activity contexts with poise, technical fluency, control, agility, balance and coordination

x x x

1.3

Mo

vem

ent

Stra

tegy

G(7-9) 1.3.1 Analyse advanced compositional strategy and advanced attacking and defending strategies that develop the whole body

x x x

G(7-9) 1.3.2 Make informed decisions to perform effectively in various activity contexts with creativity, control, fluency and precision in advanced techniques, agility, balance and coordination

x x x

2.

Lead

ing

Hea

lth

y Sa

fe a

nd

Act

ive

Live

s

2.1

Val

uin

g P

hys

ical

Act

ivit

y

G(7-9) 2.1.1 Investigate and select strategies to promote health and wellbeing x x x x G(7-9) 2.1.2 Evaluate health information and communicate their own and others’ health concerns x x x x

G(7-9) 2.1.3 Develop and adhere to regular physical activity plans for themselves and others x x x x G(7-9) 2.1.4 Demonstrate responsibility for effective self-governance to promote Qatar sporting culture and sustained physical activity participation

x x x x

G(7-9) 2.1.5 Display positive and disciplined sporting and physical activity behaviours towards self and others as the basis for developing sustained physical activity participation throughout life

x x x x

2.2

Ph

ysic

al

Act

ivit

y fo

r

Hea

lth

an

d

Wel

lbei

ng

G(7-9) 2.2.1 Participate in physical activities that develop health-related and skill-related fitness components and create and monitor personal physical activity and fitness plans

x x x x

G(7-9) 2.2.2 Understand and adhere to the components of healthy life styles and make informed decisions about health, diet, physical education and physical activity to bring about improvements to physical health and mental and social wellbeing

x x x x

2.3

Man

agin

g R

isk

and

Sa

fety

G(7-9) 2.3.1 Know and apply the principles of safe practice in movement environments x x x G(7-9) 2.3.2 Practice and apply strategies to seek help for themselves or others x x x G(7-9) 2.3.3 Investigate and select strategies to promote safety x x x G(7-9) 2.3.4 Develop and apply knowledge of safe and correct exercise x x x G(7-9) 2.3.5 Analyse risk and manage hazards x x x G(7-9) 2.3.6 Engage in regular physical activity, healthy habits and personal hygiene that are important for the prevention of illness and disease, and the preservation and improvement of individual and public/community health

x x x x

3.

Bu

ildin

g C

har

acte

r

3.1

Cu

ltu

ral a

nd

Per

son

al Id

enti

ty G(7-9) 3.1.1 Respect and appreciate their own culture as well as the values, beliefs and culture of

others x x x

G(7-9) 3.1.2 Participate in and investigate cultural and historical significance of a range of physical activities

x x x

G(7-9) 3.1.3 Evaluate strategies to manage personal, physical and social changes that occur as they grow older

x x x

G(7-9) 3.1.4 Show others respect and manage emotions whilst taking on different roles within an activity (specifically the role of a captain) making good use of the advantages of collective thinking and embracing a different standpoint if appropriate

x

G(7-9) 3.1.5 Are aware of study and career opportunities in physical education, sports and health areas

x x x

G(7-9) 3.1.6 Demonstrate determination and resolve in facing up to different challenges in a range of contexts

x x x

3.2

Co

mm

un

icat

ion

an

d

Co

op

erat

ion

G(7-9) 3.2.1 Practice and apply personal and social skills when undertaking a range of roles in physical activities

x x x

G(7-9) 3.2.2 Collaborate and communicate ideas constructively, promoting values such as inclusion and social fairness applying rules fairly and consistently to the conventions and codes of conduct for different PE areas and extra-curricular activities

x x x

G(7-9) 3.2.3 Analyse oral and non-verbal communication in various authentic sporting and physical activity contexts to improve performance

x x x

G(7-9) 3.2.4 Promote principles and values such as inclusion and social fairness x x x G(7-9) 3.2.5 Appreciate and respect rules and the concept of fairness x x x

3.3

Ap

pre

ciat

ing

Mo

vem

ent

Aes

thet

ical

ly

G(7-9) 3.3.1 Know strengths and weaknesses and terminology associated with setting and prioritising learning goals

x x x

G(7-9) 3.3.2 Make appropriate use of different modes of thinking to inform decision-making about moving efficiently

x x x

G(7-9) 3.3.3 Develop decision-making as an individual, group and team to develop and implement actions that improve performance in a range of physical education, school and community sport and physical activity situations

x x x


[167]






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Mid

-Y

ea

r

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34


and health

Games Education 1 Games Education 2 Games Education 3 Games Education 4

Flexibility is provided to allow unit extension

based on student progress and student

learning needs

G7 Expressive Body Movement Athletic Activity 1 Athletic Activity 2 Learning about physical activity and health


and health




and health



Notes:

2. The recommended time allocation for the Preparatory Stage is 2 x 1 hour of physical education per week.

3. The outcomes are sequenced by stage. In the following unit examples the outcomes are also sequenced by grade. Teachers have the openness and flexibility to sequence the outcomes in the

respective units, as well as change or introduce content to the outline content indicated.




5. The annual programme indicates time allocated to a focus on ‘Learning about physical activity and health’. This focus should be integral to all activities.

6. The remaining areas are 1. Games Education; 2. Expressive Body Movement; 3. Athletic Activity.

7. The Games Education (GE) Units provide flexibility so that GE1 and GE2 could be different activities (e.g. football and basketball) or the same activity (e.g. basketball).


Appendix 5: Preparatory Stage – Indicative unit content

[168]


Learning outcomes:

G(7-9) 1.1.1 analyse and refine body awareness, to effectively perform in various activity contexts with advanced

technical precision, fluency, control, agility, balance and coordination.

G(7-9) 1.2.1 analyse and develop spatial awareness, effort awareness, time awareness and relationship awareness to

effectively perform in various activity contexts with poise, technical fluency, control, agility, balance and coordination.

G(7-9) 2.1.3 develop and adhere to regular physical activity plans for themselves and others;

G(7-9) 2.2.1 participate in physical activities that develop health-related and skill-related fitness components and

create and monitor personal physical activity and fitness plans;

G(7-9) 2.3.4 develop and apply knowledge of safe and correct exercise;

G(7-9) 3.1.6 demonstrate determination and resolve in facing up to different challenges in a range of contexts.

G(7-9) 3.2.1 practise and apply personal and social skills when undertaking a range of roles in physical activities;

G(7-9) 3.3.1 know strengths and weaknesses and terminology associated with setting and prioritising learning goals;


Students learn

about:

Students participate in fun activities designed to develop the five health-related fitness (HRF) components they are

taught: Cardiorespiratory endurance, muscular strength, muscular endurance, body composition, and

flexibility; they learn about the six components of skill-related fitness (SRF): Agility (the ability to change direction

quickly), balance (the ability to keep posture in a static or dynamic activity), power (the ability to perform one

maximum effort), reaction time (the ability to react or respond quickly to what you hear, see, or feel), coordination

(the ability to use your senses together with your body parts, or to use two or more body parts together) and speed

(the ability to perform a movement or cover a distance in a short period of time); Students use their HRF and SRF

knowledge and analyse and refine body awareness and effort awareness, using this knowledge to prioritise and set

physical activity goals; they learn about how to perform exercises safely and correctly including static and dynamic

stretching; students continue their physical activity plans developed in the Primary Stage; they learn about

determination and resolve so they complete physical activity challenges and don’t give up; social skills developed in

the Primary Stage should also be practised in different roles students might undertake.

Description of

teaching and


Students should work with a partner and sometimes in small groups. Activities should be designed to provide insight to

the five HRF and six SRF components. These can be developed through multi-activities over the four-weeks and

students should understand that the components will continually be developed throughout their PE programme. Any

information provided by the teacher or questions posed to students should take place in recovery time between

activities. Students should be tasked to work at maximal levels, challenging their determination (e.g. bleep test or other

relevant activity), and their social skills / support of others and mutual respect for effort can be highlighted and praised.

Students should be able to lead their own and others warm-up and identify and discuss the different type of activities

they undertake and the HRF / SRF components to which they relate – to demonstrate safe and correct exercise. Goals

that students are asked to set should be HRF / SRF aligned to their plans for regular physical activity.

Competency


Competency

Enabler:

Numeracy, Literacy – students will need to use numeracy skills (counting, adding, averaging) and appropriate

language to access learning in fitness activities related to health.

Possible cross-


Links with other



[169]

GRADE 7 UNIT: GAMES EDUCATION 1,2,3: INVASION GAMES

Learning outcomes:

G(7-9) 1.1.1 Analyse and refine body awareness, to effectively perform in various activity contexts with advanced

technical provision, fluency, control, agility, balance and coordination

G(7-9) 1.2.1 Analyse and develop spatial awareness, effort awareness, time awareness and relationship awareness to

effectively perform in various activity contexts with poise, technical fluency, control, agility, balance and coordination

G(7-9) 1.3.1 Analyse advanced compositional strategy and advanced attacking and defending strategies that develop

the whole body

G(7-9) 2.2.1 Participate in physical activities that develop health-related and skill-related fitness components and

create and monitor personal physical activity and fitness plans

G(7-9) 2.3.4 Develop and apply knowledge of safe and correct exercise


G(7-9) 3.1.4 Show others respect and manage emotions whilst taking on different roles within an activity (specifically

the role of a captain) making good use of the advantages of collective thinking and embracing a different standpoint if

appropriate

G(7-9) 3.2.2 Collaborate and communicate ideas constructively, promoting values such as inclusion and social fairness

applying rules fairly and consistently to the conventions and codes of conduct for different PE areas and extra-


G(7-9) 3.2.5 Appreciate and respect rules and the concept of fairness



Students learn

about:

Students should learn to refine skills. This means that students should be technically proficient in their use of skills

under pressure and demonstrate poise and confidence ‘on the ball’. Conceptually students will make good decisions

about their movement off the ball, when and where to move; when to pass, where to pass and who to pass to; and

when to shoot. The effort used, the timing of the skills (e.g. pass, tackle, interception) and the awareness of the

relationship to teammates, opposition players and space leads to effective performance. Students should master

advanced attacking strategies of width and depth using interchanging positions and angles of running; and advanced

defensive strategies of maintaining a compact shape as a defensive unit and applying this to ‘man-to-man’ or ‘zone’

defence. Students should learn to recognise what strategies the opposition are using and consider strengths and

weaknesses to exploit. The five health-related and the six skill-related fitness components focused in the unit ‘Learning

about physical activity and health’ should be developed when applied to different sports. Students should learn about

the role of a ‘leader’ or ‘captain’ and the different ways of decision-making from autocratic to democratic and which

leadership style is most appropriate to the situation (e.g. more autocratic in a short timeout, more democratic when

planning strategy before the game). Conventions should be applied so that only the captain can talk to the referee or

the teacher if they wish to question a decision. Rules should be respected as should teammates and opposition.

Students should be applauded if they have been ‘injured’ and return to the game and players should send the ball out

of play if someone is hurt or injured. The cultural significance of sport in Qatar should be learned including how the

government promotes sport through a national sport week and how sport is used to forge friendships between

individuals and countries; as well as historical and cultural barriers to sport regarding for example the role of women in

society and religious culture such as Ramadan.

Description of

teaching and


Learning should be through small-sided games, 3v3 / 4v4, 5v5 scenarios / small tournaments. Teachers should rotate

the role of the captain, who can also be responsible for carrying out the warm-up for their team. Warm-ups can be

technical, and this maximises time with the ball as well as rehearsing movement memory. This allows the teacher to

stand back and observe whether students are using safe and correct exercise. Opportunity between games can be

provided for students to discuss strengths and weaknesses of the opposition and decide what attacking and defending

strategies to employ. Leadership style that led to the decision can be discussed as well as discussion about how an

inclusive sense of belonging to the team was built. Discussion of the cultural significance of sport in Qatar can be

promoted. For example, showing respect and demonstrating friendships through appreciating opposition play, shaking

hands, helping each other up after a fall etc., are all representative of a Qatar welcoming culture. Students should

engage in cool-down routines.


[170]

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:

GRADE 7 UNIT: GAMES EDUCATION 4: NET GAMES

Learning outcomes:






the whole body

G(7-9) 2.1.1 Investigate and select strategies to promote health and wellbeing

G(7-9) 2.3.1 Know and apply the principles of safe practice in movement environments

G(7-9) 2.3.3 Investigate and select strategies to promote safety




appropriate




G(7-9) 3.2.3 Analyse oral and non-verbal communication in various authentic sporting and physical activity contexts

to improve performance


G(7-9) 3.3.3 Develop decision-making as an individual, group and team to develop and implement actions that

improve performance in a range of physical education, school and community sport and physical activity situations


Students learn

about:

Students should learn to refine skills. This means that students should be technically proficient in their use of skills.

Conceptually students will make good decisions about their movement, returning to a central position (for tennis and

badminton) or moving to become an option in attack or to cover a teammate in defensive formation (for volleyball).

The effort used, the timing of the skills and the awareness of the relationship to teammates, opposition players and

space leads to effective performance, including the ability to use ‘disguise’ to outwit opponents. Students should

master advanced attacking strategies of ‘opening up’ opponents in their shot selection (badminton and tennis) or using

interchanging positions and angles of movement (volleyball); and advanced defensive strategies of covering angles

and equidistance as an individual or defensive unit. Students should be focusing on using their knowledge of strengths

and weaknesses of the opposition to use to their advantage and analysing verbal and non-verbal communication

should be a part of this. Students should learn about the role of a ‘leader’ or ‘captain’ and the different ways of

decision-making from autocratic to democratic and which leadership style is most appropriate to the situation (e.g.

more autocratic in a short timeout, more democratic when planning strategy before the game). Conventions should be

applied so that only the captain can talk to the referee or the teacher if they wish to question a decision. Rules should

be respected as should teammates and opposition. Students should be applauded whether their shot selection resulted

in success or otherwise. The cultural significance of sport in Qatar should be learned including how the government

promotes sport through a national sport week and how sport is used to forge friendships between individuals and


[171]

countries; as well as historical and cultural barriers to sport regarding for example the role of women in society and

religious culture such as Ramadan.

Description of

teaching and


Learning should be through small-sided games, 1v1, 2v2, 3v3 scenarios / small tournaments. Teachers should rotate



stand back and observe whether students are using safe and correct exercise. Teachers can ask teams to develop a

team shout or call as well as getting students to recognise a successful or near miss attempt with praise or a fist bump

etc. Teachers can discuss with students how praise makes you feel good about yourself and how this is important for

not only general health and wellbeing, but also effective performance. Any incident or accident can be reviewed in

terms of developing and promoting strategies for safety, such as using a towel to wipe up sweat from the floor,

effective communication so that one player only goes for the object/ball or adhering to the conventions and rules of

the net game (e.g.. moving the ball below the net between points or not abusing your racket if frustrated). Opportunity

between games can be provided for students to discuss leadership style and this can be linked to building a sense of

belonging to a team and inclusion as well as discussion of the cultural significance of sport in Qatar. For example,

showing respect and demonstrating friendships through appreciating opposition play, shaking hands, helping each

other up after a fall etc., are all representative of a Qatar welcoming culture. Students should engage in cool-down

routines.

Competency


Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:

GRADE 7 UNIT: EXPRESSIVE BODY MANAGEMENT

Learning outcomes:






the whole body

G(7-9) 1.3.2 Make informed decisions to perform effectively in various activity contexts with creativity, control, fluency

and precision in advanced techniques, agility, balance and coordination





G(7-9) 2.3.2 Practice and apply strategies to seek help for themselves or others




appropriate






[172]


Students learn

about:

Students should learn to refine skills. This means that students should be technically fluent in their use of skills and

small movements should be coordinated and stylish. Conceptually students will make good decisions about their

sequences of movement, and vary the effort used, adjust the timing of the skills (including stillness in a balance) and be

aware of the relationship to partners, apparatus and the use of space. Students should develop compositional strategy

using speed, level direction and pathway in relation to partners and apparatus, to develop sequences. Students should

be focusing on using their knowledge of strengths and weaknesses of performance and use appropriate terminology to

prioritise future learning goals and analyse verbal and non-verbal communication. The five health-related and the six

skill-related fitness components focused in the unit ‘Learning about physical activity and health’ should be developed

when applied to Expressive Body Management. Safety principles and safe and correct exercise should be applied.

Students should learn to persevere on difficult or challenging tasks and overcome obstacles or negative feelings.

Students should be taught to approach other students to ask how they have managed to succeed on a task and make

use of collective thinking and practice.

Description of

teaching and


Skills can be learned in isolation, in combination and in sequence. Opportunity should be provided to perform

sequences to others, small groups and even the whole class (if students are sufficiently confident). Teachers should

rotate the role of the captain, who can also be responsible for carrying out the warm-up for their team. Warm-ups

should involve mobilisation and conditioning exercises and always involve the use of weight on hands. This allows the

teacher to stand back and observe whether students are using safe and correct exercise. Teachers can discuss with

students how praise makes you feel good about yourself and how this is important for not only general health and

wellbeing, but also effective performance. Students should be encouraged to promote a positive atmosphere.

Opportunity between performances can be provided for students to discuss coaching style and the language used.

After performances students should shaking hands, applaud performance and feedback positively and

developmentally. Students should engage in cool-down routines which should involve stretching exercises.

Competency


Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:















Students learn

about:

Students should learn to refine skills. This means that students should be technically fluent in their use of skills and

small movements should be coordinated and stylish, but also functional. Wrist and finger action in throwing for

example will add distance and the effort and timing should be practised in isolation and in the full action.


[173]

In a sprinting action (head, body, arms, legs), acceleration – using a double leg push, maintaining form, the effective

use of arms, start and finish technique should be learned and refined. Students should adapt technique for bend

running, and relay running.





Students should learn to persevere and realise that to be successful in life we need to be committed and determined.

Students should learn to start from a point of strength and that not all forms of determination are the same – in

physical activities they can be linked to the components of fitness e.g. determination in an explosive event will be

different to determination in a distance running event. To help determination students should collaborate and

communicate ideas constructively, promoting values such as inclusion and social fairness applying rules fairly and

consistently in athletic challenges.

Description of

teaching and


Activities students should participate in are sprinting, jumping, distance running (long and middle) and throwing.

In pairs and small groups - Running (sprinting), individual and group competition; starts, timing over 10m, explore

body position, lean, finishes, dip finish and the rules of competition. Students should attempt tighter bends than an

adult athletic track bend, so they can experience and address similar forces to top athletes - adapting their sprinting

action accordingly as well as adapting their sprinting action for relay. Timings can be used to investigate whether

improved technique leads to improved performance.


and contrast, refine the preferred leg for take-off, link acceleration from sprints to jumping, sequencing action –

especially refining the movement of the hips.




once (45-60secs), judge pace and repeat up to four times. Athletic challenges – estimation, setting targets, tactics, team

running.

Throwing, contrast the three types of throw; contrast hip action from jumping to hip action in throwing, use adapted

equipment e.g. badminton shuttlecocks, quoits, and basketballs or use indoor athletic equipment, angle of release,

height of release, speed of release, competition, rules, tactics.

Competency

Development: Inquiry and Research, Communication, Cooperation and Participation

Competency


Possible cross-

cutting issues:

Links with other

subjects:


[174]


Learning outcomes:






G(7-9) 2.1.5 display positive and disciplined sporting and physical activity behaviours towards self and others as the

basis for developing sustained social physical activity participation throughout life.







Students learn

about:

Students should build on their Grade 7 experiences of HRF and SRF and learn about the principles of training (SPORT):

Specificity (training is specific to the sport or activity), Progression (training must be progressive overtime), Overload

(we must put our bodies under more stress than normal in order for adaptive changes to be made), Reversibility (if you

don’t keep it up you will lose your fitness) and Type (this refers to the various types of training activity). In relation to

progression and overload this can be achieved by students learning about and following the acronym FITT. F =

increasing the number of times you train or are physically active per week; I = the intensity of your training or activity; T

= increasing the time for which you exercise; T = changing the type of activity e.g. from walking to running; Students

should be able to set short, medium and long-term goals and relate these to their knowledge of SPORT training

principles and FITT; they should be able listen carefully and make suggestions to each other showing respect, when

discussing and setting goals. In addition to Y7 students should demonstrate knowledge between effort awareness and

time awareness related to their speed of movement; respect for themselves and their bodies should be explicitly taught

and that this is central to self-governance or self-management and self-discipline.

Description of

teaching and


Activities should include different types of training e.g. continuous running, fartlek, interval running, resistance

(medicine balls, harness running etc), circuit training, sprints, etc., and teachers should progress and overload the

training over the unit. The principles should be illustrated by for example making sprints specific to games with a ball.

Any information provided by the teacher or questions posed to students should take place in recovery time.

Competency


Competency


Possible cross-


Links with other


GRADE 8 UNIT: GAMES EDUCATION 1,2,3: INVASION GAMES

Learning outcomes:






the whole body


[175]



G(7-9) 2.1.4 Demonstrate responsibility for effective self-governance to promote Qatar sporting culture and sustained

physical activity participation

G(7-9) 2.1.5 Display positive and disciplined sporting and physical activity behaviours towards self and others as the

basis for developing sustained physical activity participation throughout life



G(7-9) 2.2.2 Understand and adhere to the components of healthy life styles and make informed decisions about

health, diet, physical education and physical activity to bring about improvements to physical health and mental and

social wellbeing




G(7-9) 3.1.1 Respect and appreciate their own culture as well as the values, beliefs and culture of others








G(7-9) 3.2.4 Promote principles and values such as inclusion and social fairness





Students learn

about:

Students should develop the refinement of their skills. This means that students should be technically proficient in

their use of skills under pressure and demonstrate poise and confidence ‘on the ball’. Conceptually students will be

making informed decisions under pressure and patterns of play will be emerging. The effort used, the timing of the

skills (e.g. pass, tackle, interception) and the awareness of the relationship to teammates, opposition players and space

leads to effective performance. Students should master advanced attacking strategies of phases of play – regaining

possession, retaining possession and building an attack, and retaining possession and probing. Students should master

defensive strategies of tactical formation maintaining distances. Students should learn the importance of effective

transition between attack and defence. In addition, students should learn that identifying strengths and weaknesses of

the opposition (in relation to their own) is an advanced strategy itself in outwitting the opposition. The five health-

related and the six skill-related fitness components focused in grade 7 should be developed and this should also be

discussed in relation to healthy eating and drinking for sport. Students should learn that carbohydrates provide energy

and protein foods help recovery and build strength. Rules should be respected as should teammates and opposition.

Students should be applauded if they have been ‘injured’ and return to the game and players should send the ball out

of play if someone is hurt or injured. In developing determination students should learn to avoid distractions, focus

choices, seek to engage in regular physical activity and work within the rules. These behaviours help to create personal

values. Students should learn that the cultural significance of sports provide them with opportunities for social

interaction through which they can develop the knowledge, skills and attitudes necessary for their full participation in

civil society. Culture and sport are both human rights and related to various other human rights.

Description of

teaching and


Learning should be through small-sided games, 3v3 / 4v4, 5v5 scenarios / small tournaments. This allows the teacher

to stand back and observe whether students are using safe and correct exercise. Opportunity during and between

games can be provided for students to discuss strategy including strengths and weaknesses and try out various

formations. These discussions can be linked to the cultural significance of sport in Qatar in developing values,

determination, appreciation and terminology.


[176]

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:






the whole body









social wellbeing





G(7-9) 3.2.4 Promote principles and values such as inclusion and social fairness



Students learn

about:

Students should learn to refine skills. This means that students should be technically proficient in their use of skills.

Conceptually students will make good decisions about their movement, returning to a central position (for tennis and

badminton) or moving to become an option in attack or to cover a teammate in defensive formation (for volleyball).

The effort used, the timing of the skills and the awareness of the relationship to teammates, opposition players and

space leads to effective performance, including the ability to use ‘disguise’ to outwit opponents. Students should

master advanced attacking strategies of ‘opening up’ opponents in their shot selection (badminton and tennis) or using

interchanging positions and angles of movement (volleyball); and advanced defensive strategies of covering angles

and equidistance as an individual or defensive unit. Students should be focusing on using their knowledge of strengths

and weaknesses of the opposition to use to their advantage and analysing verbal and non-verbal communication

should be a part of this. The five health-related and the six skill-related fitness components focused in grade 7 should

be developed and this should also be discussed in relation to healthy eating and drinking for sport. Students should be

applauded whether their shot selection resulted in success or otherwise. The cultural significance of sport in Qatar

should be learned including how the government promotes sport through a national sport week and how sport is used

to forge friendships between individuals and countries; as well as historical and cultural barriers to sport regarding for

example the role of women in society and religious culture such as Ramadan.


[177]

Description of

teaching and


Learning should be through small-sided games, 3v3 / 4v4, 5v5 scenarios / small tournaments. Teachers should rotate



stand back and observe whether students are using safe and correct exercise. Opportunity between games can be

provided for students to discuss leadership style and this can be linked to building a sense of belonging to a team and

inclusion as well as discussion of the cultural significance of sport in Qatar. For example, showing respect and

demonstrating friendships through appreciating opposition play, shaking hands, apologising for a ‘fluke’ shot that

might have won a point etc., are all representative of a Qatar welcoming culture.

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:






the whole body



G(7-9) 2.1.2 Evaluate health information and communicate their own and others’ health concerns



social wellbeing

G(7-9) 2.3.5 Analyse risk and manage hazards








Students learn

about:

Students should learn to develop the refinement of their skills. Students will make good decisions about their

sequences of movement, and vary the effort used, adjust the timing of the skills (including stillness in a balance) and be

aware of the relationship to partners, apparatus and the use of space. Students should develop compositional strategy

using speed, level direction and pathway in relation to partners and apparatus, to develop sequences. Students should

be focusing on using their knowledge of strengths and weaknesses of performance and use appropriate terminology to

prioritise future learning goals and analyse verbal and non-verbal communication. Students should be able to analyse

risk in terms of the context, the organisation of the space and apparatus and their own abilities. Students should learn

to persevere on difficult or challenging tasks and overcome obstacles or negative feelings. Students should be taught to

approach other students to ask how they have managed to succeed on a task and make use of collective thinking and

practice. Students should evaluate strategies to manage personal, physical and social changes that occur as they grow

older in relation to the following concepts: Everyone grows, changes and develops; all bodies grow, change and


[178]

develop at their own rate and at different times to others; there are some aspects of physical, social and emotional

changes that occur throughout a person's life that they have no control over; there are some aspects of physical, social

and emotional changes that occur throughout a person's life that they can control; some aspects of our identity change

during our lifetime, some stay the same; some changes are inevitable.

Description of

teaching and


Skills can be learned in isolation, in combination and in sequence. Opportunity should be provided to perform

sequences to others, small groups and even the whole class (if students are sufficiently confident). Teachers should

rotate the role of the captain, who can also be responsible for carrying out the warm-up for their team. Warm-ups

should involve mobilisation and conditioning exercises and always involve the use of weight on hands. This allows the

teacher to stand back and observe whether students are using safe and correct exercise. Teachers can discuss with

students how praise makes you feel good about yourself and how this is important for not only general health and

wellbeing, but also effective performance. Students should be encouraged to promote a positive atmosphere.

Opportunity between performances can be provided for students to evaluate changes and coping strategies they can

develop. Experience should precede instruction, so wherever possible teachers should relate any discussion to prior

experience.

Competency


Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:


















Students learn

about:

Students should learn to refine skills. Effort and timing should be contrasted between the different activities.

In a sprinting action (head, body, arms, legs), acceleration – using a double leg push, maintaining form, the effective

use of arms, start and finish technique should be learned and refined. Students should adapt technique for bend

running, and relay running.






[179]

Students should learn to persevere and realise that to be successful in life we need to be committed and determined.

Determination can be explored in terms of values and behaviours overtime which becomes part of a person’s

character. Students should learn to start from a point of strength and that not all forms of determination are the same –

in physical activities they can be linked to the components of fitness e.g. determination in an explosive event will be

different to determination in a distance running event. Students should learn how deliberate practice is much better

than leaving it to luck and just having a go. To help determination students should collaborate and communicate ideas

constructively, promoting values such as inclusion and social fairness applying rules fairly and consistently in athletic

challenges.

Description of

teaching and


Activities students should participate in are sprinting, jumping, distance running (long and middle) and throwing.

Students could work in groups and warm up together demonstrating knowledge of safe and correct exercise as well as

measure and time group members in performances. Group competitions could take place where the average time or

average distance is calculated and used to compare. In this arrangement students can take on many roles including that

of recorder. Starts can be practised timed over 10m, explore body position, lean, finishes, dip finish and the rules of

competition. Students should attempt tighter bends than an adult athletic track bend, so they can experience and

address similar forces to top athletes - adapting their sprinting action accordingly as well as adapting their sprinting

action for relay. Timings can be used to investigate whether improved technique leads to improved performance.


and contrast, refine the preferred leg for take-off, link acceleration from sprints to jumping, sequencing action –

especially refining the movement of the hips.




once (45-60secs), judge pace and repeat up to four times. Athletic challenges – estimation, setting targets, tactics, team

running.

Throwing, contrast the three types of throw; contrast hip action from jumping to hip action in throwing, use adapted

equipment e.g. badminton shuttlecocks, quoits, and basketballs or use indoor athletic equipment, angle of release,

height of release, speed of release, competition, rules, tactics.

Links should be made with the athletic activities followed and other sports and activities.

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


[180]


Learning outcomes:






G(7-9) 2.1.4 demonstrate responsibility for effective self-governance to promote Qatar sporting culture and sustained

physical activity participation;

G(7-9) 2.1.5 display positive and disciplined sporting and physical activity behaviours towards self and others as the

basis for developing sustained social physical activity participation throughout life.







Students learn

about:

Students should have sufficient HRF / SRF and principles of training knowledge that they can apply to developing their

own physical activity or fitness training plans; They should learn about Target Heart Rates and training zones and use

this information as well other information such as flexibility measures (e.g. sit and reach) to monitor their personal

activity and fitness plans; they should learn more about being a determined person – someone who has a firmness of

purpose and the resolve to achieve a goal. This may include overcoming obstacles such as peer pressure; students

should learn more about social skills to overcome obstacles e.g. maintain eye contact, use proper body language, know

the difference between being assertive and being aggressive, be flexibility and cooperative, accept criticism without

being defensive, remain positive at all times and be teachable and a good student; they should understand that power

= the relationship between speed and distance and that effort is a determined or vigorous endeavour important in one

off performances or sustaining physical activity plans; Students should learn about perceived rate of exertion (PRE) in

relation to effort; they should learn more about mutual respect, that it is a pattern of behaviour that is found in healthy

relationships. You must give respect to receive it, and it is something everyone deserves. People who respect each other

trust and support each other and value each other's independence – this helps others to self-govern and students who

feel respected and who feel good about themselves are more likely to stick at something – so that physical activity is

sustained; students should learn the difference between aerobic and anaerobic activity and learn about the waste

product ‘Lactic acid’ that builds up in the muscle during anaerobic activity.

Description of

teaching and


Students should begin the school year reviewing their physical activity behaviours and set goals for the coming year.

Components of HRF / SRF should be identified by the students as areas to develop. The teacher in cooperation with the

students can provide the opportunity for pairs or groups of students to follow more personalised programmes. All

students should develop an aerobic base and be encouraged to engage in activities during the week that raise heart

rate and breathing rate. Activity stations can be designed, and students can engage in selected activities. Reviews of the

activities followed can take place each lesson in cool-down activities where students discuss in small groups their

physical activity plans. All learning should be through practical methods e.g. developing learning about aerobic and

anaerobic activity should be activity-based. Any information provided by the teacher or questions posed to students

should take place in recovery time.

Competency


Competency


Possible cross-


Links with other



[181]

GRADE 9 UNIT: GAMES EDUCATION 1 AND 2: INVASION GAMES

Learning outcomes:






the whole body
















appropriate







Students learn

about:

Students should master the refinement of skills. Decision-making will be effective both individually, as small groups

and whole teams that promote the continuity of play. Decision-making can also be linked to decision-making about

healthy active lifestyles. Students should master advanced attacking strategies of pressing and effective transition to

defence (players behind the ball and in formation / covering for each). Students should learn to develop game plans

selecting appropriate strategy. The five health-related and the six skill-related fitness components focused in grades 7

and 8 should be applied to create personal physical activity and fitness plans for relevant sports. Students should

follow and monitor their plans throughout the games units and the academic year. Students should demonstrate

confidence and the role of a ‘leader’ or ‘captain’ who can also demonstrate safe and correct exercise in leading a warm-

up and cool down for their team. Students should be made aware of study options in PE sport and health areas. The

cultural significance of sport in Qatar should be learned including how the government promotes sport through a

national sport week and how sport is used to forge friendships between individuals and countries; as well as historical

and cultural barriers to sport regarding for example the role of women in society and religious culture such as

Ramadan.

Description of

teaching and


Learning should be through small-sided games, 3v3 / 4v4, 5v5 scenarios / small tournaments. Teachers can task

students to summarise the role of a captain by asking them to list responsibilities as for a job description. The captain’s

role can be rotated around the team players. Aspects of student’s fitness plans can be used during the warm-up.

Opportunity between games can be provided for students to discuss leadership style and this can be linked to building

a sense of belonging to a team and inclusion as well as discussion of the cultural significance of sport in Qatar using

appropriate terminology. Students can be made aware of career opportunities in sport with leaflets and posters

displayed in changing areas and corridors.


[182]

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:






the whole body









G(7-9) 2.3.6 Engage in regular physical activity, healthy habits and personal hygiene that are important for the

prevention of illness and disease, and the preservation and improvement of individual and public/community health








Students learn

about:

Students should have mastered the refinement of skills. Conceptually students will make good decisions about their

recovery movements and positioning off the ball, and their shot placements. Students should demonstrate disguise

and deception in attack and anticipation in defence. Student performance in lessons should be considered and involve

different modes of thinking. The five health-related and the six skill-related fitness components focused in grades 7

and 8 should be applied in regular physical activity or fitness plans and the plans should be adapted to the

requirements of the net game being played. Students should be able to analyse risk in terms of the activity and the

environment and manage the risk in terms of preventing, informing and educating. Students should be made aware of

study options in PE sport and health areas. Students should demonstrate healthy habits and hygiene, such as drinking

water, not energy drinks, washing and using deodorant. Students should learn about sport and culture and how it can

influence or be influenced by society. The USA and Qatar for example are steeped in sporting tradition yet inactivity

levels and obesity levels are some of the highest in the world.

Description of

teaching and


Learning should be through small-sided games, 1v1, 2v2 3v3 scenarios / small tournaments. Teachers should rotate

the role of the captain, who can also be responsible for carrying out the warm-up and cool down for their team. Warm-

ups can be skill-related-fitness, and this maximises technical time as well as fitness. This allows the teacher to ask

questions of certain students to ascertain how they are monitoring their training plans. Students could develop posters


[183]

for preventing, informing and educating risk at home or in other subjects. Students can be made aware of career

opportunities in sport with leaflets and posters displayed in changing areas and corridors.

Competency

Development: Inquiry and Research, Problem-solving, Communication, Cooperation and Participation, Literacy

Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:






the whole body







social wellbeing












Students learn

about:

Vaulting sequences, rotation – over-rotation and under-rotation, twist on, twist off, controlled run up. Students should

learn that rotation is initiated from the take off and cannot be initiated in the air. The position of the hips can be

contrasted to the position of the hips in athletic activity. Take-offs and landings should be controlled and accurate.

Students should learn how to ‘spot’ and support others in the performance of vaults. This is a role in addition to other

roles such as coach and performer which involves decision-making – in this situation about safe practice. Students

should be able to incorporate controlled flight into their sequences. Decision-making about improving performance

should be informed by analysing the performance and this must be learned in collaboration. The performer should

describe the kinaesthetic feedback they experienced, and the ‘coach’ can feedback their observations in conjunction . A

positive ‘opportunist’ thinking mode should be adopted rather than a defeatist mode. Healthy habits such as personal

hygiene (washing and deodorant) and drinking water should be demonstrated. These habits can be discussed in terms

of the rituals surrounding the Muslim religion and prayers. Students should be made aware of study options in PE

sport and health areas.


[184]

Description of

teaching and


Social skills such as empathy for another student when performing should be practised. The nature of performance in

expressive movement type activities provide ideal opportunities for students to analyse oral and non-verbal

communication in undertaking the different roles.

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:








G(7-9) 2.1.3 Develop and adhere to regular physical activity plans for themselves and others
















Students learn

about:

Sprinting, segmenting the race (start and acceleration, upright full speed, addressing deceleration and dip finish)

Throwing, technically sequential, advanced technique such as hip thrust and timing, maximising the distance over

which force is applied and the importance of the speed of movement, angular rotation and extension, follow through

related to the rules. Bend running and overcoming centrifugal forces, the importance of ‘lean’ and differential

technique for inside and outside arms, lane draw and tactics.

Students should be able to recognise and comment on and contrast health and skill-related fitness components.

Students should reinforce learning about the importance of correct preparation (mobilisation) for explosive activities

as well as the importance of a cool down and lengthening muscles. Students should be able to relate their knowledge

about fitness and the athletic activities they are participating in with health benefits and disease prevention. Teachers

can check that students are adhering to their physical activity plans, and students should be able to complete a risk

assessment and hazard management template without supervision.


[185]

Students should learn about appropriate terminology and feedback. They should observe and review whether their

oral feedback is implemented by their partner or group member and analyse non-verbal behaviour, especially when

preparing for ‘explosive’ events.

Contrasting middle distance and long-distance running, heart rate, recovery rate, running tangents, segmenting the

race, mind preparation, cruising, sprint finish, pose running (movement efficiency), racing to win/racing for personal

best

Jumping – Long jump: 16/20 stride run up – drive, transition and attack phases before take-off (long step low hips,

short step and height), flight (body high) and landing (clear your heels)

Triple jump – as per the long jump plus keeping speed through the phases and angles, bounding, knee drive, holding

the second phase, contrast ‘strong-strong-weak’ or ‘weak-weak-strong’ take-off and landing foot.

High jump – curved approach, hip and knee drive, high hips, rotation around the bar, coordinating the high point of

the jump and the bar

Students should learn about the importance of a cool down and lengthening muscles. Teachers can check that students

are adhering to their physical activity plans, and students should be able to complete a risk assessment and hazard

management template without supervision.

Students should learn about experiential or concrete thinking as well as sequential and analytical thinking when

preparing for their jumps or running races and appropriate terminology should be used when discussing their thoughts

Description of

teaching and


Sprinting can be practised in segments with small groups ‘racing’ over 10m for the start, 20m and 30m to build and

maintain speed and over 2-3m for the finish.

Jumping can be linked to sprinting (acceleration) but take off and landing will require appropriate equipment. Groups

can compete, but also cooperate in analysing and improving performance and prioritising learning goals. Different

parts of the jump can be practised in isolation and then combined.

Individual and group competitions can be organised (use of total or average times/distances for group competitions).

Discussions about culture etc., can occur in recovery time after running. Different parts of the run can be practised in

isolation and then combined. For example, the distance race could be split into three phases – the start and settling

into a rhythm, the middle and varying pace/conserving energy and the final laps including a sprint finish. Each phase

could be practised and timed to help monitor the implementation of tactics.

Students can explore beliefs, values and rituals e.g. European runners and jumpers will often make the sign of the cross

and look to the sky. This can be contrasted to Muslim beliefs, values and rituals.

Students can explore the health impact of the triple jump – why is there a greater incidence of injury?

Competency

Development: Inquiry and Research, Literacy, Communication, Cooperation and Participation, Numeracy

Competency

Enabler: Literacy

Possible cross-

cutting issues:

Links with other

subjects:

Appendix 6: Secondary Stage

[186]

Appendix 6: Secondary Stage

[187]

APPENDIX 6 SECONDARY STAGE




Appendix 665: Secondary Stage – Curriculum Mapping

[188]

Stra

nd

Sub

-

stra

nd

Secondary Stage G(10-12)

Spo

rt

Edu

cati

on

Ind

ivid

ual

A

ctiv

ity

Ph

ysic

al

Act

ivit

y

& H

eal

th

Learning Outcome

1.

Mo

vin

g Li

tera

tely

1.1

Mov

emen

t

Skill

s G(10-12) 1.1.1 Synthesise knowledge and experience of advanced technique to demonstrate unconscious perception of moving literately

x x

1.2

Mov

emen

t

Conc

epts

G(10-12) 1.2.1 Synthesise knowledge and experience of movement concepts to demonstrate an unconscious perception of moving literately

x x

1.3

Mov

emen

t St

rate

gy

G(10-12) 1.3.1 Synthesise knowledge and experience of advanced attacking and defending strategies and/or compositional strategy to evaluate and improve performance; and demonstrate an unconscious perception of moving literately

x x

G(10-12) G(10-12) 1.3.2 Demonstrate entrepreneurial spirit and resilience in addressing new and unfamiliar challenges

x x

G(10-12) 1.3.3 Show flexibility, creativity and responsibility x x

2.

Lead

ing

Hea

lth

y Sa

fe a

nd

Act

ive

Live

s

2.1

Val

uing

Phy

sica

l Act

ivity

G(10-12) 2.1.1 Demonstrate a positive, sustained and specialised interest in sport, creative performance or physical activity as part of a healthy active lifestyle

x x x

G(10-12) 2.1.2 Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices

x x x

G(10-12) 2.1.3 Critically analyse and apply health information from a range of sources to health decisions and situations

x x x

G(10-12) 2.1.4 Organise and use leisure time effectively including providing and promoting opportunities for younger students to engage in a range of leisure activities

x x x

G(10-12) 2.1.5 Examine the role of physical activity, outdoor recreation and sport play in the lives of Qatari citizens and investigate how this has changed overtime

x x x

2.2

Phys

ical

Act

ivity

for H

ealth

and

Wel

lbei

ng

G(10-12) 2.2.1 Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels

x x x

G(10-12) 2.2.2 Critically analyse healthy active lifestyle guidance to make informed decisions about physical activity behaviour and the benefits expected

x x x

2.3

Man

agin

g R

isk

and

Safe

ty

G(10-12) 2.3.1 Develop risk assessment and hazard management plans to use during competition and activity involvement

x x

G(10-12) 2.3.2 Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long-term risk

x x x

G(10-12) 2.3.3 Propose, practise and evaluate responses in situations where external influences may impact on their ability to make safe choices

x x X

3.

Bu

ildin

g C

har

acte

r

3.1

Cultu

ral a

nd P

erso

nal I

dent

ity G(10-12) 3.1.1 Examine the impact of changes and transitions on relationships x x

G(10-12) 3.1.2 Evaluate factors that shape identities and critically analyse how individuals impact the identities of others

x x

G(10-12) 3.1.3 Demonstrate an individual work ethic and composure in complex situations that leads to sound reasoning in the decision-making process contributing to effective team membership

x

G(10-12) 3.1.4 Act autonomously, competently and responsibly in organising fair competition based on mutual tolerance and respect for human dignity

x x

G(10-12) 3.1.5 Use Emotional intelligence skills of self-awareness and self-management; and social awareness and relationship management to cope constructively with emotions

x x

G(10-12) 3.1.6 Promote and adhere to the Islamic codes of conduct in physical activities and competition as a dependable and honourable citizen, values that address prejudice, discrimination and demonstrate a sense of belonging to the Qatari Nation

x x

3.2

Com

mun

icat

ion

and

Coop

erat

ion

G(10-12) 3.2.1 Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams

x x

G(10-12) 3.2.2 Use debating, ICT and social media skills ethically and responsibly to participate in communication about PE, school and community events

x x x

3.3

App

reci

atin

g

Mov

emen

t

Aes

thet

ical

ly

G(10-12) 3.3.1 Synthesise relevant information and develop critical thinking and language skills to evaluate performance overtime that provides opportunity to improve the ability to move efficiently

x x

G(10-12) 3.3.2 Make appropriate uses of literacy, numeracy, science and ICT to synthesise and evaluate aspects of performance (both short and long-term) to develop aesthetic and imaginative capacities

x x

G(10-12) 3.3.3 Acquire and use more specialised terminology that is used fluently and expressively in physical activities, sports and health contexts

x x x


[189]






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Mid

-Y

ea

r

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34


and health

Individual Performance Activity

Games Education Games Education Individual Performance Activity Flexibility is provided to

allow unit extension based on student

progress and student learning needs


and health

Individual Performance Activity Games Education Games Education Individual



and health

Individual Performance Activity Games Education Games Education Individual


Notes:

1. The recommended time allocation for the Secondary Stage is 100 minutes of physical education per week.

2. The outcomes have already been sequenced by stage. In the following unit examples the outcomes are sequenced by grade. Teachers have the openness and flexibility to sequence the outcomes in

the different units, as well as change or introduce content to the outline content indicated.




4. The annual programme indicates time allocated to a focus on ‘Learning about physical activity and health’. This focus should also be integral to all activities. The cross-cutting issues and links with

other subjects should be decided by the school / physical education department.

5. The remaining units are: 1. Individual performance activity; and 2. Games or ‘Sport Education’. The teacher and students can decide if they follow two games activities and one individual performance

activity or vice-versa.

6. The individual performance activity shaded in the table in gold at the end of the year could be learning about physical activity and health


Appendix 6: Secondary Stage – Indicative unit content

[190]

GRADE 10 UNIT ACTIVITY: LEARNING ABOUT PHYSICAL ACTIVITY AND HEALTH

Learning

outcomes:

G(10-12) 1.1.1 synthesise knowledge and experience of advanced technique to demonstrate an unconscious perception of moving

literately;

G(10-12) 1.2.1 synthesise knowledge and experience of movement concepts to demonstrate an unconscious perception of moving

literately;

G(10-12) 2.1.1 demonstrate a positive, sustained and specialised interest in sport, creative performance or physical activity as part of a

healthy active lifestyle;

G(10-12) 2.1.2 propose, practise and evaluate responses in situations where external influences may impact on their ability to make

healthy and safe choices;

G(10-12) 2.2.1 design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and

fitness levels;

G(10-12) 3.2.2 use debating, ICT and social media skills ethically and responsibly to participate in communication about PE, school and

community events;

G(10-12) 3.3.3 acquire and use more specialised terminology that is used fluently and expressively in physical activities, sports and health

contexts.

Indicative

content –

Students learn

about:

Students should be taught Periodisation. This learning builds on the short, medium and longer-term goals taught in the Preparatory Stage

and allows them to develop their annual physical activity plans from the Preparatory Stage. Periodisation is the systematic planning

of physical activity training. It involves progressive cycling of various aspects of a training programme over the course of a year. Programmes

can be related to off-season, pre-season, in-season, and the post-season and the terminology ‘Macrocycle’, ‘Mesocycle’ and ‘Microcycle’

should be learned and used by students appropriately; students should learn that this approach is also psychological as it breaks up the

monotony of thinking about training or being physically active continuously for a year and includes a transition or active rest phase. This

approach can help students sustain their physical activity practice; students should learn about calisthenics and plyometrics. Calisthenics

are essentially bodyweight exercises using your own gravity as resistance – no weights, no machines and with very little equipment.

Students will have learned how to perform exercises like press-ups, pull-ups and sit-ups, but Secondary Stage students should use their

knowledge of principles of training to move on from the basic exercises to include more difficult and complex exercises where appropriate

like one-handed press-ups, handstand press-ups using a wall, pistol squats, split squats, side lunges, alternate leg raises, sit-ups with

alternate leg-crunch and so on; students should learn about plyometrics and that these are a method of power training used by many team

and individual sports. Plyometrics are exercises that involve a jumping movement. For example, skipping, bounding, jumping rope,

hopping, lunges, jump squats, and clap push-ups are all examples of plyometric exercises. These exercises should be performed with

advanced technique and demonstrate movement concepts and contain elements of calisthenics because they involve exercise against

bodyweight and the student’s selection of different exercises helps them to personalise their fitness plans; students should learn about how

use of social media can provide a platform for advocating physical activity as part of a healthy active lifestyle (possibilities include

developing a website in ICT lessons) to promote physically active living; students should learn what external influences inhibit active

lifestyle choices e.g. friends, family commitments, school work commitments, advertising (e.g. sweets and chocolate), television, X-Box or

PlayStation (especially the Fortnite video game).

Description of

teaching and

learning

activities:

Students should work with a partner and sometimes in small groups. A range of calisthenic and plyometric activities should be taught and

can form part of a circuit. These exercises/activities can be introduced and developed over the four-weeks. Aerobic activity should also still

be provided and used to remind students of the different HRF and SRF components as well as the target Heart Rate Training Zone.

Students can monitor their heart rate before and after activity. Any information provided by the teacher or questions posed to students

should take place in recovery time between activities. This is especially the case for teaching periodisation. Students should be able to lead

their own and others warm-up and identify and discuss the different type of exercises appropriate to their abilities, including how they

might advocate physical activity via social media e.g. Facebook, twitter, website pages etc.

Competency


Competency


Possible cross-



[191]

Links with other


GRADE 10 UNIT: INDIVIDUAL PERFORMANCE ACTIVITY

Learning

outcomes:

G(10-12) 1.1.1 Synthesise knowledge and experience of advanced technique to demonstrate unconscious perception of

moving literately

G(10-12) 1.2.1 Synthesise knowledge and experience of movement concepts to demonstrate an unconscious perception

of moving literately

G(10-12) 1.3.1 Synthesise knowledge and experience of advanced attacking and defending strategies and/or

compositional strategy to evaluate and improve performance; and demonstrate an unconscious perception of moving

literately


G(10-12) 2.1.1 Demonstrate a positive, sustained and specialised interest in sport, creative performance or physical

activity as part of a healthy active lifestyle

G(10-12) 2.1.4 Organise and use leisure time effectively including providing and promoting opportunities for younger

students to engage in a range of leisure activities

G(10-12) 2.3.1 Develop risk assessment and hazard management plans to use during competition and activity

involvement

G(10-12) 3.2.2 Use debating, ICT and social media skills ethically and responsibly to participate in communication about

PE, school and community events

G(10-12) 3.3.3 Acquire and use more specialised terminology that is used fluently and expressively in physical activities,

sports and health contexts

Indicative

content –

Students learn

about:

Labelling an activity “Individual performance” promotes openness and flexibility as it could be an athletic activity such as

learning about physical activity and health; an athletics event such as sprinting, running, throwing or jumping;

gymnastics; swimming; horse riding; orienteering, and so on.

Students should develop advanced technique, concepts and strategy in the individual activity so that it becomes ‘routine’.

and learn about entrepreneurial spirit and resilience when taking part. Entrepreneurial spirit is a mindset. It's an attitude

and approach to thinking that actively seeks out change, rather than waiting to adapt to change. Students should learn to

apply this concept to effecting change in their own lives. The activity students select should become a regularly practised

activity as part of a healthy active lifestyle. They should learn how to organise and manage leisure time effectively and

use specialised terminology to promote participation in sporting events through social media platforms.

Description of

teaching and

learning

activities:

Students can work individually, but they can also work in small groups and team allowing them to show empathy as well

as passion and participate in communication about PE and school sport. Risk assessment learned from the preparatory

stage should be applied by students to complete a risk assessment independently of the teacher. It is expected that the

students’ performance is controlled and accurate and movement in the activities is fluent and efficient.

Competency

Development: Communication, Cooperation and Participation,, Literacy

Competency

Enabler: Numeracy

Possible cross-

cutting issues:

Links with other

subjects:

GRADE 10 UNIT ACTIVITY: GAMES EDUCATION Learning

outcomes:


moving literately


[192]





literately





involvement

G(10-12) 2.3.3 Propose, practise and evaluate responses in situations where external influences may impact on their

ability to make safe choices

G(10-12) 3.1.3 Demonstrate an individual work ethic and composure in complex situations that leads to sound

reasoning in the decision-making process contributing to effective team membership

G(10-12) 3.1.5 Use Emotional intelligence skills of self-awareness and self-management; and social awareness and

relationship management to cope constructively with emotions

G(10-12) 3.1.6 Promote and adhere to the Islamic codes of conduct in physical activities and competition as a

dependable and honourable citizen, values that address prejudice, discrimination and demonstrate a sense of belonging

to the Qatari Nation

G(10-12) 3.2.1 Devise, implement and refine strategies demonstrating leadership and collaboration skills when working

in groups or teams





Indicative

content –

Students learn

about:

Students should learn advanced technique, working for the team, game plans (advanced tactics and strategies), how to

promote values, risk assessment and hazard management, positive outlook and resilience, leadership and collaboration,

use of social media to promote events, emotional intelligence, what an honourable citizen is, how articulate they should

be and how they can demonstrate a sense of belonging to the Qatari nation through sport and/or physical activity.

Entrepreneurial spirit can be explored in terms of how they can be inspired or inspire others to become the best they can

be. This includes passion and positivity, leadership and ambition, energy and motivation.

Description of

teaching and

learning

activities:

Students should participate in small-sided games e.g. 5v5, 6v6, 7v7, etc., scenarios / small tournaments. They should

begin to develop their own ideas for game plans, drawing on what they know about the activity. Entrepreneurial spirit

can be developed by providing opportunity during half-times and timeouts for captains to motivate their teams and show

passion in influencing others using specialised terminology and expression. This can be linked to an individual work

ethic and achieving a balance between passion and composure Emotional intelligence can be developed by teammates

and captains showing empathy for other people and how they are feeling (positive or negative). Risk assessment can be

carried out in the first lesson in teams and safety can be discussed regarding times. Students should be challenged to use

social media (their own or in ICT) to promote events e.g. fixtures, festivals, and national sport week.

Competency

Development: Problem solving, Literacy,

Competency

Enabler: Numeracy, Communication, Cooperation and Participation

Possible cross-

cutting issues:

Links with other

subjects:


[193]

GRADE 10 UNIT ACTIVITY: INDIVIDUAL / LEARNING ABOUT PHYSICAL ACTIVITY AND HEALTH

Learning

outcomes:

G(10-12) 1.1.1 synthesise knowledge and experience of advanced technique to demonstrate an unconscious perception of moving

literately;

G(10-12) 1.2.1 synthesise knowledge and experience of movement concepts to demonstrate an unconscious perception of moving

literately;

G(10-12) 2.1.1 demonstrate a positive, sustained and specialised interest in sport, creative performance or physical activity as part of a

healthy active lifestyle;

G(10-12) 2.1.2 propose, practise and evaluate responses in situations where external influences may impact on their ability to make

healthy and safe choices;

G(10-12) 2.2.1 design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and

fitness levels;

G(10-12) 3.2.2 use debating, ICT and social media skills ethically and responsibly to participate in communication about PE, school and

community events;

G(10-12) 3.3.3 acquire and use more specialised terminology that is used fluently and expressively in physical activities, sports and health

contexts.

Indicative

content –

Students learn

about:

Students should be taught Periodisation. This learning builds on the short, medium and longer-term goals taught in the Preparatory Stage

and allows them to develop their annual physical activity plans from the Preparatory Stage. Periodisation is the systematic planning

of physical activity training. It involves progressive cycling of various aspects of a training programme over the course of a year. Programmes

can be related to off-season, pre-season, in-season, and the post-season and the terminology ‘Macrocycle’, ‘Mesocycle’ and ‘Microcycle’

should be learned and used by students appropriately; students should learn that this approach is also psychological as it breaks up the

monotony of thinking about training or being physically active continuously for a year and includes a transition or active rest phase. This

approach can help students sustain their physical activity practice; students should learn about calisthenics and plyometrics. Calisthenics

are essentially bodyweight exercises using your own gravity as resistance – no weights, no machines and with very little equipment.

Students will have learned how to perform exercises like press-ups, pull-ups and sit-ups, but Secondary Stage students should use their

knowledge of principles of training to move on from the basic exercises to include more difficult and complex exercises where appropriate

like one-handed press-ups, handstand press-ups using a wall, pistol squats, split squats, side lunges, alternate leg raises, sit-ups with

alternate leg-crunch and so on; students should learn about plyometrics and that these are a method of power training used by many team

and individual sports. Plyometrics are exercises that involve a jumping movement. For example, skipping, bounding, jumping rope,

hopping, lunges, jump squats, and clap push-ups are all examples of plyometric exercises. These exercises should be performed with

advanced technique and demonstrate movement concepts and contain elements of calisthenics because they involve exercise against

bodyweight and the student’s selection of different exercises helps them to personalise their fitness plans; students should learn about how

use of social media can provide a platform for advocating physical activity as part of a healthy active lifestyle (possibilities include

developing a website in ICT lessons) to promote physically active living; students should learn what external influences inhibit active

lifestyle choices e.g. friends, family commitments, school work commitments, advertising (e.g. sweets and chocolate), television, X-Box or

PlayStation (especially the Fortnite video game).

Description of

teaching and

learning

activities:

Students should work with a partner and sometimes in small groups. A range of calisthenic and plyometric activities should be taught and

can form part of a circuit. These exercises/activities can be introduced and developed over the four-weeks. Aerobic activity should also still

be provided and used to remind students of the different HRF and SRF components as well as the target Heart Rate Training Zone.

Students can monitor their heart rate before and after activity. Any information provided by the teacher or questions posed to students

should take place in recovery time between activities. This is especially the case for teaching periodisation. Students should be able to lead

their own and others warm-up and identify and discuss the different type of exercises appropriate to their abilities, including how they

might advocate physical activity via social media e.g. Facebook, twitter, website pages etc.

Competency


Competency


Possible cross-



[194]

Links with other

subje cts:

Science, ICT


Learning

outcomes:

G(10-12) 1.1.1 synthesise knowledge and experience of advanced technique to demonstrate an unconscious perception

of moving literately;

G(10-12) 1.2.1 synthesise knowledge and experience of movement concepts to demonstrate an unconscious perception

of moving literately;

G(10-12) 2.1.1 demonstrate a positive, sustained and specialised interest in sport, creative performance or physical

activity as part of a healthy active lifestyle;

G(10-12) 2.1.2 propose, practise and evaluate responses in situations where external influences may impact on their

ability to make healthy and safe choices;

G(10-12) 2.1.3 critically analyse and apply health information from a range of sources to health decisions and situations;

G(10-12) 2.2.1 design, implement and evaluate personalised plans for improving or maintaining their own and others’

physical activity and fitness levels;

G(10-12) 3.1.5 use Emotional intelligence skills of self-awareness and self-management; and; social awareness and

relationship management to cope constructively with emotions;

G(10-12) 3.2.2 use debating, ICT and social media skills ethically and responsibly to participate in communication about

PE, school and community events;

G(10-12) 3.3.3 acquire and use more specialised terminology that is used fluently and expressively in physical activities,

sports and health contexts.

Indicative

content –

Students learn

about:

As students’ strength increases, so should their ability to perform advanced techniques in different movement activities;

students should learn more about the importance of core stability to all movement and the names of the muscles

involved (such as: the pelvic floor muscles, transversus abdominis, multifidus, internal and external obliques, rectus

abdominis, erector spinae (Sacro spinalis) and especially the longissimus thoracis, and the diaphragm);; students should

develop their emotional intelligence in developing self-awareness about when they feel tired or demotivated and

develop techniques to overcome this using (for example banter, encouragement, support and the knowledge that when

you start exercising you will feel better than previously); students should revise their personalised plans for improving

fitness for physical activity (including sport) and review how they might use ICT and social media to further increase

advocacy for physical activity; they should understand the purpose of the circulatory system in carrying oxygen around

the body and further use heart rate and breathing rate data to inform understanding of recovery – including using

appropriate terminology; Students should learn about what influences decision-making: past experiences - cognitive

biases from information they have considered, individual differences and belief in personal relevance. When individuals

believe what they decide matters, they are more likely to let that influence their decision; students should be able to use

this intelligence to critically analyse and apply health information from a range of sources, including Qatar Physical

Activity Guidelines and World Health Organisation information.

Description of

teaching and

learning

activities:

Activities should develop learning from Grade 10, with a focus on deep knowledge about core stability. Students should

be able to devise periodised programmes and short-term training sessions for different HRF/SRF components drawing on

their experiences. Teachers can provide case studies e.g. ‘45-year-old overweight Qatari dies of heart attack at office’

“How could this have been prevented?” Such analysis can take place warming up / cooling down or during continuous

running activities. Students could dribble a basketball around a circuit which resembles the circulatory system.. This type

of activity could be used as a warm-up but also to develop students’ knowledge of the importance of physical activity to

ensure the efficiency of the circulatory system which keeps you alive and help sports performance.

Competency


Competency



[195]

Possible cross-


Links with other



Learning

outcomes:


moving literately





literately




G(10-12) 2.2.2 Critically analyse healthy active lifestyle guidance to make informed decisions about physical activity

behaviour and the benefits expected


involvement

G(10-12) 2.3.3 Propose, practise and evaluate responses in situations where external influences may impact on their

ability to make safe choices



G(10-12) 3.3.2 Make appropriate uses of literacy, numeracy, science and ICT to synthesise and evaluate aspects of

performance (both short and long-term) to develop aesthetic and imaginative capacities



Indicative

content –

Students learn

about:

Labelling an activity “Individual performance” promotes openness and flexibility as it could be an athletic activity such as

learning about physical activity and health; an athletics event such as sprinting, running, throwing or jumping;


Students should develop advanced technique, concepts and strategy in the individual activity and learn about

entrepreneurial spirit and resilience when taking part. In other words, taking part and putting in the effort even if they

don’t feel like it. The activity students select should become a regularly practised activity as part of a healthy active

lifestyle. They should learn how to organise and manage leisure time effectively and use specialised terminology to

promote participation in sporting events through social media platforms. Knowledge and use of literacy, numeracy,

science and ICT should be applied and reinforced in a physical education context and students should be encouraged to

be creative as to how this happens.

Description of

teaching and

learning

activities:

Students can work individually, but they can also work in small groups and teams allowing them to show empathy as

well as passion and participate in communication about PE and school sport. Risk assessment should be learned from the

preparatory stage and students should be able to complete a risk assessment independently of the teacher. It is expected

that the students’ performance is controlled and accurate and movement in the activities is mainly fluent and technically

efficient. Evaluation of performance should use ICT – e.g. video, heart rate monitors and electronic timing. This can be

linked to numeracy (aggregation of data overtime), literacy (appropriate terminology) and the science of performance.

Students should be able to suggest what they need to improve and possibly adapt their leisure time so that it is used

effectively. Health and physical activity guidance should also be consulted and inform decisions. Lessons can include

individual training, as well as time trials and technical sessions. Students should demonstrate empathy when giving

feedback and explore strategies to self-motivate as well as motivate others.


[196]

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:

GRADE 11 UNIT ACTIVITY: GAMES EDUCATION

Learning outcomes:

G(10-12) 1.1.1 Synthesise knowledge and experience of advanced technique to demonstrate unconscious perception


G(10-12) 1.2.1 Synthesise knowledge and experience of movement concepts to demonstrate an unconscious

perception of moving literately



literately

G(10-12) G(10-12) 1.3.2 Demonstrate entrepreneurial spirit and resilience in addressing new and unfamiliar

challenges



G(10-12) 2.1.5 Examine the role physical activity, outdoor recreation and sport play in the lives of Qatari citizens and

investigate how this has changed overtime

G(10-12) 2.2.2 Critically analyse healthy active lifestyle guidance to make informed decisions about physical activity

behaviour and the benefits expected


involvement

G(10-12) 3.1.2 Evaluate factors that shape identities and critically analyse how individuals impact the identities of

others

G(10-12) 3.1.3 Demonstrate an individual work ethic and composure in complex situations that leads to sound

reasoning in the decision-making process contributing to effective team membership

G(10-12) 3.1.5 Use Emotional intelligence skills of self-awareness and self-management; and social awareness and

relationship management to cope constructively with emotions

G(10-12) 3.2.1 Devise, implement and refine strategies demonstrating leadership and collaboration skills when

working in groups or teams

G(10-12) 3.2.2 Use debating, ICT and social media skills ethically and responsibly to participate in communication

about PE, school and community events

G(10-12) 3.3.3 Acquire and use more specialised terminology that is used fluently and expressively in physical

activities, sports and health contexts


Students learn

about:

Student should learn advanced technique, leadership, working for the team, game plans (advanced tactics and

strategies including formations) and understand concepts such as angles, lines of approach, covering angles, distances,

advanced technique for body position to retain possession and how fitness impacts on all these components and how

work ethic influences the ability to perform. Students should learn how to promote values, risk assessment and hazard

management, positive outlook and resilience. Students should learn to reflect on their education, in particular how

their identities have been shaped by their experiences and how others, including celebrities, people in significant

positions such as teachers, family and community members have influenced and impacted on their identities.


[197]

Description of

teaching and


Games, 5v5, 6v6, 7v7, etc., scenarios / small tournaments. Students should be almost self-sufficient, and each team

member can have a role allocated – for example health and safety, captain, tactics coach, fitness coach, motivator and

so on. Roles can be discussed and debated as well as other topics in PE etc., by setting up discussion groups on

WhatsApp and even webpages linking with ICT. This can provide feedback to the PE Department about making future

improvements. Terminology used on social media and in discussion during lessons should be appropriate and correct.

Students should be able to plan and implement their own game plans.

Competency

Development: Inquiry and Research, Communication, Cooperation and Participation, Literacy

Competency

Enabler: Numeracy, Problem-solving

Possible cross-

cutting issues:

Links with other

subjects:

GRADE 11 UNIT ACTIVITY: INDIVIDUAL / LEARNING ABOUT PHYSICAL ACTIVITY AND HEALTH

Learning outcomes:

G(10-12) 1.1.1 synthesise knowledge and experience of advanced technique to demonstrate an unconscious

perception of moving literately;

G(10-12) 1.2.1 synthesise knowledge and experience of movement concepts to demonstrate an unconscious


G(10-12) 2.1.1 demonstrate a positive, sustained and specialised interest in sport, creative performance or physical




G(10-12) 2.1.3 critically analyse and apply health information from a range of sources to health decisions and

situations;





G(10-12) 3.2.2 use debating, ICT and social media skills ethically and responsibly to participate in communication

about PE, school and community events;

G(10-12) 3.3.3 acquire and use more specialised terminology that is used fluently and expressively in physical

activities, sports and health contexts.


Students learn

about:

As students’ strength increases, so should their ability to perform advanced techniques in different movement

activities; students should learn more about the importance of core stability to all movement and the names of the

muscles involved (such as: the pelvic floor muscles, transversus abdominis, multifidus, internal and external

obliques, rectus abdominis, erector spinae (Sacro spinalis) and especially the longissimus thoracis, and

the diaphragm);; students should develop their emotional intelligence in developing self-awareness about when they

feel tired or demotivated and develop techniques to overcome this using (for example banter, encouragement, support

and the knowledge that when you start exercising you will feel better than previously); students should revise their

personalised plans for improving fitness for physical activity (including sport) and review how they might use ICT and

social media to further increase advocacy for physical activity; they should understand the purpose of the circulatory

system in carrying oxygen around the body and further use heart rate and breathing rate data to inform understanding

of recovery – including using appropriate terminology; Students should learn about what influences decision-making:

past experiences - cognitive biases from information they have considered, individual differences and belief in

personal relevance. When individuals believe what they decide matters, they are more likely to let that influence their


[198]

decision; students should be able to use this intelligence to critically analyse and apply health information from a range

of sources, including Qatar Physical Activity Guidelines and World Health Organisation information.

Description of

teaching and


Activities should develop learning from Grade 10, with a focus on deep knowledge about core stability. Students

should be able to devise periodised programmes and short-term training sessions for different HRF/SRF components

drawing on their experiences. Teachers can provide case studies e.g. ‘45-year-old overweight Qatari dies of heart attack

at office’ “How could this have been prevented?” Such analysis can take place warming up / cooling down or during

continuous running activities. Students could dribble a basketball around a circuit which resembles the circulatory

system.. This type of activity could be used as a warm-up but also to develop students’ knowledge of the importance of

physical activity to ensure the efficiency of the circulatory system which keeps you alive and help sports performance.

Competency


Competency


Possible cross-


Links with other



[199]


Learning outcomes:





G(10-12) 2.1.1 demonstrate a positive, sustained and specialised interest in sport creative performance or physical





situations;

G(10-12) 2.1.4 organise and use leisure time effectively including providing and promoting opportunities for younger

students to engage in a range of leisure activities;



G(10-12) 2.2.2 critically analyse healthy active lifestyle guidance to make informed decisions about physical activity

behaviour and the benefits expected;








Students learn

about:

Students should review their fitness training / physical activity plans and set targets for the coming year; learning from

Grades 10 and 11 (in the context of Physical Activity and Health) should be continuously practised and mastered; in

addition students should be able to critically analyse physical activity guidelines and use this guidance to set further

targets – including activity during Ramadan; they should learn how to promote physical activity to encourage younger

students; they should learn how to plan, design and lead an activity session for younger students (from the Primary

Stage);.

Description of

teaching and


Students should be able to devise and carry out their own personalised plans with little help from the teacher; teachers

should cajole, motivate and encourage learners during intense activity; they should reinforce learning and re-teach if

required; teachers should provide opportunity for students to lead activity sessions with their peers. Later in the year

during Sports week opportunity could be provided for Grade 12 to lead sessions and promote physical activity with

younger students from the Primary Stage (with the teacher present).

Competency


Competency


Possible cross-


Links with other



Learning outcomes: G(10-12) 1.1.1 Synthesise knowledge and experience of advanced technique to demonstrate unconscious perception



[200]





literately

G(10-12) 1.3.3 Show flexibility, creativity and responsibility



G(10-12) 2.1.3 Critically analyse and apply health information from a range of sources to health decisions and

situations




involvement

G(10-12) 2.3.2 Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their

own or others’ health, safety and wellbeing may be at short or long-term risk

G(10-12) 3.1.1 Examine the impact of changes and transitions on relationships


dependable and honourable citizen, values that address prejudice, discrimination and demonstrate a sense of

belonging to the Qatari Nation

G(10-12) 3.2.2 Use debating, ICT and social media skills ethically and responsibly to participate in communication

about PE, school and community events

G(10-12) 3.3.1 Synthesise relevant information and develop critical thinking and language skills to evaluate

performance overtime that provides opportunity to improve the ability to move efficiently

G(10-12) 3.3.2 Make appropriate uses of literacy, numeracy, science and ICT to synthesise and evaluate aspects of

performance (both short and long-term) to develop aesthetic and imaginative capacities


Students learn

about:

Labelling an activity “Individual performance” promotes openness and flexibility as it could be an athletic activity such

as learning about physical activity and health; an athletics event such as sprinting, running, throwing or jumping;


Student learning should draw on what they know about the individual activity and technique should be refined.

Movement should look natural and almost effortless and students should learn to appreciate movement aesthetically

using knowledge and experiences from other subjects. ‘Honour’ should be explored in terms of behaviour e.g. acting

responsibly and ethically and demonstrating values as well as performance. A degree of creativity can be explored

both in performance and communicating key messages and discussion through social media. Students should be

taught to question prejudice in all situations and ensure all learners are engaged and involved. All students should be

following a personal activity programme and be involved with promoting activity for younger students. Students

should be refining their understanding of difficult situations and what has driven their or others emotional response(s).

They should refine techniques and strategies to handle those responses and protect relationships. They should be able

to select techniques to cope with stress, anxiety and other physiological responses created by difficult life transitions.

Description of

teaching and


Students should take initiative for their learning. To do this the teacher should use student-centred strategies that allow

many opportunities for them to take responsibility and propose creative ideas. Teachers should challenge student

thoughts, ideas and solutions so they must think critically. This critical thinking must be applied to lesson activity, after

school physical activity and future education. Discussions should occur during the warm-up, between performances

and at the end of the lesson.

Competency


Competency



[201]

Possible cross-

cutting issues:

Links with other

subjects:

GRADE 12 UNIT ACTIVITY: GAMES EDUCATION

Learning outcomes:

G(10-12) 1.1.1 Synthesise knowledge and experience of advanced technique to demonstrate unconscious perception






literately

G(10-12) 1.3.3 Show flexibility, creativity and responsibility



G(10-12) 2.1.3 Critically analyse and apply health information from a range of sources to health decisions and

situations



G(10-12) 2.1.5 Examine the role of physical activity, outdoor recreation and sport play in the lives of Qatari citizens

and investigate how this has changed overtime


involvement

G(10-12) 2.3.2 Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their

own or others’ health, safety and wellbeing may be at short or long-term risk

G(10-12) 3.1.1 Examine the impact of changes and transitions on relationships

G(10-12) 3.1.2 Evaluate factors that shape identities and critically analyse how individuals impact the identities of

others

G(10-12) 3.1.4 Act autonomously, competently and responsibly in organising fair competition based on mutual

tolerance and respect for human dignity


dependable and honourable citizen, values that address prejudice, discrimination and demonstrate a sense of

belonging to the Qatari Nation

G(10-12) 3.2.1 Devise, implement and refine strategies demonstrating leadership and collaboration skills when

working in groups or teams

G(10-12) 3.3.1 Synthesise relevant information and develop critical thinking and language skills to evaluate

performance overtime that provides opportunity to improve the ability to move efficiently


Students learn

about:

Advanced technique, leadership, working for the team, game plans (advanced tactics and strategies such as formations

and ), how to promote values, risk assessment and hazard management, CPR and some basic first aid for sports

injuries. They should learn to have a positive outlook and be resilient and demonstrate mutual respect. Students can

learn how Islamic codes of conduct are like sporting conduct and values. Leadership styles (autocratic through to

democratic styles) can be reviewed in terms of decision-making for teams. Team ethos can be reviewed regarding

teamwork and whether all players feel part of the team.

Description of

teaching and


Students should learn through small-sided games, 5v5, 6v6, 7v7, etc., scenarios / small tournaments that they set up

and organise. They should look relaxed, in control, fluent and accurate in their movements. Team strategy decisions

should be made in a collaborative way and can take place before the game and in game timeouts. Leadership styles

should be mastered, and captains should be able to chair reflective discussions about progress overtime and the critical


[202]

thinking and language skills developed that help them to evaluate and improve. Teams should be able to collaborate to

set up their own competitions and develop risk assessments to manage hazards during competition, including running

competitions for younger students to promote physical activity. Scenarios for CPR can be practised during competition.

Students should be respectful and demonstrate this in everything they do, even when competition might become

aggressive. Students should be able to reflect on transitions they have experienced such as between schools, school

years and between teams, and learn from how they have coped with the transitions. They should also be aware of how

other people, friends and celebrity sportspeople can have influence on their behaviours. One of their biggest transition

is to come when they will leave school and go to university or get a job. Finally, students should be able to make

informed comment about the role that sport, and physical activity can have in the community and country and explain

how this has changed over time. These discussions can take place during the warm-up and mobilisation as well as in

the lesson cool-down. Learning can also be developed as cross-cutting issues.

Competency


Competency


Possible cross-

cutting issues:

Links with other

subjects:


Learning outcomes:





G(10-12) 2.1.1 demonstrate a positive, sustained and specialised interest in sport creative performance or physical





situations;

G(10-12) 2.1.4 organise and use leisure time effectively including providing and promoting opportunities for younger

students to engage in a range of leisure activities;



G(10-12) 2.2.2 critically analyse healthy active lifestyle guidance to make informed decisions about physical activity

behaviour and the benefits expected;








Students learn

about:

Students should review their fitness training / physical activity plans and set targets for the coming year; learning from

Grades 10 and 11 (in the context of Physical Activity and Health) should be continuously practised and mastered; in

addition students should be able to critically analyse physical activity guidelines and use this guidance to set further

targets – including activity during Ramadan; they should learn how to promote physical activity to encourage younger


[203]

students; they should learn how to plan, design and lead an activity session for younger students (from the Primary

Stage);.

Description of

teaching and


Students should be able to devise and carry out their own personalised plans with little help from the teacher; teachers

should cajole, motivate and encourage learners during intense activity; they should reinforce learning and re-teach if

required; teachers should provide opportunity for students to lead activity sessions with their peers. Later in the year

during Sports week opportunity could be provided for Grade 12 to lead sessions and promote physical activity with

younger students from the Primary Stage (with the teacher present).

Competency


Competency


Possible cross-


Links with other


Appendix 7: Lesson Plan

[204]

Appendix 7: Lesson Plan

[205]

APPENDIX 7 PHYSICAL EDUCATION LESSON PLAN TEMPLATE

Daily Lesson Plan (Physical Education Department) Academic Year 2018- 2019

School <<Insert name>>

Teacher’s Name <<Insert name>> Day <<Insert day>>

Unit <<e.g. Games>> Date <<Insert date>>

Lesson Title <<e.g. Handball>> Grade/Class <<Identify the grade and the class

Curriculum Standards

Strand 1: Moving Literately Strand 2: Leading Safe, Healthy and

Active Lives Strand 3: Building Character

1. Learning outcome 1 (LO1): G(7-9) 1.3.1. Analyse advanced attacking strategies (Communication,

cooperation, literacy)

2. (LO2) G(7-9) 2.2.1. Participate in Handball to develop cardio-vascular fitness (Communication,

cooperation)

G(7-9) 3.2.5. Appreciate and respect rules and the concept of fairness (Communication, cooperation, literacy)

Terminology / Vocabulary / Structures

Teaching Tools Learning Resources

<<e.g. strategy, game plan, cardio-vascular system, cardiac-recovery, fair play, sporting etiquette etc.>>

<<e.g. whiteboard, video>> Equipment <<cones, x 24 bibs, x12 balls>>

ICT <<e.g. x 10 heart rate monitors>>

Starter Activity Time

Meet and greet students – show respect. Active immediately <<e.g. Circle activity – raising heart rate, technical warm up with a ball to help movement memory: 1. Travel, pass and follow (Create a ‘hook’ – use an example of a celebrity or an international sportsperson who communicates well - Highlight communication – verbally and non-verbally – ready position); 2. Increase the complexity: Travel, pass, demand the ball back, travel, pass and follow. Show respect to each other for working hard e.g. fist bumps, high five, handshake etc. 3. Take heart rate – Key Question: What does this indicate? Students perform mobility exercises in pairs / group. As they are doing so highlight the learning outcomes planned>>

5-10 mins


Teaching & Learning Activities that achieve the competencies (In PE the competencies are integral to the outcomes) (including highlighting the teacher’s role in using competencies as enablers or developing competencies to improve learning)

Learning Outcomes

Teaching Strategies (Teacher’s Role)

Learning Strategies (Students’ Role)

Formative Assessment Time

1. G(7-9) 1.3.1. Analyse advanced attacking strategies (Communication, cooperation, literacy)

2. G(7-9) 2.2.1.

Participate in Handball to develop cardio-vascular fitness (Communication, cooperation)

3. G(7-9) 3.2.5.

Appreciate and respect rules and the concept of fairness (Communication, cooperation, literacy)

Transition to game no longer than 2 minutes Organise: Students (e.g. 4v4 games); equipment (e.g. balls and bibs); space (e.g. 20m x 5m); time (e.g. 5-minute games)

Differentiation indicate if you need to differentiate the games to allow all students access to learning (e.g. 3v3 = less complex)

4v4 / 3v3 game – ensure communication competency development –etc. Select a ‘playing referee’ from each team to officiate (Rotate this role over the next few lessons).

Show respect Listen and act on the information from the teacher

Take heart rate after games to indicate how hard their bodies are working

Students should meet and greet opposition, shake hands A ‘playing referee’ from each team to officiate. Students should learn to accept the referee’s decision and not argue

Key Question: How does a focus on communication help our individual and team performance?

35-40 minutes

4v4 / 3v3 game. The teacher instructs students to use a timeout and review their game strategy. Use student responses to questions to highlight speaking and listening as part of developing the communication competence and make students aware they will also need to cooperate and use appropriate and correct terminology. Cooperation in this situation is not being developed it is used as an enabler, as is the Literacy competence).

Students decide and agree an advanced attacking strategy. They try this strategy in the game. Take heart rate. What does this indicate? Show respect – to each other, the ‘referee’ (rules), the teacher and equipment

Key Questions: How successful was your strategy? How can you improve or adapt it? How can you use the competence of communication to improve strategy?

Play 4v4 / 3v3 games <<e.g. Select a captain/coach whose role will be to call a timeout in the games. Take heart rate after 1-

Students should discuss the question in pairs or in their teams and then provide an answer to the teacher.

Key Question(s): How can a timeout be used to develop strategy? What reasons might inform the decision to call a


minute timeout. What does this indicate? Show respect.

timeout? Have all team members contributed? Was the adapted strategy clearly communicated? What did you do differently as individuals to ensure team success?

Closure Activity <<e.g. In pairs run/jog then walk and whilst doing so discuss progress made against each of the learning outcomes. Task students to identify one thing they need to improve / develop next week. Stretch. Take heart rate. What does this indicate? Show respect to each other / teacher>>

3-5 minutes

Assignments <<e.g. Actions ‘assigned’ to students could include: joining an extra-curricular club after school; joining a community club in the evenings or weekends; or performing physical activity at home on their own or with their family. They could also include reading Health information, advice and guidance in preparation for future discussion >>

Self-reflection

<<Review your teaching considering some or all the following (these are all things you can control / influence):

1. How well did you develop mutual respect? 2. Did the students enjoy the lesson / how do you know? 3. Were students active most of the time? 4. Did the tasks you set challenge all learners? 5. Did all students make progress? How did teaching and learning strategies / formative assessment methods help students improve? 6. How well did you develop your own capabilities as a teacher against your target drawn from the National Professional Standards for Teachers (NPST) below? 7. How well did you elevate competency to the forefront of your teaching? 8. How effective were your questions in eliciting new student knowledge as opposed to you simply ‘delivering’ knowledge to students?>>

National Professional Standards for Teachers (NPST)

Identify the NPST implemented in the lesson. This will usually be from the first four standards as they are relevant to class practices:

1. Plans for Student progress and achievement 2. Engages students and develops them as learners 3. Creates safe, supportive and challenging learning environments 4. Assesses students’ learning and uses assessment data to improve achievement 5. Models high professional standards and engages in continuous professional development 6. Maintains effective partnerships with parents and community

Appendix 8: Assessment templates

APPENDIX 8 ASSESSMENT TEMPLATES

• ASSESSMENT STRATEGY

• SUMMATIVE ASSESSMENT

Appendix 8: Physical Education Assessment Strategy

Assessment Strategy 2018-2019

School:

Teacher:

Stage and Grade Weeks Semester Unit Assessment

e.g. Preparatory 9 1-4 1

1. Learning about

physical activity and

health

Peer and self -

assessment;

Observation

Prep 9 5-8 1 2. Games - Football

Peer and self-

assessment; Student

worksheets / game

plans

Prep 9 9-12 1 3. Games - Handball

Peer and self-

assessment; Student

worksheets;

Reflective statement

Etc. Etc. Etc. Etc. Etc.

Summative Assessment Record

School:

Stage: Grade: Assessment Point:

Student Name: Date:

Strand Sub-strand Category

1-4

Weighting

%

Category x

weighting

Moving Literately

Movement skills

Movement concepts

Movement strategy

Leading Healthy, Safe

and Active Lives

Valuing physical activity

Physical activity for health and wellbeing

Managing risk and safety

Building Character

Cultural and personal identity

Communication and cooperation

Appreciating movement aesthetically

Overall %

Total =

(Total ÷ 4) =

Summative Assessment Categories

4 Working at

greater depth

The previous integrated learning is further conceptualised, combining abstract thought and

PE competence and is comprehensively applied to new areas of activity or activities

3 Expected Different sub-strands and strands have become integrated into coherent learning. This level

is what is normally meant by ‘an expected competence in physical education’

2 Developing The student demonstrates episodic learning in several sub-strands and in some activities, but

the learning is mostly unconnected and not yet applied consistently or coherently

1 Basic The student hasn’t really understood the knowledge and skills, and attitude might only focus

on one relevant component. Performance is too simple for the relevant school stage

Notes:

a. Use the relevant assessment weighting for each school stage and pre-populate the column titled “Weighting %”

b. Make a judgment 1, 2, 3 or 4 referencing the assessment category table above and the school stage achievement

descriptors

c. Multiply the category decision by the assessment weighting e.g. 3 x 20% = 60% and record in the column headed

“Category x weighting”

d. Total the “Category x weighting” column – record in the box provided

e. Divide the total in the box by 4 (the number of categories) and record the final percentage

Example of a completed Summative Assessment Record (SAR):

Summative Assessment Record

School: Al Bin Azar

Stage: Primary Grade: 5 Assessment Point: Mid-Semester 1

Student Name: Haseem Al Khubadi Date: October 2018

Strand Sub-strand Category

1-4

Weighting

%

Category x

weighting

Moving Literately

Movement skills 3 20 60

Movement concepts 3 10 30

Movement strategy 3 10 30

Leading Healthy, Safe

and Active Lives

Valuing physical activity 3 10 30

Physical activity for health and wellbeing 2 10 20

Managing risk and safety 1 10 10

Building Character

Cultural and personal identity 3 10 30

Communication and cooperation 2 10 20

Appreciating movement aesthetically 2 10 20

Overall %

Total = 250

(Total ÷ 4) = 62.5%

Documents

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