Benchmarks: National Standards: Grade 6
NOTE: Why Grade 6 Benchmarks? Elementary school goes up to Grade 5. As educators, our job is to prepare our students for the next level, in order to facilitate success. By keeping the Grade 6 Benchmarks in sight, our upper grade PE curriculum (Grades 3, 4, 5) progresses each year to reach the highest level of skill mastery. Thus insuring success at Middle School.
*Demonstrates a mature form for all locomotor, non-locomotor, and manipulative skills
*Demonstrates increasing competence in more advanced, specialized, and specific skills
*Adapt and combine skills to the demands of increasingly complex situations
*Demonstrates beginning strategies for net and invasion games
*Uses information from a variety of sources to improve performance (feedback, self-assessment, etc.)
*Identifies and applies principles of practice and conditioning that enhance performance
*Recognize general characteristics of movement that can be applied to specific settings (the ready position for a striking movement form, etc.)
*Identifies opportunities in the school and community for regular participation in physical activity (intramurals, sports teams, etc.)
*Participates daily in some form of health-enhancing physical activity*Analyze personal interests and capabilities in regard to exercise behavior
*Identify critical aspects of healthy lifestyle
*Participates in moderate to vigorous physical activity in a variety of settings
*Monitor exercise intensity (heart rate measuring, etc.)
*Begin to develop a strategy for the improvement of selected fitness components
*Work somewhat independently with minimal supervision in pursuit of personal fitness goals
*Meet health-related standards
*Participate in establishing rules, procedures, and etiquette that are safe and effective for specific activities
*Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities
*Make conscious decisions about rules, procedures, and etiquette
*Utilize time effectively to complete assigned tasks
*Acknowledge differences in the behavior of people of different gender, race, culture, ethnicity, and disability and seek to learn more about similarities and differences
*Cooperate with disabled peers and those of different gender, race, ethnicity, and ability level
*Work cooperatively with both more and less skilled peers
*Recognize physical activity as a positive opportunity for social and group interaction
*Demonstrate enjoyment from participation in physical activities
*Use physical activity to express feelings
*Seek personally challenging experiences in physically active opportunities
NOTE: Why Grade 6 Benchmarks? Elementary school goes up to Grade 5. As educators, our job is to prepare our students for the next level, in order to facilitate success. By keeping the Grade 6 Benchmarks in sight, our upper grade PE curriculum (Grades 3, 4, 5) progresses each year to reach the highest level of skill mastery. Thus insuring success at Middle School.
*Demonstrates a mature form for all locomotor, non-locomotor, and manipulative skills
*Demonstrates increasing competence in more advanced, specialized, and specific skills
*Adapt and combine skills to the demands of increasingly complex situations
*Demonstrates beginning strategies for net and invasion games
*Uses information from a variety of sources to improve performance (feedback, self-assessment, etc.)
*Identifies and applies principles of practice and conditioning that enhance performance
*Recognize general characteristics of movement that can be applied to specific settings (the ready position for a striking movement form, etc.)
*Identifies opportunities in the school and community for regular participation in physical activity (intramurals, sports teams, etc.)
*Participates daily in some form of health-enhancing physical activity*Analyze personal interests and capabilities in regard to exercise behavior
*Identify critical aspects of healthy lifestyle
*Participates in moderate to vigorous physical activity in a variety of settings
*Monitor exercise intensity (heart rate measuring, etc.)
*Begin to develop a strategy for the improvement of selected fitness components
*Work somewhat independently with minimal supervision in pursuit of personal fitness goals
*Meet health-related standards
*Participate in establishing rules, procedures, and etiquette that are safe and effective for specific activities
*Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities
*Make conscious decisions about rules, procedures, and etiquette
*Utilize time effectively to complete assigned tasks
*Acknowledge differences in the behavior of people of different gender, race, culture, ethnicity, and disability and seek to learn more about similarities and differences
*Cooperate with disabled peers and those of different gender, race, ethnicity, and ability level
*Work cooperatively with both more and less skilled peers
*Recognize physical activity as a positive opportunity for social and group interaction
*Demonstrate enjoyment from participation in physical activities
*Use physical activity to express feelings
*Seek personally challenging experiences in physically active opportunities