The Curricular Philosophy of the K-12 Curriculum

 
Content
 
        Fitness and movement education content is the core of the K to 12 PE
Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well
as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-
management is an important skill. In addition, this curriculum recognizes the view
that fitness and healthy physical activity (PA) behaviors must take the family and
other environmental settings (e.g., school, community and larger society) into
consideration. This curricular orientation is a paradigm shift from the previous sports-
dominated PE curriculum aimed at athletic achievement.
 
Context
Move to learn is the context of physical activity as the means for learning, while learn
to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that
include exercise, games, sports, dance and recreation.
 
Question: What is the content and context of Physical Education K-12
Curriculum?                                                                                                                                                  
 
Physical Education Learning Outcomes
 
        The K to 12 PE Curriculum develops the students’ skills in accessing,
synthesizing and evaluating information, making informed decisions, enhancing and
advocating their own and others’ fitness and health. The knowledge, understanding
and skills underpin the competence, confidence and commitment required of all
students to live an active life for fitness and health.
 
Learning Approaches
 
        Physical literacy is consisting of movement, motor- and activity-specific skills.
In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the
movement. This progresses to an understanding of the ‘why’ of the movement which
is achieved by developing more mature movement patterns and motor skills in a wide
range and variety of exercise, sports and dance activities to specifically enhance
fitness parameters. The learners build on these knowledge and skills in order to plan,
 set goals and monitor their participation in physical activities (exercise, sports and
dance) and constantly evaluate how well they have integrated this their personal
lifestyle. This implies the provision of ongoing and developmentally-appropriate
activities so that the learners can practice, create, apply and evaluate the knowledge,
understanding and skills necessary to maintain and enhance their own as well as
others’ fitness and health through participation in physical activities.
       
        The curriculum also allows for an inclusive approach that understands and
respects the diverse range of learners; thus, the program takes into account their
needs, strengths and abilities. This is to ensure that all learners have equivalent
opportunities and choices in Physical Education.
 
        The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement.
It focuses on developing the learners’ understanding of how the body responds,
adjusts and adapts to physical activities. This will equip the learner to become self-
regulated and self-directed as a result of knowing what should be done and actually
doing it; is the learners are equally confident in influencing their peers, family,
immediate community, and ultimately, society. These are all valuable 21st century
skills which the K to 12 PE Curriculum aspires for the learners to develop.
 
The K-12 PE Curriculum prioritizes the following standards:
 
1. Habitual Physical Activity Participation to achieve and maintain health-enhancing
levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity
performance
3. Valuing physical activities for enjoyment, challenge, social interaction and career
opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as
they apply to learning of physical activity. (Source K to 12 Curriculum Guide PE)
 
Question: What is the implication of “Move to Learning, Learn to Move”?                                          
.
 
Learning Strands
 
The program has five learning strands:
 
1. Body management which includes body awareness, space awareness, qualities and
relationships of movements and how these are used dynamically in various physical
activities.
2. Movement skills related to the fundamental movement patterns and motor skills that
form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as
individual, dual and team sports in competitive and recreational settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and
appreciation of Philippine folk dance, indigenous and traditional dances as well as
other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting,
planning and implementing appropriate programs that support fitness and health
goals.
 
Question: Does the learning strands would help the student to be Physically
Literate? Why?                                                                                                                                              
Learning Area Standards
 
The learner demonstrates understanding of the concept of physical fitness and
physical activity in achieving, sustaining, and promoting an active life for fitness and
health.
 
Key Stage Standards
 
 
Grade Level Standards
 
 
Question: What is the grade level standard for K1 to 3?                                                                          
 
Conceptual Framework and Standards of Health Education
        The kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the
Filipino learner in attaining, sustaining and promoting life-long health and wellness.
The learning experience through the program provides opportunities for the
development of health literacy competencies among students and to enhance their
over-all wellbeing.
        Health Education from Kindergarten to Grade 10 focuses on the physical,
mental, emotional, as well as the social, moral and spiritual dimensions of holistic
health. It enables the learners to acquire essential knowledge, attitudes, and skills that
are necessary to promote good nutrition; to prevent and control diseases; to prevent
substance misuse and abuse; to reduce health-related risk behaviors; to prevent and
control injuries with the end-view of maintaining and improving personal, family,
community, as well as global health.
        Health Education emphasizes the development of positive heath attitudes and
relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a
comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.   
        In order to facilitate the development of health literacy competencies, the teacher
is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning;
utilizing culture-responsive scenarios and materials; incorporating arts, and music in
imparting health messages; engaging learners in meaningful games and cooperative
learning activities; and using life skills and value-based strategies particularly in
discussing sensitive topics such as substance abuse and sexuality. The teacher is also
advised to use differentiated instruction in order to cater to the learners’ various needs
and abilities.
 
Question: What is the goal of Health Education?                                                                                      
.
 
Characteristics of the Health Curriculum

Culture-responsive: Uses the cultural knowledge, prior experiences, and

performance styles of the diverse student body to make learning more appropriate and
effective for them (Gay, 2000).
 
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in
populations, including detection of the sources and causes of epidemics.
 
Health and Life skills-based: : Applies life skills to specific health choices and
behaviors
 
Holistic: Analyzes the interrelationship among the factors that influence the health
status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning
styles with the teacher as a facilitator of learning.
 
Preventive: Characterizes something that helps people take positive health action in
order to prevent diseases and to achieve optimum health.
 
Rights-based: Advances the understanding and recognition of human rights, as laid
down in the Universal Declaration of Human Rights and other international human
rights instruments.
 
Standards and outcomes-based: Requires students to demonstrate that they have
learned the academic standards set on specific content and competencies.
 
Values-based: Promotes an educational philosophy based on valuing self, others and
the environment, through the consideration of ethical values as the bases of good
educational practice.
 
Learning Area Standards for Health
 
        The Kindergarten to Grade 10 (K-12) Health Curriculum aims to assist the
Filipino learner in attaining sustaining and promoting life-long health and wellness.