Physical Education

Syllabus

Primary
Grades 3, 4 & 5

Standards Based

‘FREE ISSUE Papua New Guinea

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Junior Primary
Department of Education
 Physical Education
Syllabus

Primary
Grades 3, 4 & 5

Standards Based

Papua New Guinea

Department of Education
 Primary

Issued free to schools by the Department of Education

First Edition

Published in 2017 by the Department of Education, Papua New Guinea

© Copyright 201, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted by any form or by any means
electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the publisher.

Graphic Design & Layout by David Kuki Gerega

ISBN 978-9980-86-569-4

Acknowledgements

This Primary Physical Education Syllabus for Grades 3, 4 & 5 was

developed by the Curriculum Development Division of the Department of
Education. Its development was coordinated by Essa Godua with
assistance from the Subject Curriculum Group (SCG) members and the
curriculum panel.

Teachers, School Inspectors, Teacher College Lecturers, community

members and representatives from Non-Government Organisations
(NGOs), assisted in the development of this syllabus through many
workshops, meetings, and consultations.They are all acknowledged
for their support and contributions.

The Syllabus Advisory Committee (SAC) and Basic Education Board of

Studies (BEBOS) Committee members are also acknowledged for their
recommendation and endorsement of this syllabus.

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 Physical Education Syllabus

Contents
Secretary’s Message.............................................................................. iv
Introduction............................................................................................ 1
Rationale................................................................................................ 2
Aims........................................................................................................ 3
National Benchmarks............................................................................. 4
Curriculum Principles….......................................................................... 7
Content Overview................................................................................... 15
Content Standards ................................................................................ 17
Content Expansion................................................................................. 19

Assessment and Reporting .................................................................. 26

Glossary................................................................................................. 30
References............................................................................................. 31

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 Primary

Secretary’s Message
The development of the Primary Physical Education Syllabus is a direct
response to the government’s directive through the Outcomes Based
Education (OBE) exit report, (Czuba 2013). The report recommended for
the phasing out of Outcomes Based Curriculum (OBC) and the
introduction of Standards Based Curriculum (SBC) to raise standards in
teaching and learning at all levels of schooling. The designing of courses
in the curriculum have been done through reviewing, aligning, re-aligning
and repositioning of the existing content in order to cater for the shift in
the pedagogy.

Physical Education is an important subject under Personal Development

Key Learning Area in the implementation of SBC. The goal of Physical
Education curriculum is to ensure that all students become competent,
competitive, physically fit and healthy members of the society. A strong
Physical Education background is the basis to nurturing healthy citizens.
Students who value Physical Education lenses are able to stay healthy
and live longer and at the same time confidently express ideas, opinions,
beliefs,emotions and perspectives.

The Physical Education curriculum will enhance students’ ability to be good

citizens, make informed decisions regarding social issues at local, national
and international levels.

Teachers are encouraged to use the guided lessons in the teacher guides
and other relevant resources to generate creative teaching and learning
activities to deliver the Physical Education content to the students.

I commend and approve this Physical Education Syllabus for grades 3, 4 &
5 to be used in all Primary Schools throughout Papua New Guinea.

..............................................
DR. UKE W. KOMBRA, PhD
Secretary for Education

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 Physical Education Syllabus

Introduction
The Ministry of Education approved the introduction of Standard Based
Curriculum (SBC) in 2013 to improve the standards in education in Papua
New Guinea in all aspects of education, including curriculum development,
teacher training, student and teacher performance, school management,
educational leadership and monitoring.

This Physical Education syllabus contains the national content standard

and benchmarks of what students must know and be able to do and live
by as a result of studying Physical Education. These standard statements
are expanded in the syllabus and teacher guides as content standards and
performance standards. The content and performance standards in this
syllabus are student-centered can be demonstrated, assessed, measured
and monitored. They show progression from one grade to the next.

The content of Primary Physical Education is organised under three

strands; safety, movement and physical activity. The safety strand has
two units; safe and unsafe practices, and behavior in games and sports.
The movement strand has one unit; movement skills while physical
activity strand has three units; modified sports (pikinini sports) and games
fitness for health and leisure and recreational activities.

Students must achieve the required proficiencies and benchmarks for

Physical Education at each grade level and at the end of Grade 5. These
benchmarks are linked to the content standards, performance standards
and assessment tasks.

The time allocation for Physical Education is 120 minutes per week for
Grades 3, 4 and 5.

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 Primary

Rationale
Physical Education is an integral part of the education system. It plays an
important role in the integral human development of students. This means
that the students’ cultural, social, spiritual, physical, intellectual and
emotional developments are enhanced through participation in a range of
physical activities promoting healthy well being.

Physical Education also encourages positive attitudes such as respect,

confidence, co-operation and open-mindedness to be a responsible
person and a problem solver. Students will also be expose to develop
higher order thinking skills while studying Physical Education.

The basic learning goals of Physical Education at this level are sports
development. Sports in itself is an industry. It brings and unites nations
and communities together as one, through structured competitions,
tournaments and events.

Physical Education provides students with opportunities to develop good

sportsmanship and athletic behaviour with a vision to develop sporting
interest for a career in sports. It also provides opportunities for students
to develop the knowledge, skills, values and attitudes necessary to lead
a healthy active lifestyle and reach their full potential in sports. It will also
enable students to develop social interaction and communication skills
with other students cultural identity.

All students, despite their race, class, gender and religion are entitled to a
high level physical education program. Their participation in a wide range
of physical activities is important for fitness development and physical
wellbeing and health.

The students are also given opportunities to take part in team and
individual sports to practice appropriate behaviour and promote respect
and safe practices in sports.

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 Physical Education Syllabus

Aims
Physical Education is a practical subject which involves body movements
in a variety of physical activities. These physical body movements enable
students to develop knowledge, skills and competencies to live a healthy
lifestyle. The physical activities also enable students to develop
confidence and competencies of becoming good sportsmen and women
with good moral values.

The broad aims of Primary Physical Education subject are to:

• p
 romote physical, social, emotional and intellectual development of a
student,

• help students learn the basic movement skills in a variety of contexts,

• p
 romote knowledge and understanding of various movement and
techniques in games and sports,

• promote positive attitudes towards physical activities and promote

enjoyment of lifelong health-related fitness,

• prepare a student for an active and purposeful use of leisure time,

• e
 xperience different forms of physical activities that are culturally
relevant to Papua New Guinean society,

• d
 evelop positive and responsible personal and social behaviour in
physical activity settting,

• d
 evelop an appreciation of movement and the use of the body as an
instrument of expression and creativity,

• develop safety practices in physical activities.

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 Primary

National Benchmarks
The National Benchmarks are points of references used for measuring the
targeted standards of achievement at each grade level. These points of
references indicate signs of progression in a subject across all grades. The
purposes of these benchmarks are to clarify what the learners need to
know and how they will progress onto the next grade level. They also
provide guidance for teachers to make their final judgments through
assessments.

In the National Curriculum, the National Benchmarks serve to evaluate and

validate the effectiveness of teaching and learning of a subject. These
National Benchmarks are linked to the Content Standards, Performance
Standards and Assessment Tasks of the subject. Benchmarking occurs at
the end of Elementary 2, Grade 5 and Grade 8.

Schools, clusters, districts and provinces are encouraged to set their own
benchmarks and monitor these in order to work towards achieving the
National Benchmarks.

Grade level benchmarks

The Grade Benchmarks of Physical Education describe the set of

standard learning goals that students should learn and achieve at the end
of each grade before proceeding to the next grade.

Grade 3

By the end of Grade 3 all students should be able to:

• u nderstand the consequences of safe and unsafe practices at school

and home
• practice and apply basic safety play practices at school and home
• apply and practice simple sequence of movements in lead up to the
games
• apply and practice basic locomotor and non-locomotor skills
• demonstrate the four fundamental movement skills with confidence
• participate confidently in modified field and goal sports, athletics and
basic water sports
• perform simple fitness exercise and
• understand the importance of leisure and recreational activities at home
and at school.

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 Physical Education Syllabus

Grade 4

By end of Grade four all students should be able to:

• practice and apply a range of basic safety in physical activities

• understand sporting codes, ethics and sportmanship
• peform combined movement sequences, pattern and concepts in
games
• demonstrate the eight fundamental movement skills with confidence
• apply rules and be confident in modified court and net sports, athletics
and water sports
• understand the importance of fitness exercises and participate in
various fitness activities and
• describe a range of indoor and outdoor lesure and recreational
activities in different settings.

Grade 5

By the end of Grade 5 all students should be able to:

• develop basic safety action plans and apply them in various physical
activities
• apply basic first aid skills and procedures
• apply problem solving skills in games and sports
• demonstrate the 12 fundamental movement skills with confidence
• apply rules with confidence in modified bat and racket, atheltics and
water sports
• understand the benefits of fitness exercises, leisure and recreational
activities and
• demonstrate good moral values in games and sports as participants
and spectators.

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 Primary

Primary benchmarks

Primary Physical Education Benchmarks take place at the end of Grade

5. The students exiting Grade 5 should have achieved the following
standard learning goals:

Strand Benchmarks
Safety • T
 ake responsibility and apply safety rules, practices, protocols and procedures
in all physical activities and usage of equipment and facilities.

• Display competitive sportsmanship through participation.

• Identify and experience positive impacts of physical activities.

• Recognise advantages of physical activities.

• Develop suitable training programs for lifelong benefits.

Movement • Demonstrate basic competent skills, strategies and rules in at least three
different types of movement forms.

• Assess competence in two or more movement forms.

• Analyse basic offensive and defensive strategies in games and sports.

• Identify characteristics of skilled performance in at least three movement

forms.

• Identify personal strengths and weaknesses in a movement skill and game.

Physical Activity • Use skills, knowledge, interest and desire to maintain an independent active
lifestyle.

• S
 eek and select variety of movement forms based on interest and fulfillment or
type of physical acitivity.

• Develop and implement physical activity program of personal needs.

• Identify how pattern of participation in activities changes throughout life

• Develop a plan to deal with those changes in leisure or recreation acitivities.

• D
 emonstrate skills, knowledge and desire to monitor and adjust activity levels
to meet individual fitness needs.

• Participate regularly in health-enhancing fitness activities.

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 Physical Education Syllabus

Curriculum Principles
Curriculum Principles identify, describe and focus attention on the
important concerns that must be addressed when developing the
curriculum at all levels of schooling. They are based on significant
cultural, social and educational values and beliefs.
The principles of the Standards Based Curriculum (SBC) include the
following:
• a clear focus on the exit of learning attainment of the national
benchmarks after each grade level,
• a clear, understandable, consistent and progressive learning
development,
• c omplements the National Education Standards that are aligned to
career pathways and lifelong living after school and
• b uilt upon the strengths and weaknesses of the Outcomes Based
Curriculum learning outcomes.

The PNG National Curriculum Standards are based on the following

underpinning principles:

1. Integral Human Development;

2. Our Way of Life;
3. Teaching and learning;
4. Physical Education Guiding Principles.

1. Integral Human Development

The Philosophy of Education for Papua New Guinea as described in the

Matane Report acknowledges the National Goals and Directive
Principles in the National Constitution and is consistent with Vision 2050
and Education for Sustainable Development.
Papua New Guinea is a rapidly changing society and faces many
challenges. To face these effectively, an individual must strive to become
an integrated person and to work with others to create a better
community.

The process of integral human development calls for a National

Curriculum, which helps individuals to:

• identify their basic human needs,

• analyse situations in terms of these needs,
• see these needs in the context of spiritual and social values of the
community and
• take responsible actions based on these needs.
The success of a National Curriculum requires the integrated involvement
of all agents of education such as the home, church, school, and
community. Within the National Curriculum, teachers must integrate
knowledge, skills, values and attitudes to allow students to achieve the
desired standards expectations of integral human development.
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 Primary

2. Our way of Life

Cultural relevance

Cultural relevance focuses on the richness and diversity of Papua New

Guinean cultures and languages. These cultures and languages are
examined within their own unique contexts, and within historical,
contemporary, and future realities. Our traditional life is based on a
holistic perspective that integrates the past, present and future. Papua
New Guineans are the original inhabitants of Papua New Guinea and live
in sophisticated, organised, and self-sufficient societies. Our customs and
traditions constitute a cultural mosaic, rich and diverse, including different
cultural groups. Our customs and traditions are unique and are featured in
the National Curriculum.

The National Curriculum should enable students to:

• d
 emonstrate , understand and practice the values, beliefs, customs,
and traditions of Papua New Guinea,
• d emonstrate, understand and apply the unique Papua New Guinean
communication systems,
• d emonstrate and recognise the relationship between Papua New
Guineans and the global communities,
• r ecognise, accept and practice Papua New Guinean arts as forms of
cultural expression,
• g ive examples of the diversity and functioning of the social
economic, and political systems of Papua New Guineans in traditional
and contemporary societies; and
• d escribe the evolution of human rights and freedoms as they relate to
the people of Papua New Guinea.

3. Teaching and Learning

The expectation for all students set forth through the National Curriculum
Standard Framework strongly emphasise intellectual discipline and high
standard attainments through relevant curriculum content. The Standards
Based curriculum intends for a different approach to teaching and
learning for all students. This approach emphasises the connections
between subject areas and the skills to be acquired and used overtime.
The students should develop the ability to reason, solve problems, apply
knowledge, and communicate effectively.

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 Physical Education Syllabus

Catering for diversity

Gender

Gender is what it means to be a woman or a man. Gender refers to those

behaviours and attitudes that are culturally accepted as ways of being a
woman (femininity) and of being a man (masculinity). Addressing gender
issues goes well beyond ensuring that females have the same
opportunities as males to receive an education. A person’s experiences
determine the way they understand and make sense of the world.
Gender is also culturally determined. In Papua New Guinea, there is a
need for sensitivity to local cultural practices and values, with respect
to traditional roles for males and females. The national curriculum will
provide students with subjects, resources and activities that value and
respect the needs of girls and boys.

Students with special needs

Many students have special needs. These special needs may include
students who are gifted or disadvantaged physically, emotionally,
intellectually. Students may display combination of any of these needs.
The national curriculum will ensure that all are provided with the
opportunity to excel and achieve their full potentials regardless of their
disabilities.

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 Primary
Inclusive curriculum

The national curriculum is inclusive and designed to meet the needs of all
students irrespective of their abilities, gender, geographic locations,
cultural and language backgrounds, or their socio-economic backgrounds.
The national curriculum must be implemented by teachers in ways that
are inclusive of all students at all levels of schooling.

Students learn in different ways. It is best to use a variety of methods to

teach them. No one method is best. It is true that students are very
different and even the same students learn best from different methods
at different times. By using a range of teaching methods, it is more likely
that the needs of all students will be met. In order to be inclusive of all
students, teachers need to cater for a range of physical, social, cultural,
emotional and intellectual needs of their students. This can be achieved
through using appropriately and carefully planned learning activities, a
range of teaching methods and strategies and thoughtful use of a
teacher’s language of communication.

To be inclusive teachers will need to ensure that all girls and boys have the
opportunity to participate. Teaching practices, including classroom
organisation and management, should ensure that girls and boys are able
to participate fully in all learning activities.Through participation, individual
creativity can be recognized and encouraged as contributing to social and
national development without losing sight of the principle of communal
sharing. Participation is the key to social interaction and can lead to social
mobility. It can also help to conserve and generate knowledge and
cultural values for future generations.

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 Physical Education Syllabus
Relevance

The national curriculum should be relevant to the social, spiritual and

resource development needs of a community. This can be achieved by
integrating teaching and learning situations that reflect the knowledge,
skills, attitudes and spiritual values needed for integral human
development. A relevant national curriculum will prepare students for
productive community living; integrate academic and practical education
and will provide ways formal and informal employment.

Most people in Papua New Guinea work in the informal economy.

Students who leave at the end of Grades 8, 10 and 12 will need to find
work in the informal economy. These students, however will not only
need to be skilled to work in the informal economy. They will also need to
be prepared to work in the formal economy and undertake formal
education if there are opportunities. All students will need applied and
academic skills and knowledge. All students will need to know how to
adapt new technologies and knowledge appropriately to their
environment.

The national curriculum will enable teachers to support students learn-

ing by encouraging teaching in real life contexts. This means relating
the skills and knowledge of subjects to real life situations. People from
the community could also be brought into the classroom to help teach a
topic and support students undertaking useful projects in the community.

Student-centered learning

Student-centered learning recognizes the fact that no two classes are

alike and no two children are the same with respect to their needs. A
teacher who uses a student-centered approach will create a classroom
environment that will motivate students to discover new skills and
knowledge. In such an environment, the teacher might focus on teach-
ing students how to learn and help them discover relevant information. It
is essential to teach students how to learn while at the same time teach
students important contents. A student-centered classroom will usually
involve students working together in small groups using activity centers
set up in the classroom while the teacher works more closely with one or
two students.

The national curriculum describes the learning outcomes for all subjects.
A student-centered approach allows teachers to be flexible in
determining effective ways to help all students achieve the learning
outcomes.

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 Primary

Lifelong learning

School is an important part of students’ education but learning continues

throughout life. The initial experience that students have with the school
curriculum is critical in encouraging them to continue learning throughout
their lives. Going to school should be an enjoyable and satisfying
experience for the students. It should prepare them for life after school.
Students learn many things when they go to school. They will learn many
things outside of school and continue to learn after they leave school. The
national curriculum should build on what students already know. Teachers
should make use of this knowledge and skills. When students are learning
new, unfamiliar things, teachers should relate the new things to what
students already understand. This important learning will continue
throughout life as students increasingly take responsibility for their own
learning. Increasingly, students who leave school will look for
opportunities to continue their education, and to return to school or some
other educational or training institutions in order to improve their
qualifications.

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 Physical Education Syllabus

4. Physical Education Guiding Principles

The physical education guiding principles define what a student should

know and be able to do as result of a quality physical education program.

The Primary Physical Education curriculum standards is based on the

following underpinning curriculum principles:

Our Way of Life

Cultural heritage

Physical Education acknowledges and encourages traditional forms of

play and physical activities as a way of maintaining our cultural heritage
to complement our way of life today. Traditionally in Papua New Guinea,
knowledge, skills and values were acquired informally through mainly
observations, imitations and hands on experiences. In the same way,
participating in traditional games or physical activities promoted cultural
practices and values in games and as such, traditional and introduced
games are valued and sustained by the communities. Students’
participation in various physical activities improves social behavior through
upholding cultural values such as respect, appreciation and fair play which
promote peace and harmony in the communities. The communities in turn,
support the teaching and learning of the subject in schools by sharing
resources, providing assistance with school sports activities and
promoting culturally relevant activities.

Integral Human Development

The right to healthy living

Physical Education provides opportunities for students to develop

physically, intellectually, spiritually, emotionally and socially in order to
sustain themselves. The knowledge, skills, attitudes and values acquired
through Physical Education will help students live physically active,
develop interest in different types of physical activity, build team work,
social skills, improve focus and academic performance.

Students not only learn to stay fit and healthy but also keep their minds
and morals healthy. They learn about safe practices and its consequences
to prevent the risk of accident and injury in games or physical activities.
Students also develop positive self-esteem and a sense of achievement
through the appreciation and enjoyment of various physical activities.
Taking part in physical activities such as games, sports and fitness
programs is an important part of Physical Education that promotes and
contributes to healthy living.

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 Primary

Teaching and Learning

Teaching and Learning approaches

Teaching Physical Education requires variety or combinations of teaching

and learning approaches. Physical education teaching is focused on skills
development through demonstration and practice in games and sports.
An effective Physical Education teaching and learning program is based
on careful thought and design of content focused on student centered
approach where students learn well by doing.

Teaching and learning approaches need to be flexible to cater for

individual differences and learning should be relevant and meaningful to
the experiences and needs of the students. Gifted students should be
given opportunities to extend their learning while students with
physical or intellectual impairments and emotional or learning
difficulties need special support. Teachers have a responsibility to
ensure that the curriculum they teach and the classroom practices they
use give all students the opportunity to reach their full potential. In
addition, students should be given equal opportunities to participate in all
class or school activities regardless of their gender.

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 Physical Education Syllabus

Content Overview
The content overview is the description of what students will learn for
each grade prescribed in the Syllabus content. The Physical Education
course is organized into three strands and has six units within the strand
consistent across the grades from grades 3, 4 & 5. These Strands are
broad concepts which have been identified as basic elements of
progressive learning from one grade to the next level.

Strand 1: Safety
Safety is concerned with the prevention of injuries in physical activity and
describes behaviour that promotes safety at school and in the community.
The strand content gives students opportunities to gain basic safety
procedures to promote safe play and to deal with emergency situations
during games and sports. Students understand the rules of safe play and
their roles and responsibilities associated with different physical activities.
The important concept is to encourage safe play, positive attitudes and
acceptable behaviour that promote safe practices in physical activities in
the school and the community.

Strand 2: Movement
Movement in physical activities requires students to understand and apply
arrange of movement skills in different contexts. A strong foundation in
fundamental movement skills and patterns forms the basis for building
unspecialised and specialised skills related to particular sports, games and
other physical activities. This strand focuses on students exploring,
developing and demonstrating basic movement skills using different
patterns and sequences. Students use controlled and coordinated body
movements with or without equipment. It is important to develop
competency in these skills to encourage lifelong involvement in physical
activities.

Strand 3: Physical Activity

Physical Activity is the application of movement skills, rules and game
plans to play, games and modified sports. Through participation in
various physical activities, students develop competence, confidence,
positive attitudes, acceptable behaviour and an understanding of team
work and fair play. Students are encouraged to build upon and apply skills
and tactics in competitive and non-competitive sporting activities.

Students acquire knowledge of the importance of fitness and the benefits

to be gained in relation to their personal health. Students are given
opportunities to explore various fitness activities and to develop routines
that encourage them to maintain their personal fitness levels. This Strand
also encourages students to recognize the value of leisure and recreation
for the maintenance and improvement of fitness and health.

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 Primary
Table of strands, units and concepts

The table below outlines the strands, units and concepts for the
Primary Physical Education subject. The concepts show the physical
education content progression from grades 3 - 5. These help teachers
understand how to deal with them when they are expanded into content
standards, performance standards and assessment tasks.

Strand Units Grade 3 Grade 4 Grade 5

1. 1. S
 afe and • S afe and unsafe play • Basic safety • Safety action plans for
Safety unsafe practices s trategies in free and games
practises in controlled movements,
various • Safety in physical • Basic First Aid
physical activities • Basic safety strategies procedures for minor
activities in sport and fitness injuries in water sports
• Use and care of activities and games
sporting facilities and
equipment • Basic safety strategies • Emergency and risky
in leisure and s ituations in physical
recreational activities activities
2. B
 ehaviour in • G
 ames and • Sporting codes and • S
 afe behaviours and
games and fair play rules ethics in modified procedures in games
sports (codes) sports and sports

 pectator and player • Sportsmanship in

• S • B
 ehaviours in offensive
behaviour individual and team and defensive play
sports
2. 3. Movements • L
 ocomotor and • Locomotor, • T
 welve Fundamental
Movement skills non-locomotor skills non-locomotor and movement skills for
manipulative skills game play
• B
 asic movement
sequences and • Movement • M
 ovement sequences,
simple concepts sequences and patterns and concepts
patterns
3. 4. Modified sports • M
 inor lead-up • Minor ball Games • M
 ajor ball drills and lead
Physical and games Games up games
Activity • Modified court and net
• M
 odified field and sports • M
 odified bat and racket
goal sports sports
• A
 thletics -100m and
• Athletics – sprint 200m sprints and relay • A
 thletics - sprints, relay
and relay and field events
• Water sports - Basic
• Basic water sports swimming skills - free • W
 ater sports -
styles Swimming techniques -
butterfly, back stroke
5. Fitness for • F
 itness activities for • Fitness activities for • Individual
health health health fitness activities for
health
• F
 itness exercises • Fitness exercises for
for specific modified specific modified court • Fitness exercises for
field and goal sports and net sports individual and
team sports
6. L
 eisure and • L
 eisure and • Recreational activities • L
 eisure and recreational
recreation recreational indoor or outdoor in activities action plans
activities in the home rural or urban settings
and school • B
 enefits of leisure and
recreational activities

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 Physical Education Syllabus

Content Standards
The Content Standards are broad statements of what students need to
know, understand and be able to do as intended by the Syllabus. These
Content Standards create a clear outline of the essential knowledge, skills
and understanding that students need to master in a given subject
content. They define the breadth and depth of knowledge, skills,
processes, attitudes and values that are to be taught in the strand. They
are student-centered and are written in terms that would enable them to be
demonstrated, assessed, measured and monitored to show progression
from one grade to the next.

A numerical code has been applied to each of the content standards. This
does not indicate any intended sequence or hierarchy of the content
standards. Rather, it is a classification system to facilitate simplicity of
reference. Each content standard is numbered with three digits, such as
4.3.2. This refers to a content standard from Grade 4, strand number 3 and
content standard number 2.

Grade 3 Grade 4 Grade 5

Strand 1: Safety
3.1.1 Demonstrate safe and unsafe 4.1.1 Identify and develop basic 5.1.1 Illustrate safety procedures
practices for safety to avoid safety strategies for and apply simple safety
taking risks in physical participating in movement, action plans for
activities leisure, recreation, sport and emergencies that occur in
fitness activities games and sports
3.1.2 D
 emonstrate good 4.1.2 Identify and describe good 5.1.2 Demonstrate safe behaviours
behaviour that promote fair behaviours in various physical and procedures in offensive
play in games and sports activities and defensive play
Strand 2: Movement
3.2.1 Demonstrate locomotor and 4.2.1 Perform a range of movement 5.2.1 Demonstrate and apply
non locomotor skills with sequences and patterns using s elected locomotor and
simple sequences and locomotor, non-loco motor and m anipulative skills with a
concepts individually or with a manipulative skills partner and appropriate
friend in general space. equipment to perform
movement sequences,
patterns and concepts
Strand 3: Physical activity
3.3.1 Describe and understand what 4.3.1 Demonstrate a range of 5.3.1 Apply modified ball handling
modified sports are and m odified sports skills in a and basic athletics skills, in
common game skills of the range of court and net, game play situations,
selected sports and practise swimming, athletics, minor ball including basic aquatic skills
them in a range of lead up, games and use the rules to and discuss types of
minor games and basic water play a game appropriate facilities to
sports develop a modified class
sports program.
3.3.2 D
 escribe the effects on the 4.3.2 Identify and participate in daily 5.3.2 Discuss and describe the
body before and after physical activities that benefits and opportunities for
participating in various physical contribute to heart and lung individual, dual and team
activities for healthy wellbeing fitness such as balance and p articipation in a range of
coordinated activities leisure and recreational
activities

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 Primary

Strand 3: Physical activity

3.3.3 Discuss and understand the 4.3.3 Recognize and identify indoor 5.3.3 Discuss and describe the
variety of leisure and and outdoor recreational benefits and opportunities for
recreational activities in the activities in urban or rural individual, dual and team
home and school settings p articipation in a range of
leisure and recreational
activities

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 Physical Education Syllabus

Content Expansion
This section contains the expansion of Content Standards into
Performance Standards and Assesment Tasks. The Content Expansion is
organised by grades.

Performance Standards

Each Content Standards statement in this Syllabus is accompanied by a set

of Performance Standards. A Performance Standard is a descriptive
statement of the knowledge, skills, attitude and values that students might
display as they work towards the achievement of the Content Standard.

Each Performance Standard gives explicit descriptions or explanations of

what to be done during instructional planning of teaching and learning
process in order to achieve the Content Standard. They demonstrate the
range of observable skills that contribute to the achievement of the
Content Standards. They assist teachers to monitor student progress within
a level and to make on-balance judgments about the achievement of
Content Standards at the end of a level.

Teachers may wish to develop their own Performance Standards.

Alternatively, they may adapt and/or modify the Syllabus Performance
Standards as appropriate to their context. Each Performance Standard may
give explicit descriptions or explanations of what to be done during
instructional planning of teaching and learning process in order to achieve
the Content Standard. The Performance Standards are coded as a,b,c.

Assessment Tasks

Each Content Standard has suggested assessment task(s) which are

mainly for Assessment for and Assessment as/in. These are numbered as
1, 2, or continues to next number. Assessment Tasks are written in terms
that enable them to be demonstrated, assessed, measured and monitored
to show students’ understanding of the intended standards.

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 Primary

Grade 3

Strand 1 : Safety

Unit 1 : Safe and unsafe practises in various physical activities

Content Standard 3.1.1 Demonstrate safe and unsafe practises for safety to avoid taking risks in physical
activities.
Performance a. Identify safe practises in physical activities at home and school.
b. Identify unsafe practises in physical activities at home and school.
Standards c. Describe basic safety rules to avoid taking risks in physical activities.
Assessment Tasks 1. Identify a safe practise and explain how it is applied to a friend or a group.
2. Make up and present a role play about an unsafe practise in school.

Unit 2 : Behaviour in games and sports

Content Standard 3.1.2 Demonstrate good behaviour that promote fair play in games and sports.

Performance a. Identify common characters of fair play and how to use and promote them.
b. Identify and describe good behaviours practised in various physical activities such as
Standards respect cooperation and follow rules.
c. Discuss the benefits of safe behavioural conducts during various physical activities
such as ground and water activities.
Assessment Task 1. N
 ame one good or safe behaviour that players and spectators must display during
games.

Strand 2 : Movement

Unit 3 : Movement skills

Content Standard 3.2.1 Demonstrate locomotor and non locomotor skills with simple sequences and
concepts individually or with a friend in general space.
Performance a. Perform locomotor movements using different movement skills using two or more
body parts: crawl, walk, jump, hop, gallop, skip, slide, leap, jog, run.
Standards b. Move objects around in a given space in different directions and at different speeds.
c. E xplore movements that require hand, eye and body coordination such as throwing
or kicking at a target.
d. Explore a variety of ways of moving in water.
Assessment Tasks 1. Choose and demonstrate a locomotor skill using two body parts.
2. Identify the skip, hop and jump movements in a given set of pictures.

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 Physical Education Syllabus

Strand 3 : Physical Activity

Unit 4 : Modified sports and games

Content Standard 3.3.1 D
 escribe and understand what modified sports are and common game skills of the
selected sports and practise in a range of lead up, minor games and basic water
sports.
Performance a. Identify traditional games and introduced games such as egg and spoon race,
three legged race, fill the bucket and play in class teams.
Standards b. Identify and describe modified ball sports played in the community and discuss the
types of equipment and facilities (courts/fields, toilets and wash rooms for players/
spectators etc.) e.g. Netabol - size three balls, volibal size three.
c. Identify hand-eye ball handling skills and practices and apply them in lead up
games e.g. captain ball, corner spray, leader and tunnel ball.
d. Identify minor games for leg-eye coordination ball skills such as kicking, dribbling,
shooting targets and practice them in game play situations e.g. dribbling relay three
side, etc.
Assessment Tasks 1. Name a field and goal modified sport.
2. Demonstrate a modified game skill using hand coordination skill with a partner or
equipment.

Unit 5: Fitness for health

Content Standard 3.3.2 D
 escribe the effects on the body before and after participating in various physical
activities for healthy wellbeing.
Performance a. List and define the components of physical fitness.
b. Take part in various physical activities such as running, jumping, swimming, skipping
Standards and describe how they feel afterwards.
c. D
 escribe the immediate changes in body temperature like perspiration, heart rate
breathing rate and how they feel before, during and after vigorous physical activity.
d. Participate in fitness activities such as obstacle courses and circuit activities.
Assessment Tasks 1. P
 erform ten skipping rope jumps and say how fast or slow they are breathing or the
heart is beating.
2. Describe how a fitness circuit station works.

Strand 3 : Physical activity

Unit 6 : Leisure and recreation

Content Standard 3.3.3 D
 iscuss and understand the variety of leisure and recreational activities using
appropriate local facilities at home and in school.
Performance a. Identify and sort leisure and recreational activities into individual or group activities.
b. Discuss leisure and recreation activities in which family members and friends
Standards participate in.
c. D
 escribe various leisure activities that require facilities from the local area such as
playground equipment.
d. Discuss the rules and correct usage of facilities and playground equipment.
e. Discuss the roles and responsibilities when using facilities and playground
equipment in their local communities.
Assessment Tasks 1. Choose and demonstrate a locomotor skill using two body parts.
2. Identify the skip, hop and jump movements in a given set of pictures.

21
 Primary

Grade 4

Strand 1 : Safety

Unit 1: Safe and unsafe practises in various physical activities

Content Standard 4.1.1 Identify and develop basic safety strategies for participating in movement, leisure,
recreation, sport and fitness activities.
Performance a. Demonstrate safety rules and guidelines in sport and fitness activities.
b. Identify basic First Aid procedures for injury prevention in various physical activities.
Standards c. Discuss and demonstrate water safety and survival skills.
d. Discuss and demonstrate procedures for obtaining emergency assistance and
information such as call school office, ambulance,police,call 000 or find an adult.
Assessment Tasks 1. L
 ist three reasons why it is importance to follow safety rules and guidelines in
various physical activities.
2. Identify and list two safety rules when taking part in water activities.

Unit 2: Behaviour in games and sports

Content Standard 4.1.2 Identify and describe good behaviours in various physical activities.

Performance a. D escribe and identify acceptable and unacceptable behaviours players display in
field and goal sports.
Standards b. Describe of the benefits of acceptable behaviours in water sports, fitness activities
and games and water sports.
c. D
 escribe the consequences of unacceptable behaviours and in water sports, fitness
activities and games and leisure or recreational activities.
d. Describe types of acceptable and unacceptable behaviours in leisure and recreation
activities.
e. Discuss the behaviours of spectators and the roles of team captains and players on
how or what can be done when their team wins or loses.
Assessment Tasks 1. L ist two acceptable benefits individuals must gain when practising acceptable
behaviours.
2. List two consequences that individuals can encounter when they engage in
unacceptable behaviours during play or other physical activities.

Strand 2 : Movement

Unit 3: Movement skills

Content Standard 4.2.1 P
 erform a range of movement sequences and patterns using locomotor and
manipulative skills.
Performance a. Create movement sequences by combining balances, travelling, turns and rolls.
b. Create and demonstrate movement patterns using skipping rope games and
Standards hopscotch.
c. D
 emonstrate speed, balance and spatial awareness when moving with a partner or
group.
d. Perform controlled, coordinated movements to receive or stop moving objects.
Assessment Tasks 1. S
 elect three locomotor movements skills and perform them in a sequence, e.g; walk,
hop and skip with a partner.
2. Perform the over arm throw or under arm throw applied in Tee.ball.

22
 Physical Education Syllabus

Strand 3 : Physical Activity

Unit 4: Modified sports and games

Content Standard 4.3.1 D
 emonstrate a range of modified sports skills in a range of court and net,
swimming, athletics, minor ball games and use the rules to play a game.
Performance a. D iscuss and select three court and net sports and practice the skills through skill drill
and various minor games.
Standards b. Perform a variety of water movement skills such as floating, submerging,
swimming and diving.
c. Identify three court and net sports and practice the modified skills of the games using
the rules of play, scoring and lines men.
d. Discuss simple attack and defensive play and practice them in minor games in the
PE classes.
e. Discuss thoughts and views about how players feel when they lose or win a game, in
various game situations.
Assessment Tasks 1. Name 2 ball and court /net sports and describe the equipment used.
2. Perform two game skills of court and net sports.

Unit 5: Fitness for health

Content Standard 4.3.2 Identify and participate in daily physical activities that contribute to heart and lung
fitness such as balance and coordinated activities.
Performance a. D emonstrate examples of fitness exercises for good health such as aerobics, dance
steps, stretches.
Standards b. Discuss and express the understanding of the benefits of fitness in physical health.
c. Identify and list activities that people do to improve heart and breathing capacityand
flexibility.
d. Identify fitness requirements of selected physical activities such as wearing suitable
clothing fordoing warm- up and warm down activities.
Assessment Task 1. C
 ut pictures from magazines or newspapers or draw pictures that show activities
that you do to help keep physically fit.

Unit 6 : Leisure and recreation

Content Standard 4.3.3 Recognize and identify indoor and outdoor recreational activities in urban or rural
settings.
Performance a. Discuss reasons why people participate in leisure and recreational activities.
b. Organize and participate in different leisure activities such as making and sailing a
Standards toy canoe, flying a kit.
c. P
 lan and design a simple personal weekly action plan for recreational games and
activities.
d. Investigate the importance of physical recreational activities on individuals.
Assessment Tasks 1. Identify and list the types of leisure and recreational activities and give reasons for
taking part in them.
2. List five benefits of taking part in leisure and recreational activities.

23
 Primary

Grade 5

Strand 1 : Safety

Unit 1: Safe and unsafe practises in various physical activities

Content Standard 5.1.1 Illustrate safety procedures and apply simple safety action plans for emergencies
that occur in games and sports.
Performance a. E xplain and perform action plans to promote safety rules and deal with emergency
situations in games and sports.
Standards b. Demonstrate basic first aid in modified sports using local resources and equipment.
c. D
 emonstrate survival skills in a range of contexts such as in water activities or ball
games.
d. Discuss the basic safe play rules, safe conducts and general sports administration
for school sports.
Assessment Tasks 1. Develop simple action plans to deal with a given emergency situation in a game.
2. List down safety tips to avoid accidents or incidents.
3. Design and explain action plans to promote safety rules dealing with emergency.
4. Demonstrate First Aid strategies for minor injuries occurringin modified sports using
local resources and equipment.

Unit 2 : Behaviour in games and sports

Content Standard 5.1.2 Demonstrate safe behaviours and procedures in offensive and defensive play.

Performance a. O bserve and identify safety procedures practiced in offensive play situationsin field
and goal and net and court.
Standards b. Observe and identify safety procedures in defensive play situations ball and bat, and
bat and racket.
c. Perform safety procedures in offensive and defensive play situations.
d. Identify, discuss and make responsible decisions to an extent according to the rules
associated with competition play.
Assessment Tasks 1. List and describe three offensive and three defensive play in a field or goal sport.
2. Conduct a survey on offensive and defensive plays in a game, and report findings of
their observations to class or others.

Strand 2 : Movement

Unit 3: Movement skills

Content Standard 5.2.1 Demonstrate and apply selected locomotor and manipulative skills with a partner
and appropriate equipment to perform movement sequences, patterns and concepts
Performance a. C reate and perform various movement patterns with body control such as combining
balances, forward and backward rolls, turns, jumps, squats.
Standards b. Apply hand and leg eye coordination movement skills such as throwing and catching
or kicking and dribbling in modified games.
c. P erform different swimming strokes such as freestyle, breast stroke, back stroke and
butterfly.
d. Demonstrate accuracy when performing ball handling skills such as throwing,
catching, fielding, dribbling and kicking.

Assessment Tasks 1. D emonstrate hand and leg eye coordination movement skill example, dribbling and
striking.
2. Do freestyle, breast stroke, back stroke and butterfly swims competently by using
checklist.
3. Demonstrate a squat position ready to perform a forward roll.

24
 Physical Education Syllabus

Strand 3 : Physical Activity

Unit 4 : Modifiedsports and games

Content Standard 5.3.1 A
 pply modified ball handling and basic athletics skills in game play situations
including basic aquatic skills and discuss types of appropriate facilities to develop
a modified sports program for the class.
Performance a. P
 erform a range of ball handling skills for modified sports and use the planned
modified sports programs at the grade level.
Standards b. Describe types of track (athletics) skill activities for modified relay games.
c. P
 articipate in mini modified sports competition for all grades five students fortnightly
throughout a term.
d. Participate in organizing class and school sports programs.
Assessment Tasks 1. Name two throwing events that use ball and bat and ball and ring.
2. In which modified sports will you play the ‘wing attack’ and ‘striker’s positions?

Unit 5: Fitness for health

Content Standard 5.3.2 P
 articipate in health-related activities to improve fitness, strength, breathing
system and flexibility.
Performance a. Discuss effects and value of regular exercises in relation to personal health.
b. Perform circuit activities such as walking, running, jogging, jumping, skipping, etc..
Standards c. Identify some sports and practice specific fitness exercises.
d. Take part in physical activities that develop fitness, flexibility and strength.
Assessment Tasks 1. S elect and perform physical activities that develop fitness, flexibility and strength.
2. Collect any two pictures of physical activities and explain their importance in relation
to health and sports

Unit 6: Leisure and recreation

Content Standard 5.3.3 D
 iscuss and describe the benefits and opportunities for individual, dual and team
participation in a range of leisure and recreational activities.
Performance a. S elect traditional leisure and recreational games and activities and demonstrate to
students in Elementary 2 or Grade 3.
Standards b. Identify and perform recreational activities that contribute to fitness and personal
health.
c. Design and implement a personal weekly plan for leisure and recreation activities.
d. Participate in a variety of outdoor and indoor recreational activities such as
canoeing, fishing, bushwalking.
Assessment Tasks 1. List down three common reasons of taking part in leisure or recreational activities.
2. In groups, plan and present a weekly leisure or recreation activity using local
materials and facilities.

25
 Primary

Assessment and Reporting

Assessment is defined as the ongoing monitoring and evaluation process
of teaching and learning performances of the implementation of the
curriculum. The assessment developed and conducted must be aligned
to the knowledge, skills, values and attitudes outlined in the Content
Standards.

The relationship between the assessment standards, the content

standards, and the teaching standards emphasizes on high achievement
of teaching and learning. A good assessment is an integral part of good
instruction. The most effective teaching aligns the content standards with
instruction and assessment.

Purpose of Assessment

The purpose of assessment is to fulfill the following:

• Inform and improve students’ progress and achievements in learning,

• P rovide valuable information that enable teachers, schools and NDOE
to make decisions about how to improve the quality of teaching and
learning in the education system,
• Inform teachers about the progress of students learning in order to
adjust teaching planning to improve student learning,
• Inform parents and guardians, about their children’s progress and
achievements, and
• Inform schools and systems, about teaching strategies, resource
a
 llocations and curriculum, and inform other educational institutions,
employers and the community, about the achievements of students in
general or of particular students.

Assessment is seen as an integral part of the learning and teaching

program rather than a separate process.

Types of Assessment

The three types of assessments in the Standard Based Curriculum. These

are;

• Assessment as or in
• Assessment for and
• Assessment of

Assessment as or in and Assessment for are also known as Formative

Assessments and Assessment of is also known as Summative
Assessment.

26
 Physical Education Syllabus

Assessment as or in Learning

Assessment as/in Learning is the use of a task or an activity to allow

students the opportunity to use assessment to further their own learning.
Self and peer assessments allow students to reflect on their own learning
and identify areas of strength and weakness. These tasks offer students the
chance to set their own personal goals and advocate for their own learning.

Assessment for Learning or Formative Assessment

Formative Assessment is a process used by teachers and students during

instruction that provides feedback to adjust ongoing teaching and learning
to improve students’ achievements. It is a process of seeking and
interpreting evidence for use by learners and their teachers to decide where
the learners are in their learning, where they need to go and how best to get
there. Formative assessments provide descriptive feedback to students
and student self-assessment. Examples of formative assessment include:
observations, student conferences, writing tasks, performance tasks, prior
knowledge assessments, rubrics, feedback, and student self-assessment.

Assessment of Learning or Summative Assessment

Summative Assessments happen after learning is supposed to have

occurred to determine if it did. They occur most often at a point in time
when students are ready to demonstrate achievement of curriculum
objectives (end of unit tests, performance events, projects).

Often assessment and evaluation results provide both formative and

summative information. For example, summative evaluation can be used
formatively to make instructional decisions. It informs and provides
direction about student progress and determines where further instruction
is recommended for individuals or groups.

27
 Primary

Methods of Assessment

Assessment is an integral part of students learning and can be done

using different methods. Below are some of these methods.

Keeping a records of
practical work
Ongoing Records
• Models
• Student profile Questionnaires
• Work samples
• Checklist
• Class and group projects • Oral
• Running record sheets
• Written
• Student folders

Student records
Tests
• Student profile
• Practical
Some ways of • Student journal
• Written assessing • Working in progress folders
• Diaries

Observation of students Talking with students

Student self-assessment
• Informing Observation • Informal observation
• Group discussion • Checklist and notes
• Concept mapping • Interview
• Running record sheets • Questioning individuals and small
• Peer assessment • Watching working in progress
• Self - assessment groups
• Systemic observation • Asking open ended questions
• Presentation to the class • Telling stories
• Assembly • Listening to students
explanations

28
 Physical Education Syllabus

Recording, reporting and evaluating

Assessment is an integral part of students learning and can be

demonstrated in many ways. The students’ assessment must be
recorded, evaluated and reported to others. Below are some of ways of
assessment recording, reporting and evaluating.

Processes and procedures Presentations Writing

• Observing, identifying
• Recognizing • Debates • Essays
investigating • Presentation of work • Explanations
• Classifying • Presentation of findings • Case studies
questioning, comparing, • Interviews • Completing activity sheets
predicting, drawing • Plays and role plays • Concept maps
conclusions, • Sharing findings • Assignments
taking measures, • Observation with other • Projects
putting forward possible classess • Articles from newspapers
soluction

Practical tasks Oral tasks

• Models How can students • Answering questions

• Displaying activities outside show what they • Explaining
• Practical activity have learned? • Describing
• Solving Problems • Relaying information
• Applying concepts • Asking questions
• Interviewing

Visual representations Research

• Posters, flow charts • Small group research

drawings • Independent research
• Diagrams, maps, tables • Conducting surveys and
• Graphs, paintings, labels interviews

Evaluation
Teachers will use assessment information to make judgments about the
effectiveness of their teaching, learning and assessment programs. This
will enable them to make improvements to their teaching practice in order
to improve students’ learning.

Schools may use whole school assessment data to evaluate the

effectiveness of teaching and learning in a particular subject or at a
particular grade levels and make decisions on how to improve students
learning.
29
 Primary

Glossary
Words Definitions
Assessment Activities teachers use to help students learn and to monitor their progress.
Assessment Different styles and ways of assessing students work.
Strategies
Assessment For A common form of assessment. It is an ongoing process that arises out of the
Learning interaction between teaching and learning. Also referred to as formative assessment.
Assessment As/In Is a design to inform students what they will do well and what they need to improve
Learning on daily/weekly bases as an integral part of everyday teaching and learning such as
exercise, activities or experiments students do or practice in each lesson.
Assessment Of Provides a summary of students learning over a set period of time and is generally
Learning carried out at the end of a course or project. Sometimes it is referred to as summative
assessment and are evaluative.
Assessment Tasks On-going test of knowledge, skills and attitudes/values gained throughout the
particular unit or topic.
Benchmark A benchmark is a required standard or yardstick in which something is measured
against. In the national curriculum, it is set to evaluate and validate the standard of
curriculum as well as the effectiveness of teaching and learning at the end of each
level of schooling. In PNG, Benchmarking is referred to as assessment of content
standards at the end of each level of schooling such as Elementary 2, Grade 5 and
Grade 8.
Content Standard A broad statement of what students need to know, understand, and be able to do as
intended by the syllabus. They define the breadth and depth of knowledge, skills and
processes and attitudes and values that are to be taught in the strand, unit or topic.
Performance A descriptive statement of the knowledge and skills that students may display as they
Standards work towards the achievement of the content standard. The performance standards
are examples only. Performance standards make content standards operational.
Fundamental Building blocks of movements that other movements for specific purposes are build
movements or developed from.
Locomotor movement Movement skills that require moving from one place to another.

Manipulative Coordinated and controlled body movements and can be performed with objects.
Equipment and partners.
Modified sports Simplified versions of standard sports designed for children. They have simplified
skills, rules, equipment, facilities, behaviors and codes.
Movement concepts How movements are performed, they are speed, effort, levels and relations to an
object or partner.
Non- locomotor Movement skills that are performed by the whole body in a marked space such as
movement bend and twist rise and sit etc.
Standards Based Is an academic program in which clearly defined academic content, performance
Education standards are aligned. It spells out what schools and communities need to do to
ensure achievement of expectations
It is a philosophical concept that is centered on the process of planning, developing,
delivering, monitoring and improving education programs.
Standard Based Is a cumulative body of knowledge and set of competencies that form the basis for a
Curriculum quality education.
Standard A standard is a level of quality or achievement, especially a level that is thought to
be acceptable. It is something used to measure or estimate the quality or degree of
something, for example, how good a piece of work is.
Standards Based Is a learning system and is a systematic and ongoing process of collecting and
Education interpreting information about students achievements.
Assessment

30
 Physical Education Syllabus

References
National Department of Education (2000). Education for All, National
Department of Education, Waigani

National Department of Education (2000). Primary Education Handbook

second edition, NDOE, Waigani

National Department of Education (2002). National Curriculum Statement,

NDOE, Waigani

National Department of Education (2003). National Assessment and

Reporting Policy Waigani

National Department of Education (2003). Physical Education Lower

Primary Syllabus, NDOE, Waigani

National Department of Education (2003).Gender Equity in Education

Policy, NDOE, Waigani

National Department of Education. (1986). A Philosophy of Education for

Papua New Guinea, Ministerial Committee Report P. Matane, chair, Waigani

National Strategic Plan taskforce (2009). Papua New Guinea Vision 2050.
Port Moresby, GoPNG.

National Task Force on the Review of Outcomes –Based Education

(2013). Review of Outcomes-Based Education in Papua New Guinea. Port
Moresby, NDOE

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