C ONTENTS
1 Introduction … … … . … … … . … ... 1
2 Background … … … . … … . 2
3 Rationale for Development … … … . … … … . … … … .. … … 3
4 Phases of Development … … … . … … … . … … 4
4.1 Short-term (2000-2005) … … … . 4
4.2 Medium-term (2005-2010) … … … 5
4.3 Long-term (2010+) … … … . 5
5 The Framework … … … ... 6
5.1 Overall Aims … … … … . … … … . 6
5.2 Learning Targets … … … ... 6
5.3 Components of the Framework … … … . . 7
5.3.1 Strands … … … 8
5.3.2 Generic Skills … … … . . 9
5.3.3 Values and Attitudes … … … 9
5.4 Modes of Curriculum Planning … … … . . 10
5.5 PE Activities and Content Organization … … … .... 11
5.6 Teaching, Learning and Assessment … … … . . 13
5.7 School-based Curriculum Development … … … ... 16
5.8 Life-wide Learning … … … ... 16
5.9 Connections with Other Key Learning Areas … … ... … … … 17
6 Conclusion … … … .... 18
Appendices 1 Learning Objectives of the Strands … … … . … … … . 19
2 Generic Skills Related to Physical Education … … … . … … … 29
3 Values and Attitudes Related to Physical Education… … … . 49
4 Integrated Chinese Dance Learning … … … . 53
5 Morning Exercise … … … . . . 57
6 Rope-Jumping and Sports Culture Development … … … . 61
7 Fundamental Movement … … … . . … … … . . 65
(A) Suggested Learning/Teaching Context … … … . . . 66
(B) Standard and Assessment … … … ... … 70
1 I
NTRODUCTIONThis document on the key learning area (KLA) of Physical Education
(PE) is written in support of the consultation document Learning to
Learn prepared by the Curriculum Development Council (Nov 2000)
and should be read together with it. The Learning to Learn document
is the outcome of the Holistic Review of the School Curriculum
conducted by CDC beginning in 1999, which is done in parallel with
the Education Commission’s Education System Review.
2 B
ACKGROUNDThe overall aims of PE are to help students to develop an active lifestyle and acquire good health, physical fitness, and body coordination through learning various physical and sport skills and knowledge. It further helps to improve the qualities of desirable moral and social behaviour, ability to make decisions and appreciation of aesthetic movements.
The present PE syllabi suggest a wide range of activities, from the fundamental movement for lower primary to specific physical and sport skills for senior secondary. The 1995 Syllabus for Primary Schools listed six areas of activities in PE for students. The 1988 Syllabus for Secondary Schools recommended students to acquire basic skills of not less than eight physical activities from at least four areas of common core activities. Both syllabi suggested to have at least two periods of PE per week.
On top of the strength of the present curriculum, other learning elements of generic skills, values and attitudes are to be emphasized.
To maximize students’ life-wide learning opportunities, the existing
good practices in sharing community resources, such as using public
sport facilities and liaison with outside organizations, will be further
elaborated. This approach may help to alleviate the problem of
limited PE lesson time and the rigid time-table. It also encourages the
development of an active lifestyle and may help to tackle the
emerging problems of obesity, cardiovascular disease and other
health issues among students.
3 R
ATIONALE FORD
EVELOPMENTIn line with the principles of learning to learn, the rationale for further development in the PE curriculum is:
• Establish PE as a KLA to educate students in acquiring a healthy living style and enjoying life-long activities to fulfill the five Chinese virtues in the aims of education
• Build on the present curriculum platform in PE and elaborate the good practices of the existing school PE curriculum for the current reform.
• Revise the PE curriculum so that it becomes a coherent, integrated and comprehensive PE programme that aims to improve the educational prospects of students and their health condition, rather than emphasizing too much on sports.
• Promote learning to learn through strengthening generic skills, such as critical thinking skills and problem-solving skills, among students in PE and in a cross-curricular context.
These skills have a carry-over value to adult life. Students can apply these skills to life-long learning and thus pursue a quality life.
• Enhance the role of PE in character development through
cultivating a positive attitude towards PE and motivating
students to become active in physical, recreational and sport
activities.
4 P
HASES OFD
EVELOPMENTThe principle of strategic development for PE is to create more space in schools and learning opportunities for students.
4.1 Short-term (2000-2005)
• Reorganize the current syllabi under the four key stages and develop a coherent programme that combines formal and informal learning time in PE.
• Initiate curriculum research and study programmes for the development of school-based examples and good practices.
• Develop suitable web materials for teacher education and the delivery of curriculum experiences, and in preparation for a new PE syllabus for senior forms.
• Develop references and exemplar materials for assessment in PE.
• Explore alternatives for schools and develop a database of materials for desirable experiences for teaching and learning in PE.
• Develop a life-wide learning databank for schools’ reference.
PE Teachers are expected to:
• Develop a balanced PE curriculum in line with the revised framework.
• Help students to develop appropriate physical and generic skills through PE.
• Help schools to prepare for transition from a skill-based programme to a balanced school-based curriculum that aims to develop students’ physical, moral and personal character, such as perseverance, team spirit and loyalty, through PE and sport activities.
• Select appropriate tools for assessment.
• Assist schools to establish links with other organizations for enhancing community services and life-wide learning opportunities.
• Emphasize the inclusion of more diversified activities in PE.
4.2 Medium-term (2005-2010)
• Propose a more comprehensive and balanced curriculum to match with the new structure of senior forms.
• Develop appropriate links for career development.
• Develop appropriate models for the development of life-wide and life-long experiences in physical and sport activities.
PE Teachers are expected to:
• Develop practical and suitable school-based strategies to facilitate the delivery of PE in schools.
• Demonstrate multiple roles of teaching, coaching, facilitating and coordinating in PE.
• Help students to acquire appropriate attitudes, knowledge and understanding in health and physical activities.
4.3 Long-term (2010+)
• Strengthen the role of PE in the school curriculum.
• Establish appropriate school-based strategies to promote a culture of active and healthy lifestyle in students.
PE Teachers are expected to:
• Be a role model of life-long learner in terms of skills,
knowledge, and attitudes.
5 T
HEF
RAMEWORK5.1 Overall Aims
The PE curriculum aims to help students to:
• Develop motor skills and acquire necessary knowledge in physical and sport activities for cultivating positive values and attitudes for the development of an active and healthy lifestyle.
• Develop an active lifestyle and acquire good health, physical fitness and body coordination; and
• Promote the qualities of desirable moral behaviours, cooperation in communal life, ability in making decisions, and the appreciation of aesthetic movements.
5.2 Learning Targets
Through the learning process in PE, students should be able to:
• Develop movement proficiency;
• Develop essential generic skills;
• Observe safety rules, be competent and enjoy participation;
• Develop a critical appreciation of aesthetic movements;
• Develop positive attitudes;
• Be aware of the importance of physical and sport activities for personal, social and global outlooks and be willing to participate in these activities regularly;
• Maintain an active lifestyle and good health;
• Be master of his/her own learning and whole-person growth, including moral, intellectual, physical, social and aesthetic development; and
• Identify with the concepts of life-long and life-wide learning.
5.3 Components of the Framework
Physical Education
Strands
Motor and Sports
Skills
Health and
Fitness Sport- Related Values and
Attitudes
Knowledge and Practice of
Safety
Knowledge of Movement
Aesthetic Sensitivity
These strands are inextricably intertwined and serve the function of developing skills, knowledge and understanding, and values and attitudes in PE
KS1 Fundamental Movement
KS2â KS4
Athletics Ball Games
Gymnastics Swimming
&
Aquatics Sports
Dances Activities for General Physical Fitness
Outdoor Activities
Others
.
Overall Aims in PE
Modes of Curriculum Planning Content and Standard Learning, Teaching and Assessment Generic
Skills
Values
&
Attitudes
5.3.1 Strands
In order to devise a continuous and progressive PE curriculum suitable for the interests and ability of students, teachers should clearly understand the strands and directions of learning in PE.
Teachers can use the following six strands to organize the learning contents for the purpose of developing skills, knowledge and understanding, and values and attitudes as a holistic process. The six strands are Motor and Sports Skills, Health and Fitness, Sports- Related Values and Attitudes, Knowledge and Practice of Safety, Knowledge of Movement, and Aesthetic Sensitivity. These strands are inextricably intertwined.
(1) Motor and Sports Skills – develop motor and sport skills through movement exercises and improve motor and sport ability through the training of movement skills in locomotion, body management, object control and games tactics of different sports.
(2) Health and Fitness – develop the knowledge, understandings, skills and attitudes needed to maintain and enhance personal growth, health and fitness.
(3) Sports-Related Values and Attitudes – develop and exhibit suitable values and attitudes that promote the development of desirable personal and social sport behaviour and interest, an active and healthy lifestyle and willingness to participate in physical and sport activities regularly.
(4) Knowledge and Practice of Safety – acquire knowledge of safety measures, first aid and sport medicine, apply risk- management strategies in daily activities and demonstrate the ability to avoid injury and report hazards.
(5) Knowledge of Movement - acquire knowledge of motor exercise and apply this knowledge to physical and sport activities.
(6) Aesthetic Sensitivity – develop appreciation for aesthetic
movements such as dance and demonstrate technical
qualities to perform the movements.
The strands can be realized through participation in various physical and sport activities such as fundamental movements, athletics, ball games, gymnastics, swimming and aquatic sports, dance, activities for general fitness, outdoor activities and others. For more details, please refer to Appendix 1.
5.3.2 Generic Skills
PE contributes much to students’ development of generic skills that are essential for life-long learning. For example, through sports activities, students develop collaboration skills by learning how to cooperate with other teammates, and problem-solving skills by learning how to tackle problems when they are down in competitions.
For more details of the generic skills, please refer to Appendix 2.
5.3.3 Values and Attitudes
The development of personal, social values and attitudes is another important generic element in PE. The development of positive values and attitudes is underpinned in almost every physical activity and sport context. The elements of self-improvement, sportsmanship, sports ethics, etc. are among the teaching and learning ingredients of PE. The list is endless. Below is an example to illustrate such elements in PE learning.
Basketball match in a PE lesson (KS 2) Aims/Objectives of PE in
relation to values and attitudes
Core and sustaining
values and attitudes Suggested
learning/teaching activities
• Desirable moral behaviours
• Cooperation in communal life
• Trust
• Participation
• Sense of belonging
• Cooperation
• Fair play
• Rules
• Students form their own teams, organize the match, and distribute work such as captaincy,
umpiring and scoring
• During briefing and
discussion before
and after the match,
students give their
views on issues of
For more details of the values and attitudes, please refer to Appendix 3.
5.4 Modes of Curriculum Planning
In school, PE learning experiences can be delivered as formal lessons as it is in the existing curriculum. They can also be organized in a wider context in various forms and beyond the school walls. The following are some possible ways that schools can refer to:
• Consideration can be given to organizing PE in short modules or units according to the specialty of their own teachers. Different organization methods such as the
“integrated approach” can be introduced. By such, teachers can extend, integrate and coordinate students’ learning within a wider perspective. An example of this is attached at Appendix 4. The sample schools utilized an integrated approach to teach dancing activities so that students could have wider learning experiences in a particular area.
• Schools may also allow one session each week outside the formal timetable to be the activity session shared by Arts, PE, Technology Education, etc. for students to attend activities beyond the school walls. Students can then be arranged to have hands-on experience in utilizing sports facilities available in the community; to attend training sessions of sports teams; and to attend physical or sport activities generally not available in schools, e.g. rowing, wind-surfing, cycling and hockey. The intention is to reduce the boundaries of learning and integrate real life physical and sport experiences in the process of learning through an informal structure in curriculum planning.
• Besides regular PE lesson time, schools can develop different
school-based curriculum modes that suit their schools. One of
the major principles behind the modes of curriculum
planning is to develop students’ habits of regular exercise and
acquiring/maintaining health. Morning exercise, light
stretching exercise and eye exercise during change of lessons
are examples to encourage regular exercise. The frequency of
such exercises could be on a daily or bi-daily basis depending
on schools’ situations. An illustrative exemplar of such exercises is as attached at Appendix 5.
• Being active in exercise is a major factor for a healthy lifestyle.
Appendix 6 is another example of a school-based curriculum mode that shows how rope jumping can be effectively used to improve cardiovascular function and sport culture development. Furthermore, appropriate intra and inter- school sports competitions might cultivate positive attitudes toward sport among students, which have a carry-over value into adult life.
5.5 PE Activities and Content Organization
The organization of PE activities involves a continuous process of planning, implementing and evaluating. It should reflect students’
progression of learning across different stages of schooling. Below is a summary of expected learning outcomes in the 4 key stages. Each stage exhibits the learning elements of physical and sport skills, health, and personal social qualities. These learning elements are interlocked in 4 stages.
Key Stage 1
Students are expected to:
• Master fundamental movements and perform sequences of skills with creativity and imagination.
• Demonstrate an understanding of the importance of physical activities and health.
• Communicate ideas, feelings, etc. effectively with others in game situations.
Thus, programmes should aim to develop students’ movement ability through individual/cooperative and rhythmic activities.
Opportunities are provided for students to express themselves
creatively and freely in activities, enjoy the fun, success, and
challenge and discover their potential through games of
manipulation, locomotion and stability.
Key Stage 2
Students are expected to:
• Learn basic skills of different physical and sport activities.
• Understand the relationship between physical activities and health development, and the wide range of factors and actions that influence their health status.
• Demonstrate basic skills in decision making, communication, etc. and learn to respect others’ rights and cooperate in teamwork.
Thus, programmes should aim to provide opportunities for students to participate in modified games and introductory activities; as well as learning experiences in health education. They are encouraged to practice and refine their skills in various physical activities for the development of students’ physical, mental and social abilities.
Key Stage 3
Students are expected to:
• Understand and apply movement concepts and training principles to improve their physical and sport performances.
• Demonstrate the ability of goal setting and be aware of different provisions of community services and youth schemes in promoting healthy living.
• Develop desirable attitudes in habits of inquiry, respect the rights of others, etc. and be able to face difficulties and solve conflict.
Thus, programmes should aim to develop students’ basic physical
competency and explore the social world through a variety of
activities, ranging from individual and team games to dance, outdoor
pursuits and aquatic sports. Opportunities are given so that students
can develop their interest in particular sports and nurture their habit
of exercise. They should be encouraged to accept challenges provided
by physical or sport activities and apply strategies and perform
suitable etiquette and rules.
Key Stage 4
Students are expected to:
• Learn specific/advanced skills of different activities and substantiate the habit of regular exercise.
• Demonstrate informed decisions on actions for promoting/maintaining healthy living.
• Understand the relationship between physical and sport activities and personal and social development.
• Take up responsibilities to serve sports clubs in schools and in the community.
Thus, programmes should aim at refining students’ physical activity skills with higher expectations and work towards achieving their personal best. Programmes in this stage focus on the improvement of personal qualities and development of belief and values systems that prepare students to develop their independent life and career pathways. This involves the development of different experiences in movement-related academic knowledge, career interest, leadership and community services. The curriculum continues to promote participation in regular programmes with higher order challenge or programmes that extend their recreational life.
A sample of content organization for Fundamental Movement (FM) is attached in Appendix 7 (A). More information will be dispatched in the coming stage of development. It is expected that through the sample materials, teachers will organize the activities under the present review.
5.6 Teaching, Learning and Assessment
(1) Learner Focus
The PE curriculum should adopt an open and flexible framework to suit students’ needs and interests. The learning experiences should be learner-focused. When designing the learning activities, students’
physical and mental readiness at different school levels should be
(2) Career Links
Students at key stages 3 and 4 should be exposed to career-related opportunities in PE, such as different sport organizations and talks by sport professional with an aim to help students to pursue their career interest in becoming PE teachers, scholars in sports and recreation, sportsmen, dance performers, etc. The followings are some suggested PE-related career experiences that students can develop:
• PE teaching and counseling
• PE, sports and recreation administration
• Sports sciences and injuries
• Sports media, promotion and marketing (3) Health Issues
Health and health-related issues are important learning elements in the PE curriculum. They are cross-curricular issues for which PE, General Studies, Science, Arts and Music, Home Economics and other subjects share the responsibility. The contributions of PE to health development are many. The following are examples of how PE can contribute:
• Help students enjoy an active and healthy life
• Help students to be physically fit
• Help students to cope with stress through participation in physical and sport activities
(4) Assessment
Assessment is a vital and continuous part of learning. Assessment in PE should not be just a technical matter of measurement of results, but more a human act of judgment of performance based on sound evidence. Careful planning in assessment can provide students with the motivation to learn, inform students for the realization of personal goals and learning to learn further, help them (and teachers) to decide what to learn, how to learn, and to judge the effectiveness of their learning.
It is more important to review each student’s learning needs, the
quality of learning, and to provide guidance for improvement, than
just summatively to assess their skills. Active involvement of
students in the process of assessment is crucial for the encouragement of life-long learning. Strategies such as generating assessment criteria in student-speak, using examples of assessed work with students, student-designed tasks, self-assessment and peer assessment can be utilized to motivate and facilitate student learning. In assessing complicated issues such as values and attitudes in PE, the professional judgment and observation of teachers should be trusted.
(a) In planning the assessment, the teacher can
• Set clear contents, criteria and areas for observation and assessment
• Determine methods to be used and ways to record and report students’ attainment
(b) A full range of assessment approaches that match with particular learning objectives in PE are needed to reinforce learner confidence, motivation, and self-esteem:
• Formal and informal tests to assess recall of facts and acquisition of basic skills
• More detailed and complex tasks, examinations and authentic projects to assess understanding and application
• Informal and continuous teacher assessment (observation, questioning, routine
classroom learning/assessment tasks) to evaluate students’
progress and diagnose difficulties that they may experience in learning
(c) Recording of assessment should be optional and flexibly applied.
If it is decided to record and interpret students’ performance, the test and task results, as well as teachers’ judgments should be reported to students and parents in the form of a profile report or portfolio.
(d) Providing constant and effective feedback to students and
assessing the process of assessment to improve teaching
effectiveness, student learning and increase the awareness of
one’s own responsibility.
5.7 School-based Curriculum Development
In view of the importance of PE to personal development, constraints of space and learning opportunities, schools should formulate their own school-based curriculum that aims to enhance students’ active participation and learning in physical and sport activities. Schools are encouraged to:
• Develop strategies that help to enhance life-wide learning in PE. A comprehensive programme that combines formal, informal and non-formal learning experiences may serve this purpose. In fact, the experiences generated from different modes of learning may complement each other and produce positive effects in the learning of physical and sport activities.
• Develop a five-year plan on how to improve the school-based curriculum that aims to generate pleasurable experiences through participation in various physical and sport activities and helps to develop students’ habit of regular exercise.
Schools should also consider their background and strengths, resources that are available, and relationship with different community organizations. While organizing the school-based curriculum, factors such as the school’s cultural and traditional inclinations, aptitudes, interests and the overall family background of students may influence the development.
• Identify a programme for students with special educational needs to participate and enjoy the PE programme and to maximize their potential. For example, the teacher may provide more opportunities for the gifted to excel in captaincy, leadership, etc. in physical and sport activities. For the low achievers, adjusted standards especially in sport skills may be set to suit their needs.
5.8 Life-wide Learning
Apart from the formal lessons, PE learning experience can be gained
through the non-formal and informal curriculum. Student may join
interest clubs, training squads and school teams during non-lesson
time. In addition, it is particularly important for students to have
learning experiences outside the school walls. Community services
and life experiences are important for students. Furthermore, self- learning projects may enhance students’ experience, especially for special episodes such as the Olympic Games, Asian Games, Soccer World Cup, etc. and for health issues.
5.9 Connections with Other Key Learning Areas
Integrating the curriculum of PE with elements of other KLAs helps students to develop connections between ideas and concepts. It also helps to develop a whole curriculum approach to organizing knowledge and preparing students for life-long learning. PE teachers can make use of elements from other KLAs to enrich their teaching.
Project work, exhibitions, and the use of motor skills through learning activities such as drama and dance for Arts education;
orienteering in Geography, field trips in Science, finger dexterity in Technology Education, eye exercises in health science, etc. are topics of integrated learning. Below are examples of how PE contributes to other KLAs:
• Enhance verbal and non-verbal communication in English and Chinese language in sports contexts, including knowledge acquisition, exchange of ideas and information, etc.
• Develop mathematical concepts and skills through cognitive awareness and practice in dimensions and measurements of sports equipment and facilities; scoring systems and probability of competition outcomes; navigation in sports activities.
• Help students to understand scientific concepts and principles such as knowledge of human kinetics, exercise physiology, sports medicine, ergogenic aids, etc.
• Develop desirable values and attitudes, such as sportsmanship, leadership, commitment, integrity and responsibility that are related to Personal, and Social Humanities Education.
• Appreciate movements such as those in dance, gymnastics
and other physical and sport types, which help to cultivate
students’ aesthetic sensitivity in Arts Education.
6 C
ONCLUSIONOur young students can develop movement proficiency, build a healthy body and acquire a healthy lifestyle by including suitable physical and sport activities in their daily living. School plays an important role in helping them to get active and stay active. It involves the learning and mastery of physical and sport skills, the development of desirable attitudes and values, and helping students to adopt an active and healthy lifestyle. To achieve these goals, schools have to develop appropriate policies, construct a suitable environment, introduce an enjoyable PE programme, identify the importance of health education, provide different learning opportunities in addition to those in normal class learning, collaborate with community programmes, and encourage parents to participate in physical or sport programmes. All these measures help to develop students’ habit of regular exercise. The current review aims to elaborate good practices of curriculum work in school, initiate appropriate changes and work with schools to develop an effective programme for PE as a KLA. With these considerations, there is a general belief that a clear direction for PE will be developed for future.
You are welcome to send your views to the Curriculum Development Council Secretariat by post, by fax or by e- mail on or before 15 February 2001.
Address: Curriculum Development Council Secretariat Room 1329, Wu Chung House
213 Queen’s Road East Wan Chai
Hong Kong
Fax Number: 2573 5299 / 2575 4318
E-mail Address: cdchk@ed.gov.hk
Appendix 1
Learning Objectives of the Strands
Appendix 1 Learning Objectives of the Strands
Key Stage 1
Motor and Sport Skills Health and Fitness Sports-Related
Values and Attitude Knowledge and
Practice of Safety Knowledge of Movement Aesthetic Sensitivity
• Develop a wide range of movement skills such as manipulation and gross motor movement, walking, running, hopping, balancing, throwing and twisting.
• Utilize apparatus and equipment to develop students’ movement ability through a wide range of play activities.
• Understand and
communicate fundamental motor skills in play activities.
• Develop one’s movement ability through a wide range of movement exercises.
• Develop ideas to improve movement skills.
• Comprehend the main emphasis of different fundamental skills from sport related readings.
• Motivate students with self-satisfaction for the development of motor skills.
• Identify and express main ideas about the
development of movement ability.
• Use simple IT tools and
• Motivate students to engage in enjoyable physical activities.
• Demonstrate daily hygiene habits.
• Acquire basic knowledge of health in terms of food and illness.
• Understand the benefits of physical activities and fitness to health.
• Recognize and take part in sport activities.
• Be an open-minded and receptive person to physical activities and the learning of personal health.
• Identify basic impacts of physical exercise and its influence on the
development of personal health and fitness states.
• Use IT tools to learn and handle information on the relationship between physical exercise and personal health and acquire basic knowledge of health in terms of food and illness.
• Perform basic computations and measurements in learning the benefits of physical
• Demonstrate the necessary attitudes to share and co- operate with others in groups, competition and playful activities.
• Exhibit positive attitudes by regular participation in movement activities.
• Share with other group members the fun and stress in competitive or playful activities.
• Demonstrate attitudes to participate and share in sport activities by clear and appropriate verbal or non-verbal means of communication.
• Demonstrate self- confidence, persistence and commitment in movement activities.
• Understand causal relationships of movement activities and make reasoned predictions on the results of competitive activities.
• Develop attitudes to handle IT resources in learning activities.
• Formulate and solve simple problems using qualitative information.
• Demonstrate necessary
• Identify and demonstrate simple health care and safety procedures and practices.
• Apply basic risk
management strategies to avoid injuries.
• Understand safety responsibilities in a team environment.
• Use appropriate language to express pain, injury and hazards.
• Execute simple health care procedures and practices with confidence and be able to transfer
understanding from one situation to another.
• Understand the causes and effects of the
relationship between sport activities and sport safety.
• Use IT tools to learn and recognize safety and dangerous instances or practices of sport behaviour and situations.
• Demonstrate basic knowledge in reporting injury and hazards.
• Seek help from others when necessary and act according to safety practices.
• Perform and demonstrate the principles of
fundamental skills.
• Express verbally and non- verbally understanding of fundamental movements.
• Cultivate a free and open mind in performing movement skills and to link the learnt skills to sequences with confidence.
• Use multimedia devices to facilitate the teaching and learning of movement skills.
• Apply necessary
knowledge to achieve the development of smooth movement skills.
• Be able to control and coordinate basic actions of traveling, jumping, turning, gesture and stillness.
• Show appreciation of all movements and patterns.
• Be willing to explore moods and feeling in music, dance and exercises that have rhythmic sequences.
• Express, coordinate, and respond to actions and movements in the context of teamwork and group participation.
• Articulate moods and feelings through basic body actions and movements and react or respond to rhythmic sequences in music, dance and exercises.
• Exhibit flexibility and fluency in expressing different moods and feelings in competitive or playful activities.
• Identify and understand basic forms of actions and movements.
• Use IT tools to learn and recognize different sport activities and indicate
Appendix 1
Motor and Sport Skills Health and Fitness Sports-Related
Values and Attitude Knowledge and
Practice of Safety Knowledge of Movement Aesthetic Sensitivity support and assist the
learning of movement skills.
health.
• Identify illness, disease and malfunctioning as problems and understand the benefits of physical activities and fitness to health.
• Participate and enjoy games and playful activities and develop a habit of regular exercise.
• Identify suitable hygienic habits, understand the main ideas of a healthy person and apply benefits of physical activities and fitness to health
development.
seeking assistance from others in playful activities.
• Initiate actions by one’s own effort and draw satisfactory decisions.
• Understand the need to study and the purposes of study.
• Help students to develop attitudes to participate in regular activities.
and safety procedures and practices with necessary confidence.
• Comprehend the main ideas in simple health care and safety procedures and practices and follow instructions on such procedures and practices.
• Recognize shape, size, position and direction in movement activities.
• Exercise control and coordination in basic actions and movements.
• Exhibit confidence and discipline in the control and coordination of basic actions and movements.
• Comprehend ideas and organize materials from information sources or life observations.
Appendix 1 Learning Objectives of the Strands
Key Stage 2
Motor and Sport Skills Health and Fitness Sports-Related
Values and Attitude Knowledge and
Practice of Safety Knowledge of Movement Aesthetic Sensitivity
• Develop complex movement sequences through a wide range of sports activities and apply different learning situations such as inter- group competition to nurture interest in sports.
• Demonstrate consistency in interest and control of movement in a range of sport activities.
• Convey information and express ideas on knowledge of motor and sport skills through different sport activities.
• Identify and improve complex movement sequences.
• Locate relevant
information on motor and sport skills, classify and utilize the information accordingly.
• Understand the properties of shape, position and direction through complex movement sequences.
• Identify instances of discrimination and support others’ rights and feelings in performing sequences of complex physical movement.
• Establish regular exercise habits.
• Understand the relationships between exercise and health in terms of disease and illness.
• Use IT tools to comprehend the
relationship between food, exercise and health.
• Conceptualize the physical characteristics of people in quantitative terms and understand the influence of sports and exercise on personal health.
• Study the material and discover the relationship between physical exercise and person health.
• Recognize the importance of sports and physical activities and maintain a habit of regular exercise.
• Develop movement skills and demonstrate the attitudes to face challenges.
• Identify the pressures in sport activities and demonstrate the attitude to manage all risks with strategies.
• Show appropriate attitudes and values in participating in activities that have life-long health effects on personal growth.
• Cooperate with other group members to reduce pressures and manage risks in sport activities.
• Convey values and opinions by different means of expression.
• Develop curiosity, imagination and
independent judgment in sport activities.
• Grasp the relevance of values and attitudes in participating in sport activities.
• Develop an attitude and habit to collect, retrieve and process data with IT tools.
• Learn conceptually how to
• Use relevant information to make decisions and act safely in different contexts.
• Contribute to and foster group awareness of safety measures.
• Employ different means of expression to describe safe or unsafe situations in relation to physical activities.
• Help students to develop suitable flexibility, strength and fitness states through sports activities so that they can face unsafe or emergency situations with proper reactions.
• Use IT tools to gather information and make appropriate decisions to act safely in different contexts.
• Use quantitative
information, mathematical concepts and simple narrative reports to describe, estimate and evaluate the degree of safety in sport activities.
• Identify safety or injury problems in sport activities and propose
• Perform and demonstrate the principles of
movement skills.
• Use different means to convey perceptions of complex movement sequences and ways to refine the skills.
• Acquire suitable skill knowledge to strengthen and reward creative abilities in sports activities.
• Learn complex movement sequences through simple software packages and demonstrate
understanding of the underlying principles in exercise.
• Identify improper techniques of movement skills and proposed alternative solutions to further refine the skills.
• Compose and control movements by varying the shape, size, directions and speed in activity.
• Express, with interest, feelings and ideas in response to music and create simple narrative dance patterns that reflect their understanding and appreciation of rhythmic activities.
• Organize and support the efforts of other team members and appreciate their contributions and performances.
• Use coordinated and controlled bodily movements to convey meanings and purposes.
• Cultivate openness and freedom of expression through movements and exercises and create and refine simple sequences of physical movements.
• Understand the relevance of narrative dance patterns to rhythmic activities.
• Use IT tools to understand the relationship between food, exercise and health, and interpret interest in
Appendix 1
Motor and Sport Skills Health and Fitness Sports-Related
Values and Attitude Knowledge and
Practice of Safety Knowledge of Movement Aesthetic Sensitivity and openness in ways of
applying complex movement sequences to different learning situations.
• Use simple computer software to comprehend the relationship between movement sequences of various motor skills.
problems using computation and measurement skills.
• Adopt appropriate attitudes in measuring outcomes and examine the indicators of performance.
• Exercise self-control and maintain emotional stability in sport activities.
• Assess study information for completeness, accuracy and relevance.
• Assess the level of safety in different contexts and develop risk management skills for appropriate action.
• Locate safety providers and emergency centers and develop suitable plans to cater for any emergency.
different movements or forms of expression.
• Understand intuitively the properties of shape, size, position and direction in movement activities.
• Identify and improve the appropriate techniques or skills in movement activities.
• Reflect on one’s own performance and seek improvements.
Appendix 1 Learning Objectives of the Strands
Key Stage 3
Motor and Sport Skills Health and Fitness Sports-Related
Values and Attitude Knowledge and
Practice of Safety Knowledge of Movement Aesthetic Sensitivity
• Acquire and refine complex motor and sport skills, apply the skills to different learning situations and perform with tactics and strategies in competition.
• Use different forms of communication to reflect and refine complex motor and sport skills.
• Explore factors that affect the acquisition of motor and sport skills and be able to overcome barriers for success.
• Select accurate and appropriate motor and sports skills and apply the knowledge to various sports situations.
• Acquire knowledge of the biomechanics of sport movements.
• Facilitate the acquiring and refining of complex motor and sport skills through IT tools and strategies.
• Develop attitudes, attributes and creative thinking techniques for the appreciation and evaluation of complex motor and sport skills.
• Maintain or improve personal fitness levels by regular exercise.
• Know the effects of personal health and its implications for home, school, and community.
• Understand and adjust the dynamics of sports and exercises in personal health and its social impact on family, school and community life.
• Examine and express viewpoints on the effects of personal health on family, school and community.
• Be sensitive to the implications of personal health and social environment.
• Study the impact of personal health on family, school and community.
• Use IT tools to verify and evaluate information on physical exercise in relation to health and fitness and study the impact of personal health on family, school and community.
• Analyze health data by quantitative tools and
• Demonstrate an understanding of attributes and values relating to the
development of skills and interest in sports.
• Demonstrate an
understanding of societal influence on the well being of a person and its relation to the
development of sport attributes and values.
• Understand how values and attitudes shape the development of skills and interests in sports through an effective working relationship with other group members.
• Use appropriate forms of communication to present information and different points of view, and to express feelings.
• Manage to define and evaluate problems and identify alternative solutions in sport situations.
• Think critically of stereotyped views of certain relationships in sport and the influence of societal values on the well
• Demonstrate behaviour and effective safety procedures and strategies to minimize risk and injuries to oneself and others.
• Differentiate between real and perceived danger in the physical and social environment.
• Develop risk management skills for appropriate action.
• Compare, contrast and adopt strategies to manage safety risks and safety practice.
• Present safety information effectively and convey safety procedures and strategies.
• Apply criteria for evaluating safety procedures and create safety management strategies.
• Differentiate between real and perceived sources of danger in sport situations and develop risk
management strategies.
• Use IT tools to study and exchange ideas and new information on safety practices and to develop
• Identify and describe appropriate movement and sport principles in learning different sport games and helping to refine the movement skills.
• Present viewpoints, information, and feelings toward the refinement of complex motor skills.
• Review, create and refine complex motor skills and be able to transform the skills in various sporting situations.
• Use IT tools and strategies to acquire, process and present information on complex motor skills.
• Examine issues that affect the acquisition of skills and plan and execute strategies to overcome the barriers.
• Comprehend the reasons for applying the principles of motor learning in acquiring and refining complex motor skills, and select relevant strategies to improve performance.
• Acquire basic knowledge of drugs and their influence on sport
• Perform and describe different sets of dances or rhythmic activities that reflect different cultural traditions from Chinese and Western societies.
• Analyze, interpret and judge critically different sports through an aesthetic sense.
• Examine the dynamics of group situations and patterns.
• Employ verbal and non- verbal expressions to describe the underlying stylistic or cultural elements in dance or other rhythmic activities.
• Strengthen creative abilities in the thinking process of sport performances.
• Analyze and examine different styles and traditions in dances or rhythmic activities.
• Use IT tools to update or sharpen knowledge and exchange artistic ideas on sport activities.
• Apply quantitative measures in the analysis and judgment of different styles and traditions in
Appendix 1
Motor and Sport Skills Health and Fitness Sports-Related
Values and Attitude Knowledge and
Practice of Safety Knowledge of Movement Aesthetic Sensitivity concerns.
• Identify the issues at stake and execute strategies to deal with them.
• Exercise self-reflection on the effects of personal health on family, school and community.
• Identify viewpoints and arguments on the implications of personal health for family, school and community.
• Help students to develop an interest in sports and achieve a habit of regular exercise for health and fitness.
participants.
• Facilitate learning through the selection and
development of appropriate IT tools.
• Analyze outcomes of sport activities and health data using appropriate quantitative tools and strategies.
personal or group risks and injuries.
• Help students to develop safety knowledge so as to assist their awareness of playing safe in any sports and competitive activities.
• Explore sources or factors of danger or hazards and execute strategies to minimize their effects in sport activities.
• Develop safety
procedures, practices and strategies and adapt these measures to different conditions for the reduction of risks.
• Select accurate and appropriate information for developing effective safety procedures and strategies.
appropriate judgments on the drug abuse issues.
activities.
• Understand and analyze the qualities and different artistic expressions of dances and rhythmic activities.
• Comprehend and respect different styles and cultural traditions in sport activities.
Appendix 1 Learning Objectives of the Strands
Key Stage 4
Motor and Sport Skills Health and Fitness Sports-Related
Values and Attitude Knowledge and
Practice of Safety Knowledge of Movement Aesthetic Sensitivity
• Analyze and apply
specialized motor and sport skills in different adult competitive and
recreational sports contexts.
• Use appropriate means of communication to evaluate, analyze and apply
specialized motor and sport skills in different
competitive and
recreational sports contexts.
• Develop tactical sense in competitive sports contexts.
• Formulate feasible strategies for achieving optimal performance and critically reflect on the skills and anticipate possible future hindrance.
• Analyze specialized motor and sport skills and adjust strategies for effective and quality performance.
• Use quantitative information and appropriate tools to organize, analyze, evaluate and predict sport
performance.
• Apply appropriate IT tools in analyzing and improving specialized motor and sport skills.
• Challenge the sports
• Develop an active lifestyle and adopt strategies that promote life-long activities.
• Think critically about the impact of personal and social factors on health issues.
• Be able to cope with stress and know relaxation techniques.
• Understand the concepts and approaches related to health promotion and disease prevention.
• Devise, apply and appraise strategies to enhance personal and group health and fitness.
• Communicate by appropriate means to develop effective strategies that promote health and fitness.
• Apply creative thinking techniques to develop an active lifestyle for the development of personal health and fitness.
• Think critically about personal, social and ethical issues in health and fitness.
• Use IT tools to explore the influence of personal health and fitness and the
contribution of these to
• Adopt skills and appropriate responsible attitudes in games and sports.
• Analyze ways and events that promote healthy living and show suitable attitudes to adopt such living.
• Adopt collective values on sporting occasions and formulate appropriate attitudes to implement such values.
• Develop appropriate forms of discourse and
communicative strategies to achieve expected outcomes.
• Adopt necessary skills and assume appropriate responsibilities in sport.
• Analyze and challenge values and attitudes in games and sports.
• Apply IT means in problem solving and decision making situations.
• Adopt quantitative measures for personal well being or social welfare planning.
• Match the appropriate sport with one’s own potential, develop the necessary skills and motivate one’s
• Understand the probable consequences of
responsible behaviour for safety management in physical and social sports challenges.
• Demonstrate the ability to analyze problems and contemporary ethical matters that influence the safety of oneself and others.
• Apply and defend safe- enhancing decisions.
• Analyze specific safety hazards in concrete situations and make decisions to deal with them.
• Use appropriate means of communication to inform and persuade others in relation to safety practice.
• Think critically and imaginatively on issues related to the safety of participation in sport activities.
• Demonstrate the analytic ability to scrutinize safety challenges in sport activities.
• Use IT tools to select, present and analyze safety issues in sport activities.
• Develop personal awareness and apply
• Acquire knowledge of movement through basic understanding of the scientific and technological principles.
• Use appropriate means to communicate, inform, persuade, argue and resolve conflicts on issues of movement skills.
• Apply creative thinking techniques to produce ideas, process information and solve problems to enhance specialized movement skills.
• Explore the scientific and technological principles and analyze movements via IT tools.
• Analyze movement exercise critically;
formulate strategies to achieve optimal results and to predict possible
upcoming problems.
• Communicate artistic intentions with others through dance or other rhythmic activities.
• Create one’s own styles in dance or rhythmic activities and participate in such movement activities with suitable understanding.
• Show appreciation and participate in other dance activities that reflect their interest and preference in performing different dance activities.
• Develop a group strategy, define one’s role in the group and evaluate its outcomes.
• Communicate artistic intentions to others through dance or other rhythmic activities.
• Apply creative thinking techniques to create one’s own
Appendix 1
Motor and Sport Skills Health and Fitness Sports-Related
Values and Attitude Knowledge and
Practice of Safety Knowledge of Movement Aesthetic Sensitivity present an alternative view
on ways to further develop specialized skills.
• Strengthen creative abilities in exploring and applying specialized motor and sport skills in diverse sports contexts.
physical exercise.
• Use statistical methods and procedures to identify health and fitness and use the evidence for personal planning of physical exercise.
• Evaluate strategies in the context of social and personal factors and develop an active fitness programme and lifestyle for adult life.
• Be self-motivated and adaptable to an active lifestyle that result from a full consideration of personal and social health factors.
• Analyze fitness data and develop an exercise programme to maximize benefits to personal health.
• Help students to develop an appropriate choice of action for health that has a direct relationship to their adult life.
• Adopt and maintain an active and healthy lifestyle through participation in sports.
• Develop appropriate attitudes to support one’s own interpretations and reflections on sports issues.
• Transfer the ability to cope with one’s emotions and impulses to sports contexts and apply the skills to life events so as to maintain an emotional balance.
• Achieve effective working relationships with others to facilitate the application of specialized motor and sport skills in challenging sporting situations.
safety issues and
implement the knowledge in different sport contexts.
• Monitor the progress of solving safety problems and evaluate an overall strategy to solve them.
• Assume responsibilities in managing safety risks and maintain suitable emotional stability in pressing situations.
• Interpret safety procedures and practices and seek alternatives or improvements.
competitiveness in sport activities.
• Reach one’s own judgments on different styles and traditions and create one’s own styles in dances or rhythmic activities.
• Utilize IT tools to develop an aesthetic sense and analyze one’s needs in sport activities.
• Create one’s own styles and statements in dances and rhythmic activities using quantitative information and tools.
• Formulate
strategies to achieve one’s own styles in sports and critically reflect on the progress and barriers in such development.
• Develop sensitivity to suit one’s own needs in sport
Appendix 2
Generic Skills Related to
Physical Education
Appendix 2 Developing Generic Skills in
Physical Education Key Learning Area Collaboration Skills
(The expected achievements of the learners in this type of generic skills cannot be suitably to be classified according to key learning stages)
Descriptors of Expected Achievements
across the School Curriculum Exemplars of Implementation in Physical Education Understanding working
relationships
Learners will learn to
s clarify and accept various roles and responsibilities of
individual members in a team and be willing to follow team rules
s recognize that individuals as well as the team have to take the consequences for their own actions
Learners
1. instill a sense of individual responsibility through the use of various team building strategies (e.g. coaching)
2. understand the effects of individual performance on team performance
3. realize different roles and responsibilities in different situations (e.g. as a player, captain, coach, referee)
Developing attitudes which contribute to good working relationships
Learners will learn to
s be open and responsive to others’ ideas; appreciate, encourage and support the ideas and efforts of others s be active in discussing and
posing questions to others, as well as in exchanging, asserting, defending and rethinking ideas
s recognize and avoid stereotyping; withhold
premature judgement until the facts are known
s be willing to adjust their own behaviour to fit the dynamics of various groups and situations
Learners
1. accept peers’ criticism and contribute to developing a supportive sporting environment
2. are active in expressing and communicating personal beliefs and opinions
3. identify instances of discrimination and act responsibly to support their own and others’ rights and feelings (e.g. sex-role stereotyping)
Problem solving, planning and making decisions in a small group require the
necessary collaboration skills, namely the skills of listening, appreciation,
communication, negotiation, making compromises, asserting leadership, making
judgement, as well as influencing and motivating others. Learners with these
skills will be able to effectively engage in tasks and teamwork as well as working
with others. Ultimately, learners will be able to form relationships that are mutually
beneficial.
Appendix 2
Descriptors of Expected Achievements
across the School Curriculum Exemplars of Implementation in Physical Education Achieving effective working
relationships
Learners will learn to
s select a strategy and plan cooperatively to complete a task in a team
s understand the strengths and weaknesses of members and build on the strengths to maximize the potential of the team
s liaise, negotiate and compromise with others s reflect on and evaluate the
group work strategy and make necessary adjustments
Learners
1. compare, contrast and adopt strategies to minimize
differences in opinions so as to prevent conflict among team members
2. build on the strengths and address the weaknesses of different team players to maximize the team performance 3. resolve conflict in sport issues through debate, negotiation
and comprise (e.g. use of drug, choice of diet) 4. devise, apply, and appraise strategies to facilitate
participation in challenging sporting situations (e.g. risk management)
Appendix 2 Communication Skills
Descriptors of Expected Achievements
across the School Curriculum Exemplars of Implementation in Physical Education Key Stage One (Junior Primary)
Learners will learn to Ÿ comprehend and act
appropriately on spoken instructions
Ÿ use clear and appropriate means of communication, both verbal and non-verbal, to express meaning and feelings Ÿ read and write simple texts
Learners
1. understand and follow instructions in physical play in class 2. use appropriate language to express feelings in physical
activities (e.g. exciting, exhausted)
3. produce simple texts on exercises and sports related to self and family (e.g. type, frequency, and duration)
Key Stage Two (Senior Primary) Learners will learn to
Ÿ comprehend and respond to different types of texts Ÿ use spoken, written, graphic
and other non-verbal means of expression to convey
information and opinions, and to explain ideas
Ÿ work and negotiate with others to develop ideas and achieve goals
Learners
1. talk about their opinions about texts after watching a TV sport programme or reading a sport magazine
2. use different means to express ideas and opinions on physical and sport activities (e.g. preferred sports and why) 3. co-operate and negotiate with others in games and play
(e.g. discuss game tactics)
Communication is a dynamic and ongoing process in which two or more people
interact in order to achieve a desired outcome or goal. In learning to communicate
effectively, learners should learn to speak, listen, read and write effectively. They
should learn to select the most appropriate means to convey a message in
accordance with the purpose and context of the communication. They should use
accurate and relevant information and organize it systematically and coherently for
their audience. They should also evaluate the effectiveness of their communication
and identify areas of improvement for action.
Appendix 2
Descriptors of Expected Achievements
across the School Curriculum Exemplars of Implementation in Physical Education Key Stage Three (Junior
Secondary)
Learners will learn to
Ÿ understand, analyze, evaluate and respond to a range of different types of texts Ÿ use appropriate language
and/or other forms of communication to present information and different points of view, and to express feelings
Ÿ reflect and improve on the effectiveness of their own communication
Ÿ work and negotiate with others to solve problems and accomplish tasks
Learners
1. comprehend different types of sport texts (e.g.
advertisement, competition report)
2. express viewpoints on different roles in sports (e.g.
organizer, player, spectator)
3. Work out solutions to solve problems (e.g. overcome a difficult task in a training course)
Key Stage Four (Senior Secondary)
Learners will learn to
Ÿ listen and read critically, and speak and write fluently for a range of purposes and audiences
Ÿ use appropriate means of communication to inform, persuade, argue and entertain and achieve expected
outcomes
Ÿ critically evaluate the effectiveness of their communication
Ÿ resolve conflicts and solve problems with others to accomplish tasks
Learners
1. argue PE-related cases clearly, logically, and convincingly in debates (e.g. blood doping in sports)
2. report in writing on sport activities (e.g. training log, competition report)
3. discuss to resolve conflicts in a PE-related environment (e.g.
outdoor orienteering activities)