Physical Education B1 B6

MINISTRY OF EDUCATION
REPUBLIC OF GHANA
PHYSICAL EDUCATION
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 1 - 6)
SEPTEMBER 2019
© NaCCA, Ministry of Education 2019

Physical Education Curriculum for Primary Schools
Enquiries and comments on this Curriculum should be addressed to:

The Executive Secretary
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
Website: www.nacca.gov.gh
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FOREWORD
The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and
ensuring that every learner receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human capital
needs of our country, required for accelerated sustainable national development. It is for this reason that the new curriculum sets out clearly the learning areas
that need to be taught, how they should be taught and how they should be assessed. It provides a set of core competencies and standards that learners are to
know, understand and demonstrate as they progress through the curriculum from one content standard to the other and from one phase to the next. The
curriculum and its related teachers’ manual promote the use of inclusive and gender responsive pedagogy within the context of learning-centred teaching
methods so that every learner can participate in every learning process and enjoy learning. The curriculum encourages the use of Information and
Communication Technologies (ICTs) for teaching and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at any
point of exit from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana becoming a
learning nation. The graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be digital literates,
critical thinkers and problem solvers. The education they receive through the study of the learning areas in the curriculum should enable them to collaborate
and communicate well with others and be innovative. The graduates from Ghana’s schools should be leaders with a high sense of national and global identity.
The curriculum therefore provides a good opportunity in its design to develop individuals with the right skills and attitudes to lead the transformation of Ghana
into an industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new
curriculum, will show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and
selection of the learning areas for this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of
teamwork, respect, resilience and the commitment to achieving excellence. The Ministry endorses a quality learning experience as an entitlement for each of
Ghana’s school-going girl and boy; the curriculum has rightly focused on learning and learning progression. The Ministry has also endorsed accountability as a
critical domain for effective workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and values
and to make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The Ministry
will support the implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in the development
and delivery of the standards-based curriculum and we will continue to support our teachers on this journey that we have started together to put learning at
the centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
Dr. Matthew Opoku Prempeh (MP)

The Honourable Minister of Education
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TABLE OF CONTENTS
FOREWORD........................................................................................................................................................................................................... iii
RATIONALE FOR PHYSICAL EDUCATION ....................................................................................................................................................... viii
PHILOSOPHY ....................................................................................................................................................................................................... viii
GENERAL AIM ...................................................................................................................................................................................................... viii
SUBJECT AIMS ...................................................................................................................................................................................................... viii
CORE COMPETENCES .......................................................................................................................................................................................... ix
LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS) ......................................................................................................................... x
KNOWLEDGE, UNDERSTANDING AND APPLICATION ................................................................................................................................... x
SKILLS AND PROCESSES ...................................................................................................................................................................................... xii
ATTITUDES AND VALUES ................................................................................................................................................................................... xii
VALUES: ................................................................................................................................................................................................................ xiii
ASSESSMENT ........................................................................................................................................................................................................ xiv
SUGGESTED TIME ALLOCATION ....................................................................................................................................................................... xv
PEDAGOGICAL APPROACHES ........................................................................................................................................................................... xv
ANNOTATION ..................................................................................................................................................................................................... xx
ORGANISATION OF THE CURRICULUM .......................................................................................................................................................... xx
CURRICULUM REFERENCE NUMBERS .............................................................................................................................................................. xxi
SCOPE AND SEQUENCE ................................................................................................................................................................................... xxii
SCOPE AND SEQUENCE SHOWING STRANDS AND THE SUB STRANDS FOR PHYSICAL EDUCATION............................................... xxii
BASIC ONE ..............................................................................................................................................................................................................2
STRAND 1: MOTOR SKILL AND MOVEMENT PATTERNS .................................................................................................................................2
STRAND 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES ...........................................................................................................11
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STRAND3: PHYSICAL FITNESS ............................................................................................................................................................................13
STRAND 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES...........................................................................15
BASIC TWO ..........................................................................................................................................................................................................16
STRAND 1: MOTOR SKILL AND MOVEMENT PATTERNS ...............................................................................................................................17
STRAND 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES ................................................................................................26
BASIC THREE.........................................................................................................................................................................................................30
BASIC FOUR ..........................................................................................................................................................................................................44
BASIC FIVE .............................................................................................................................................................................................................57
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BASIC SIX...............................................................................................................................................................................................................69
SUB-STRAND: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES ...............................................75
APPENDIX: ............................................................................................................................................................................................................76
GLOSSARY.............................................................................................................................................................................................................82
SUGGESTED EQUIPMENT/MATERIALS ...............................................................................................................................................................89
READING LIST.......................................................................................................................................................................................................89
HISTORY SUBJECT PANEL MEMBERS AND REVIEWERS ...................................................................................................................................91
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RATIONALE FOR PHYSICAL EDUCATION
The teaching and learning of Physical Education is based on principles from science, psychology, sociology and movement education. Physical education
programme is an integral part of the total education of every child for holistic development and well-being, from kindergarten to Senior High school. Quality
physical education programmes are needed to increase the physical competence, health-related fitness, self-responsibility, stress management, recreation and
enjoyment of physical activities for all learners including those with learning or physical disabilities, environmentally or culturally deprived and the gifted so that
they can be physically active for life. They are also needed for an increase in productivity, reduction of national revenue on health, absenteeism, corruption, etc.
However, Physical education programmes can only be beneficial to learners and society if they are well planned, implemented and managed.
PHILOSOPHY
The teaching and learning of physical education is based on constructivist and fitness models.
Teaching Philosophy
Physical education guides learners discover and develop knowledge, skills, attitude, values, fitness, health and social responsibility through interaction with the
environment. Through the study of and the experience that learners are exposed to in Physical Education and Health, they will become honest, creative,
critical thinkers and responsible citizens.
Learning Philosophy
Physical Education Curriculum focuses on building the character of the learners, guiding them using social constructivist approach so that they are able to
create knowledge themselves, use such knowledge for the betterment of self and the society in which the live. The Physical Education graduate must
demonstrate values such as respect, appreciation of diversity of Ghana’s societies, equity and fairness, commitment to excellence, teamwork and collaboration
and truth and integrity.
General Aim
The curriculum is aimed to develop individuals who are literate, good problem solvers, have the ability to think creatively and have both the confidence and
competence to participate fully in the Ghanaian society as responsible local and global citizens.
Subject Aims
The national standard-based physical education curriculum aims to ensure that all learners:
1. lead healthy and active life-styles,
2. develop competence to excel in a broad range of physical activities, athletics, games, and sports(career opportunities),
3. engage in competitive athletics, games, sports and physical activities,
4. become confident and responsible persons in all walks of life,
5. develop mental, moral, social and spiritual capabilities,
6. appreciate healthy competition in athletics, games and sports.
7. acquire knowledge of the value of physical activity, and
8. develop an appreciation for diversity
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CORE COMPETENCIES
The core competences describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in which teachers and
learners engage with the subject matter as they learn the subject. The competences presented here describe a connected body of core skills that are acquired
throughout the processes of teaching and learning.
CRITICAL THINKING AND PROBLEM SOLVING (CP)
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving skill enables
learners to draw on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that
learners embrace the problem at hand, persevere and take responsibility for their own learning.
CREATIVITY AND INNOVATION (CI)

Creativity and Innovation promotes entrepreneurial in learners skills through their ability to think of new ways of solving problems and developing technologies
for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this skill are also able to think independently
and creatively.
COMMUNICATION AND COLLABORATION (CC)
This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life
experiences. Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect
and value the views of others.
CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)
This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is
done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competences and attitudes
acquired to contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify
and analyse cultural and global trends that enable them to contribute to the global community.
PERSONAL DEVELOPMENT AND LEADERSHIP (PL)
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations.
Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the
importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish
between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence. PL helps them acquire the skill of leadership, self-
regulation and responsibility necessary for lifelong learning.
DIGITAL LITERACY (DL)
Digital Literacy develop learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital media responsibly.
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LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS)
A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are
- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values
KNOWLEDGE, UNDERSTANDING AND APPLICATION

Under this domain, learners may acquire some knowledge through some learning experiences. They may also show understanding of concepts by comparing,
summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new
contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a problem. At a much more higher level, the learner may
be required to synthesize knowledge by integrating a number of ideas to formulate a plan, solve a problem, compose a story, or a piece of music. Further, the
learners may be required to evaluate, estimate and interpret a concept. At the last level, which is the highest, learners may be required to create, invent,
compose, design and construct. These learning behaviours “knowing ”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall
under the domain “Knowledge, Understanding and Application”.
In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be
able to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired
“knowledge”. Being able to explain, summarise, and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the
indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken
place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has
tended to stress knowledge acquisition to the detriment of other higher level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which
you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on
formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning. Learners
are expected to deepen their learning by knowledge application to develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real
life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts,
concepts. Knowledge is the ability to remember or recall material already learned and this
constitutes the lowest level of learning.
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Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise,
estimate or predict consequences based upon a trend. Understanding is generally the ability to
grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply
knowledge, apply rules, methods, principles, theories, etc. to situations that are new and unfamiliar.
It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Analysis: The ability to break down material/information into its component parts; to differentiate,
compare, distinguish, separate, identify significant points etc., ability to recognise unstated
assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesising: The ability to put parts together to form a new whole. It involves the ability to combine, compile,
compose, devise, plan, revise, organise, create, generate new ideas and solutions etc.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment,
compare, contrast, criticise, justify, support, discuss, conclude, make recommendations etc.
Evaluation refers to the ability to judge the worth or value of some material based on some
criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct
other products. From the foregoing, creation is the highest form of thinking and learning skill and
is therefore the most important behaviour. This unfortunately is the area where most learners
perform poorly. In order to get learners to develop critical thinking and behavioural skills
beginning right from the lower primary level, it is advised that you do your best to help your
learners to develop analytic and application skills as we have said already.
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SKILLS AND PROCESSES
These are specific activities or tasks that indicate performance or proficiency in a given learning area. They are useful benchmarks for planning lessons,
developing exemplars and are the core of inquiry-based learning.
Catching: Refers to stopping or controlling a moving object using the hands.

Galloping: A step together in a forward direction with the same foot always leading.
Hopping: Propelling the body up and down on the same foot.
Jumping: Taking off with both feet and landing on both feet.
Kicking: Striking an object with foot to a target.
Leaping: A light transfer of weight from one foot to the other foot. To spring through the air from one point to another.
Running: Rapid movement which involves both feet off the ground at a time before contacting the ground in alternation from one place to another
Skipping: A series of step-hop on one foot and then the other.
Sliding: A step-together-step in a sideward direction with the same foot always leading.
Throwing: Propelling an object into space through the movement of the arm and the total coordination of the body.
Travelling: Movement of the body from one point to another.
Volleying: Strike a ball upward with the foot or hand whiles in air.
ATTITUDES AND VALUES

To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to
situations that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial
skills that will enable them participate in debates and take a stand on issues affecting them and others. The physical education curriculum thus focuses on the
development of attitudes and values.
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Attitudes
i. Curiosity:
The inclination or feeling toward seeking information about how things work in a variety of fields.
ii. Perseverance:
The ability to pursue a problem until a satisfying solution is found.
iii. Flexibility in ideas:

Willingness to change opinion in the face of more plausible evidence
iv. Respect for Evidence:

Willingness to collect and use data in one’s investigation, and also have respect for data collected by others.
v. Reflection:
The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the investigation
could be improved upon. The teacher should endeavour to ensure that learners cultivate the above attitudes and process skills as a prelude to effective
academic work.
VALUES:
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including
the related pedagogy should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the
views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based
on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds, which require the provision of equal opportunities to all, and that
all strive to care for each other both personally and professionally.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their
best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of
contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This also means that
learners should have an attitude of tolerance to be able to live peacefully with all persons.
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Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences. In addition,
be morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of
honesty and compassion. Equally important, the ethos or culture of the work place, including integrity and perseverance, must underpin the learning processes
to allow learners to apply skills and competences in the world of work.
The action verbs provided under the various profile dimensions should help you to structure your teaching to achieve desired learning outcomes. Select from
the action verbs provided for your teaching, for evaluation exercises and for test construction.
ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning.
In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of learners to enable
teachers ascertain their learner’s response to instruction.
Assessment is both formative and summative. Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners provide
the teacher forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take responsibility of their own learning to
improve performance. Learners set their own goals and monitor their progress.
Assessment for learning: This also known as formative assessment. It is an approach used to monitor learner’s progress and achievement. This occurs
throughout the learning process.
The teacher employs assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching strategies and improve
learners’ performance. Learners become actively involved in the learning process and gain confidence in what they are expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period
of time. The emphasis is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in
such a way that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved
by the learners. When you develop assessment items or questions that are based on a representative sample of the indicators taught, the assessment is
referred to as a “Criterion-Referenced Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment
procedure you use i.e. class assessments, homework, projects etc. must be developed in such a way that the various procedures complement one another to
provide a representative sample of indicators taught over a period.
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SUGGESTED TIME ALLOCATION
A total of two periods a week, each period consisting of thirty minutes, is allocated to the teaching of Physical Education at the Primary level. It is
recommended that the two teaching periods should be practical.
PEDAGOGICAL APPROACHES
These include the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning episodes
which are timely assessed and feedback provided to the learner and other stakeholders such as parents and education authorities. It includes the type and use
of appropriate and relevant teaching and learning resources to ensure that all learners attain the expected level of learning outcomes. The curriculum
emphasises:
 The creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring learner
empowerment and independent learning.
 the positioning of inclusion and equity at the centre of quality teaching and learning.
 the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
 the use of Information Communications Technology (ICT) as a pedagogical tool.
 the identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
 the integration of assessment for learning, as learnin g and of learning into the teaching and learning process and as an accountability strategy
 use questioning techniques that promote deepen learning
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for Ghana’s young
people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would be offered the
essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a
compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with his/her cohort. At the primary
school, the progression phases are: pre-primary (KG1 – 2), primary phases (B1 – B3 and B4 to B6).
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that
bring home to the learner what they are learning in school and what they know from outside of school. The learning centred classroom is a place for the
learners to discuss ideas and through the inspiration of the teacher actively engage in looking for answers through working in groups to solve problems. This
also includes researching for information and analysing and evaluating the information obtained. The aim of the learning-centred classroom approach is to
develop learner autonomy so that learners can take ownership of their learning. It provides the opportunity for deep and profound learning to take place.
The teacher should create a learning atmosphere that ensures:
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 Learners feel safe and accepted.
 Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
 The teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via project work.
 Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
 Subject matter around the problem, not the discipline.
 Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
 Learners collaborate whilst learning.
 Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-
centred classroom.
INCLUSION
Inclusion entails access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school
in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is being met.
The curriculum suggests a variety of approaches that address learners’ diversity and their special needs in the learning process. These approaches when used in
lessons, will contribute to the full development of the learning potential of every learner. Learners have individual needs and different learning styles, learning
experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning episodes should take these differences into
consideration. The curriculum therefore promotes:
 learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
 learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the
practical problems of everyday life); and
 The active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the
process and also enabling them to assess their own learning outcomes.
DIFFERENTIATION AND SCAFFOLDING
This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be used within the
context of the creative approaches.
Differentiation is a process by which differences between learners (learning styles, interest and readiness to learn etc.) are accommodated so that all
students in a group have best possible chance of learning. Differentiation could be by task, support and outcome. Differentiation as a way of ensuring each
learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through:
 Task
 One-on-one support
 Outcome
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Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their classroom some
leaners could be made to sketch with free hand while others would be made to trace the outline of the plan of the classroom.
Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at risk of
not reaching the expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed more time to
complete a given task.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and
ultimately greater independence in the learning process.
It involves breaking up the learning episode, experience or concepts into smaller parts and then providing learners with the support they need to learn each
part. The process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the excerpt to improve
comprehension of its rationale, then guiding them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text
before engaging them to read the full text. Common scaffolding strategies available to the teacher include:
 giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or sophistication over
time.
 describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
 giving learners an exemplar or model of an assignment, they will be asked to complete.
 giving learners a vocabulary lesson before they read a difficult text.
 clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to achieve.
 explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.
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INFORMATION AND COMMUNICATION TECHNOLOGY
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomes that
this curriculum aims to achieve through ICT use for teaching and learning are:
 improved teaching and learning processes.

 improved consistency and quality of teaching and learning.
 increased opportunities for more learner-centred pedagogical approaches.
 improved inclusive education practices by addressing inequalities in gender, language, ability.
 improved collaboration, creativity, higher order thinking skills.
 enhanced flexibility and differentiated approach of delivery.
The use of ICT as a teaching and learning tool is to provide learners an access to large quantities of information online. It also provides the framework for
analysing data to investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organize, edit
and present information in many different ways.
Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and computer and related
software like Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at the Primary
School level to use ICT in exploring learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within
and outside of education. ICT use for teaching and learning is expected to enhance the quality and learners’ level of competence in the 4Rs.
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Curriculum Reference numbers
A unique annotation used for numbering the strands, sub-strands, content standards and indicators in the curriculum for the
purpose of easy referencing is shown below:
Strand number Sub-strand number
Class/Year B1.1.1. 1.1

Learning/Performance Indicator number
Content Standard number
Year/Class Content Standards Learning Indicator

Strand Sub-strand
Strand 1: Motor Skills and Movement Pattern

Sub-strand 2: Manipulative Skills
B1 B2 B3
B1.1.1.1: Demonstrate competence in the motor B2.1.1.1: Demonstrate competence in the motor B3.1.1.1: Demonstrate competence in the motor
skills and movement patterns needed to perform a skills and movement patterns needed to perform a skills and movement patterns needed to perform a
variety of physical activities (games, athletics variety of physical activities (games, athletics variety of physical activities (games, athletics
gymnastics and dance) gymnastics and dance) gymnastics and dance)
B1.1.3.1.3: Roll a ball from stationary position B2.1.2.1.2: Forward and backward skip without a B3.1.13.1.17: Roll forward from standing position
using hands. rope. many times to a distance in a round form.
ANNOTATION
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A unique annotation is used to label the class, strands, sub-strands, content standards and learning indicators in the curriculum for the purpose of easy
referencing. The annotation is defined in figure 1: Content Standard number
Class
Learning Indicator number

B1. 1. 2. 1. 1
Strand number Sub-strand number

Figure 1: Curriculum Reference Numbers
ORGANISATION OF THE CURRICULUM
The curriculum is organised under key headings and class as below:
Strands are the broad areas/sections of the history curriculum to be studied.
Sub-strands are larger groups of related indicators. Indicators from sub-strands may sometimes be closely related.
Content Standards refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicators is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the
minimum expected standard in a year.
Exemplar refers to support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning activities
could taken, to support the facilitators/teachers in the delivery of the curriculum.
The table below shows the scope and sequence of the strands addressed at the B1 – B6 phase. The remaining part of the document presents the details of
the standards and indicators for each grade level,
xx
CURRICULUM REFERENCE NUMBERS
Example: B1.2.3.4.1
ANNOTATION MEANING / REPRESENTATION
B1. YEAR OR CLASS
1 STRAND NUMBER
2 SUB-STRAND NUMBER
3 CONTENT STANDARD NUMBER
4 LEARNING/ PERFORMANCE INDICATOR NUMBER
xxi
SCOPE AND SEQUENCE
Scope and Sequence Showing Strands and the Sub Strands for Physical Education
B1 B2 B3 B4 B5 B6
STRANDS SUB STRANDS
1. Motor Skills and Movement Locomotor movements      
Pattern Manipulative Skills      
Rhythmic Skills      
2. Movement Concepts, Space awareness      
Principles, and Strategies Dynamics      
Relationships      
Body management      
Strategies      
Aerobic Capacity      
3. Physical Fitness Strength      
Endurance      
Flexibility      
Body Composition      
Fitness Programmes      
4. Physical Fitness Concepts,
Principles, and Strategies Healthy diet      
Safety and injury      
Substances      
5. Value and Psycho-Social Self-responsibility      

Concepts, Principles, and Social Interaction      
Strategies Group Dynamics      
Critical thinking      
xxii
BASIC I
1
BASIC 1
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
Sub- Strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B1.1.1.1 B1.1.1.1.1: Travel (move) over, under, in front of, behind, and through objects using Personal Development,
locomotor skills (walk, jump, craw etc.). Leadership Skills: Learners
Demonstrate
develop these competenies and
competence in i. Demonstrate to learners how to move over objects and allow them to practice at their skills such as agility, flexibility,
the motor skills own pace. Learners who master the skill should move on to the next activity.
and movement patience, teamwork etc. as they
ii. Demonstrate move under objects and allow learners to practice at their own pace. move over, under, in front of,
patterns needed
to perform a iii. Learners in pairs practice move in front and behind and teacher or partners give the behind, and through objects
variety of instruction individually or in groups.
physical activities iv. Learners walk, jog or run through the objects as individuals and as a group.
(games, athletics v. travel over. Rearrange, objects (e.g. skittles, cones, etc.) and guide learners to make
gymnastics and other movements such as under, in front of, behind, and through objects.
dance)
vi. Observe learners during practice as individual and provide them with feedback for Personal Development,
correct mastery of the skill. Allow them to progress at their own pace toward Leadership Critical Thinking
mastery. and Collaboration Skills:
Take them through cool down/warm down activity to end the lesson. Learners develop these
B1.1.2. 1.2: Jump individually taking-off on one foot and on both feet. competencies as they move their
body, balance, power to take-off
Exemplar: Learners go through general and specific warm-ups. Demonstrate to learners how and land and leadership skills like
to jump taking off on one foot and both feet (show video or pictures of the activities). Guide supporting and guiding one another
learners to practice the activity as individuals and in a group at their own pace base on individual as they go through the activities.
differences for mastery.
2
COMPETENCIES
Demonstrate
competence in Organise mini long jump and high jump activity by organising obstacles for learners to jump over
the motor skills for height or distance using take-off on one foot or two feet.
and movement
patterns needed Take them through cool down/warm down activity to end your lesson.
to perform a
variety of
physical activities
B1.1.3.1.3: Roll a ball from stationary position using hands.
(games, athletics
Personal Development and
gymnastics and After taking learners through the general and specific warm-ups, demonstrate to learners how to
Leadership Skills: Learners
dance) roll a ball from stationary using hands by placing a ball in front, bend the trunk forward and place
the palm behind the ball, roll the ball forward whiles moving from one point to another (from
CONT’D skills such as flexibility, muscular
walking to jogging and to running. Guide learners to practice individually and in groups.
strength, agility, etc. as well as
Observe them practice at their own pace and give corrective feedback for correct skill mastery. leadership, creativity and innovation
Learners can further use bats or sticks to roll the ball to challenge the fast learners. as they practice how to roll a ball
with hands from stationary whiles
Organise mini game for learners for fun and enjoyment to prevent boredom.Take learners walking, jogging and running.
through cool down to end the lesson
3
COMPETENCIES
Demonstrate B1.1.4.1.4: Balance oneself, demonstrating momentary stillness, in symmetrical and Personal Development
competence in asymmetrical shapes using body parts other than both feet as a base of support. Leadership Skills: Learners
the motor skills develop these competenies and
and movement Begin the lesson with general and specific warm-ups after watching and discussing a video on the
skills such as strength, balance,
patterns needed lesson with learners to better understand balancing oneself in momentary stillness in symmetrical
tolerance, patience, collaboration,
to perform a and asymmetrical shapes. learners fold pieces of paper in into two equal halves. Use the line of
etc. as they go through the
variety of symmetry to symmetrical shape.
instructional activities.
physical activities
(games, athletics Demonstrate to learners balancing oneself in momentary stillness in symmetrical by standing
gymnastics and shoulder width apart with arms stretched sideways.
dance) Personal Development
Learners practice momentary stillness in symmetrical and asymmetrical shapes using body part.
CONT’D Let learners practice as individuals and in group at their own pace. Observe them practice, give
positive back and motivate learners.
skills such as strength, balance,
End the lesson with cool down. courage, patience, etc. as they learn
how to walk with their arms
B1 .1.5.1.5: Walking with the arms or hands stretched by sides. stretched sideways independently.
Learners jog within demarcated area with their hands stretched sideways to imitate a flying bird
to warm their body up. Demonstrate to learners how to walk with arms stretched sideways
from one point to the other. Guide learners to walk with their hands stretched sideways as
individuals and in a group but progress at their own pace. Observe them practice and give them
feedback for motivation and correct mastery of skill.
Mark lines on the ground and let learners walk on them make the active challenging and to
prevent boredom. Guide learners to cool down to end the lesson.
4
COMPETENCIES
Demonstrate B1.1.6.1.6: Strike a light ball upward continuously, using arms, hands, and feet. Personal Development,
competence in Leadership and Critical
the motor skills After general and specific warm-ups, demonstrate to learners how to strike a ball continuously
Thinking Skills:: Learners develop
and movement with their hands and feet by:
competencies and skills such as
patterns needed accuracy, precision, coordination
1. Hang light balls on a cross bar
to perform a strength, balance, courage, patience,
2. Stand in front and strike the ball upwards continuously as it moves back to your reach
variety of
with hands and later with feet. teamwork, fair-play, etc. as they
physical activities
3. Guide learners to practice as individuals and in groups at their own pace. practice how to strike light balls
(games, athletics
4. Let the advance learners toss balls after mastering the skill with the hang balls strike it upward with their arms, hands and
gymnastics and
with their hands and later with their feet continuously. feet.
dance)
5. Organise mini football or volleyball for learners to apply the skills for fun and enjoyment
CONT’D End the lesson with cool down
Personal Development Skills:
B1.1.7.1.7: Strike a light ball upward continuously, using a large, short-handled
Learners develop personal skills and
paddle.
competencies such as accuracy,
After general and specific warm-ups, demonstrate to learners how to strike a ball upward precision, coordination strength,
continuously using a large, short-handled paddle: balance, courage, patience,
teamwork, fair-play, etc. as they
1. Stand shoulder width apart with a ball and short-handle paddle. Toss the ball up and practice how to strike light balls
strike it upwards continuously as it drops to your reach with short-handle paddle or upward continuously using a large,
bat. short-handled paddle.
2. Guide learners to practice as individuals and in groups at their own pace.
3. Organise game for learners in pairs to serve and play a rally for fun and enjoyment
End the lesson with cool down.
5
COMPETENCIES
Demonstrate B1.1.8.1.8: Demonstrate the underhand throw pattern. Personal Development and
competence in leadership and Skills: Learners
the motor skills After learners had warmed up, demonstrate how underarm throw pattern by standing shoulder
develop personal skills and
and movement width apart with ball. Swing the hand with the ball backward as you simultaneously step forward
competencies such as throwing and
patterns needed with the foot. Swing the hand forward and throw the ball with the palm facing forward. Guide
catching, concentration, precision,
to perform a learners to practice as individuals and in groups. Observe them practice and give feedback for
coordination strength, balance and
variety of corrective practice and motivation.
patience as well as teamwork,
physical activities
Organise underarm throw for distance or target. Let learners cool down to end the lesson. tolerance, fair-play, communication,
(games, athletics
creativity etc. as they practice
gymnastics and
throwing and catching as individuals
dance)
and in a game situation eg. Netball,
CONT’D handball and basketball.

B1.1.8.1.9: Throw and catch a self-tossed ball. Leadership, Skills: Learners
develop personal skills and core
Take learners through warm-ups (general and specifics). Demonstrate throw and catch self-
competencies through throwing and
tossed ball by throwing a ball with two hands up and catch the ball as it drops. Guide learners to
catching of self-tossed balls such as
practice throw and catch self-tossed ball as individuals. Let them throw for others to catch.
concentration, precision,
Organise mini handball/basketball or netball game for learners to apply the skills for fun and coordination strength, balance and
enjoyment. End lesson with cool/warm down. patience as well as teamwork,
tolerance, fair-play, communication,
creativity etc. as they practice skill.
6
COMPETENCIES
Demonstrate B1.1.8.1.10: Catch a flying ball above the head. Personal Development and
competence in Deadership Skill: Through
the motor skills Lead learners through warm-ups activities. Demonstrate how to catch a flying by stretching the
throwing and catching of flying balls
and movement arms forward, fingers opened with thumbs and index fingers close to each other. Let learners
above the head, learners will
patterns needed throw a ball and step forward to catch it.
develop personal skills and
to perform a competencies such as
Guide learners in pairs to throw and catch flying balls in turns whiles you observe and give
variety of
feedback. concentration, precision,
physical activities
(games, athletics Organise handball, basketball or netball mini game for learners to apply the skills in real life patience as well as teamwork,
gymnastics and situation with fun and enjoyment. End the lesson with cool down. tolerance, fair-play, communication,
dance)
CONT’D throwing and catching as individuals
and in a game situation eg. Netball,
handball and basketball.
B1. 1.9.1.11: Kick a stationary ball.
After warm-ups demonstrate to learners how to kick a ball from stationary. Place a ball at Leadership Skills: Through kicking
stationary, stand shoulder width apart with non-kicking leg slightly forward supporting the body of a stationary ball, learners will
weight. Swing the leg behind forward to kick the ball from stationary. Learners step forward with develop personal skills and core
non-kicking leg to kick a stationary ball to partners base on their capabilities. competencies such as accuracy,
Organise a mini football game for learners to apply the skills in real life for fun and enjoyment. coordination strength, balance and
creativity etc. as they practice the
activity as individuals and in a game
situation eg. Football game.
7
COMPETENCIES
Demonstrate B1.1.10.1.12: Bouncing and dribbling a ball (continuously) with one hand. Personal Development and
competence in Leadership Skills: Learners will
the motor skills Arrange cones in a straight line after warm-ups. Place a ball about 50cm in front of the first cone.
and movement Move the ball through the cones by making slow and continuous push in a serpentine movement.
competencies such as agility,
patterns needed Guide learners to practices the skill as individuals and in a group while you supervise and give
to perform a feedback.
variety of
Organise mini handball game for learners to apply the skill in real life for fun, enjoyment and skill patience as well as teamwork,
physical activities
mastery. Let learners cool down to end the lesson. tolerance, fair-play, communication,
(games, athletics
creativity etc. as they bouncing and
gymnastics and
dribbling a ball (continuously) with
dance)
one hand
CONT’D

B1.1.10.1.13: Move the ball forward while dribbling with the hand and with the foot
Leadership, Skills:: Learners will
by varying the amount of force (push).
Arrange cones in a straight line after warm-ups. Place a ball about 50cm in front of the first cone. competencies such as agility,
Move the ball through the cones with the hands and later with the feet by making slow and concentration, precision,
continuous push in a serpentine movement. Guide learners to practices the skill as individuals coordination strength, balance and
and in a group with varying force while you supervise and give feedback. Vary the arrangements patience as well as teamwork,
of the cone for practice to cater for slow and fast push. tolerance, fair-play, communication,
Organise mini football game for learners to apply the skill in real life for fun, enjoyment and skill
bouncing and dribbling as individuals
mastery. Let learners cool down to end the lesson.
and in a game situation eg. Handball
. and basketball.
8
COMPETENCIES
Demonstrate B1.1.11.1.14: Dribble a ball in a forward direction, using the inside of the foot. Personal Development,
competence in Leadership, Critical Thiking
the motor skills Arrange cones in a straight line after warm-ups. Place a ball about 50cm in front of the first cone.
Skills: Learners develop skills such
and movement Move the ball through the cones by making slow and continuous push in a serpentine movement.
as pushing, coordination, agility,
patterns needed Emphasis of forward direction. Guide learners to practices the skill as individuals and in a group
precision, etc. through moving
to perform a while you supervise and give feedback.
(pushing) the ball forward whiles
variety of
Organise mini football game for learners to apply the skill in real life for fun, enjoyment and skill dribbling with hands and feet using
physical activities
mastery. Let learners cool down to end the lesson. varying amount of force as individual
(games, athletics
and as in a game situation.
gymnastics and B1.1.12.1.15: Marching to a beat(rhythm)
dance) Personal Development,
After warm-ups, demonstrate matching to a beat such as clapping, music (one-one, one-one, Leadership Skills: Learners
CONT’D etc.). Emphasis on left foot forward and right arm forward alternated movement. Give learners develop these skills such as
enough time to practice with beat as individuals and as a group but allowed to progress at their coordination, reaction time,
own pace. Observe and give corrective feedback. confidence, etc. through the
practice of matching to a beat as
Organise matching and take salute for fun and enjoyment. End the lesson with cool down.
individual and as in a game situation.
B1.1.12.1.16: Demonstrate a smooth transition between even-beat and uneven-beat

Personal Development,
locomotor skills in response to music or an external beat.
After warm-ups, demonstrate walking to an even beat such as clapping, music (one-two, one- develop these skills such as
two..,etc.) and smooth transition to running when the beat changes to uneven beat coordination, reaction time,
(one,two,three.,etc,). flexibility, etc. through the practice
smooth transition between even-
Give learners enough time to practice with beat as individuals and as a group but allowed to
beat and uneven-beat as individual
progress at their own pace. Observe and give corrective feedback.
and as in a game situation.
Organise walking to jogging or walking to running game for learners to create fun and enjoyment.
9
COMPETENCIES
Demonstrate B1.1.13.1.17: Roll in log form from stationary to a distance and back (from lying Personal Development,
competence in position). Leadership Skills: Learners
the motor skills develop these skills such as
and movement Take learners through general and specific warm-ups by jogging whiles flexing and twisting of
flexibility, muscular strength,
patterns needed body parts. Learners spread mats or mattresses in line. Lie on the mat/mattress at the start with
muscular endurance, coordination,
to perform a legs closed and straight. Arms attached to the body side by side while facing up. Roll
creativity, leadership skills,
variety of continuously from the start to the end with a maintained body posture. Roll back to the start.
confidence etc., through the
physical activities
Give learners enough time to practice with beat as individuals and as a group but allowed to performance of rolling in log form
(games, athletics
progress at their own pace. Observe and give corrective feedback. Organise log roll game for from stationary to a distance and
gymnastics and
learners to create fun and enjoyment. End the lesson with cool down. back as individual.and as in a game
dance)
situation.
CONT’D
10
Strand 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES
Sub-Strand: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARD AND CORE COMPETENCIES
B1.2.1.2 B1.2.1.2.1: Identify personal space Communication and Collaboration

Skills: Learners develop personal and
Demonstrate Give learners a photo copy of a field with a marked space to colour. Give the work to
communication skills such as speaking,
knowledge of them as project.
listening, etc., as the teacher demonstrates
movement
concepts, and explain the concepts to them.
principles, and Communication, Collaboration and
strategies that Critical Thinking Skills: Learners develop
apply to the B1.2.2.2.2: Distinguish between a jog and a run, a hop and a jump, and a communication skills such as speaking,
learning and gallop and a slide. listening, and acquisition of new concepts,
performance of
principles, strategies, etc., as the teacher
physical activities. Demonstrate the pair of movements and ask learners to distinguish them by their names.
demonstrates and explain the concepts to
For example, a jog and a run… Let them do this at the end of a related practical lesson.
them during practice.
Communication and Collaboration

B1.2.2.2.3: Explain the key differences and similarities in jog and a run, a hop Skills: Learners develop communication
and a jump, and a gallop and a slide. skills as speaking, listening, and acquisition of
new concepts, principles, strategies, etc., as
Demonstrate the movements (eg. hop and jump) and guide learners identify their
the teacher demonstrates and explain the
similarities during practical lesson as both involve take-off, landing, gaining height and
concepts to them during practice.
distance.
11
COMPETENCIES
Demonstrate B1.2.3.2.4: Identify body parts Communication and

knowledge of Collaboration Skills: Learners
Guide learners to identify the body parts. Point at the body part such as the head and let the
movement develop communication skills as
mention they are used in performing physical activities.
concepts, speaking, listening, and acquisition of
principles, and Project. Label the body parts with the following names (head, hand, leg, neck and chest). new concepts, principles, strategies,
strategies that etc., as the teacher demonstrates
apply to the and explain them to identify parts
learning and use in performing physical activities
B1.2.4.2.5: Identify the base of support of balanced objects.
performance of during practice.
physical activities. Guide learners to identify base of support by
Communication and
CONT’D 1. Standing up-legs as the base of support Collaboration Skills: Learners
2. Sitting on the chair – chair as the base of support develop communication skills as
3. Assume other shapes and lead learners to identify the base of support speaking, listening, and acquisition of
new concepts, principles, strategies,
B1.2.5.2.6 Identify different opportunities to use striking skills. etc., as the teacher demonstrates
and explain them to identify parts
Lead learners to identify different opportunities to use striking skills as in hockey, cricket,
use in performing physical activities
badminton, table tennis and tennis during activities.
during practice.
Communication, Collaboration
and Critical Skills: Learners
develop communication skills as
speaking, listening, and acquisition of
new concepts, principles, strategies,
etc., as the teacher guides them to
identify different opportunities to
use striking skills.
12
Strand3: PHYSICAL FITNESS
Sub- Strands: AEROBIC CAPACITY, STRENGTH, ENDURANCE AND FLEXIBILITY

B1.3.1.3. B1.3.1.3.1: Perform 5 minutes dancing with music. Personal Development and Leadership
Skills: Learners develop personal skills and
Assess and Organise a local dance with music and let learners dance for five minutes. Emphasis on
leadership by dancing 5 minute continuously
maintain a coordination, timing, flexibility etc. Choose any music that is common in the locality.
as warm-up activity or fitness test.
level of Record it and play or sing for learners to dance
physical fitness Personal Development and Leadership
to improve B1.3.2.3.2: Perform four continuous push-ups (biceps and triceps).
Skills:Learners develop personal skills such
health and as perseverance, muscular strength,
performance. After warm-ups, lie on the ground face down with hands supporting chest. Extend the
arms to move the upper body weight up and flex the arms to move the body back to muscular endurance, cardiovascular
lying position. Guide learners to practice to establish their base line. Encourage them to endurance by performing four continuous
practice at home for improvement. push-ups as specific activities.
B1.3.3.3.3: Perform sit and reach. Personal Development and Problem-

solving: Learners develop personal skills
Learners sit with legs opened at shoulder width apart. Guide them to the toes of one leg and problem solving by performing sit and
with their hand and flex the trunk to touch the knee with their forehead. Learners flex reach flexibility test.
and end at their limit.
Personal Skills, Communication and
Learners perform sit and reach regularly to improve their flexibility. Creativity Skills: As learners observe the
pictures and draw the pictures, they develop
B1.3.3.3.4: Identify human body parts.
personal skills, communication and creativity
Use pictures and videos to help learners identify human body parts. Mention a body part skills.
and ask learners to point at it on the wall chart.
13
Strand 4: Physical Fitness Concepts, Principles and Strategies
Sub- Strands: Fitness Programme, Healthy Diet, Safety and Injuries, Substances/Drugs and Body Composition

B1.4.1.4 B1.4.1.4.1: Participate in enjoyable physical activities for increasing periods Personal Development and
of time. Leadership Skills: Learners develop
Demonstrate
personal skills such as physical fitness by
knowledge of Observe and record the activities learners enjoy doing. Find out why they enjoy doing
participation in enjoyable physical activities
physical fitness them through interviews.
concepts, for increasing periods of time.
principles, and B1.4.2.4.2: Recognise the need to drink water during and after physical
strategies to activity.
Communication Skills: Through
improve health
Through discussions, learners identify the need to drink water during water during discussion on the need to drink water
and performance.
physical activity as to prevent heat stroke, dehydration, to control the body during practical lessons, learners develop
temperature, etc. personal and communication skills such as
speaking, tolerance, value for health etc.
B1.4.3.4.3: Explain the purpose of warming up before physical activity and

cooling down after physical activity. Personal Development and
Communication Skills: As learners
Learners discuss that warm-ups when done well is to minimizes injuries and cool down listen to teacher and answer questions
helps the body to relax quickly or recover fast as well as reduce fatigue after physical warm-up and cool down, learners develop
activity. This should be treated during the warm-up and cool down phase of practical personal and communication skills such as
physical education lesson. speaking, listening, etc.
14
Strand 5: Values and Psycho-social Concepts, Principles and Strategies
Sub- Strands: Self-Responsibility, Social Interaction, Group Dynamics and Critical Thinking
B1.5.1.5 B1.5.1.5.1: Participate willingly in physical activities. Cultural Identity and Global
Demonstrate Citizenship: As learners participate
Through observation, find out whether learners participate willingly in physical
value and utilize willingly in physical activities they develop
activities.
knowledge of personal and social skills such as tolerance,
psychological and Learners participate in physical activities of their interest. empathy, teamwork, fair-play when
practising in a team.
sociological
concepts, Cultural Identity and Global
principles, and B1.5.2.5.2: Demonstrate the characteristics of sharing and cooperation in Citizenship: As learners demonstrate the
strategies that physical activity. characteristics of sharing and cooperation
apply to the in physical activity, they develop personal
learning and Learners share their equipment with others during physical education lessons,
and social skills such as tolerance,
performance of Learner cooperate with others when working in groups. empathy, teamwork, fair-play as they
physical activity.
perform activities in groups.
Learners understand that sharing items during physical activities brings about
cooperation and success. Cultural Identity and Global
Citizenship: Learners develop skills such
B1.5.3.5.3: Demonstrate non-verbal appreciation.
as tolerance, empathy, teamwork, fair-play
Learners demonstrate non-verbal appreciate to their peers after performing physical during physical activity as the teacher
activity by clapping. encourages them to solve their
disagreement by saying I am sorry, forgive
me.
B1.5.4.5.4: Demonstrate how to solve a problem with another person during Cultural Identity and Global
physical activity. Citizenship: Learners develop social skills
such as tolerance, sympathy, teamwork,
Learners to solve their disagreements during physical activity by saying sorry, and
fair-play during practical physical education
helping a teammate when brought down, etc. during practical physical education lesson.
lesson as they are encouraged by the
teacher to solve their disagreement by
saying I am sorry, forgive me etc.
15
BASIC 2
16
BASIC 2
B2.1.1.1 B2.1.1.1.1: Travel (move) in straight, curved, and zigzag pathways, using the Personal Development and
following locomotor movements: walking, running, leaping, jumping, and Leadership Skills: Learners develop
Demonstrate
skipping. personal and leadership skills: agility,
competence in the
flexibility, creativity, patience, teamwork
motor skills and Learners go through general and specific warm ups. Lead them to identify the pathways
etc. as they move using locomotor skills as
movement patterns such as straight, curved, and zigzag. Mark these pathways and guide them to move
well as write project as individually or in
needed to perform through walking, and running, etc. Allow the advance learners to help others as well as
groups.
a variety of physical progress into the next skill of interest. End the lesson with cool down.
activities (games, Personal Development and
B2.1.2.1.2: Forward and backward skip without a rope.
athletics gymnastics Leadership Skills: Learners develop
Organise the warm-up activities using rats and rabbits. From standing position with feet
and dance) competencies and personal skills such as
together, jump at spot with double take off and double landing flexed arms rotating at
coordination, agility, double take-off,
the shoulders clockwise for learners to observe.
communication, body balance, power,
Guide them to skip on the spot using personal space. Observe learners as they practice leadership as they support one another as
and give corrective feedback. Let learners progress at their own pace. Guide learners to they skip forward and backward without a
cool down by jogging slowly to end the lesson. rope.
B2.1.3.1.3: Roll a ball from stationary to a given point and back, using hands.
After learners going through the general and specific warm-ups, learners demonstrate
how to roll a ball from stationary using hands by placing a ball in front, bend the trunk Personal Development and
forward and place the palm behind the ball, roll the ball forward whiles moving from Leadership Skills: Learners develop
one point to another (from walking to jogging and to running. Guide learners to personal skills such as flexibility, muscular
practice individually and in groups. strength, agility, etc. as well as leadership,
creativity and innovation as they practice
Observe them practice at their own pace and give corrective feedback for correct skill
mastery. Learners can further use bats or sticks to roll the ball to challenge the fast how to roll the ball forward and
learners. backwards.
Organise mini game for learners for fun and enjoyment to prevent boredom. Take
learners through cool down to end the lesson.
17
Demonstrate Personal Development and

competence in Leadership Skills:: Learners develop
B2.1.4.1.4: Demonstrate balance on the ground and on objects, using bases
the motor skills personal skills and ledership such as
of support other than both feet.
and movement strength, balance, courage, patience,
patterns needed Learners warm up by doing knees boxing. Demonstrate balance on the etc. as they learn to walk with their
to perform a ground by sitting on the ground, raise your feet off the ground and support arms stretched by sides
variety of the trunk with your hands for learners to observe. Sit on a chair and lift your independently.
physical activities feet off the ground guide learners to identify the chair as the base of support.
(games, athletics Learners identify others and practice them as individuals as well as give
Leadership Skills: Learners develop
gymnastics and support to others.
personal skills and competencies
dance)
B2.1.5.1.5: Transfer weight from feet to hands and from hands to feet, such as accuracy, precision,
CONT’D landing with control. coordination strength, balance,
courage, patience, etc. as they
Learners stand shoulder width apart. Let them transfer weight from the feet transfer weight from feet to hands
to the hands sideways by bending the trunk laterally and placing the hand on and from hands to feet, landing with
the ground after warm-ups and demonstration. Transfer weight control.
momentarily from feet to one hand to the other in hand stand position. This
process is continuous rotational movement of the body through landing on Personal Development and
both feet and back to standing position with control (cartwheel). Learners Leadership Skills: Learners develop
practice with support and feedback. Allow learners to progress at their own personal skills and competencies
pace. End lesson with cool-down. such as accuracy, precision,
coordination strength, balance,
B2.1.6.1.6: Strike a ball continuously in an upward or forward motion, using courage, patience, teamwork, fair-
a hand and foot play, etc. as they practice how to
strike light balls upward with their
Learners go through warm up activities as usual. Stand at shoulder width
hands and feet.
apart with the foot opposite the striking hand slightly forward. Toss a ball up
and wing the arm forward to strike the ball at the bottom upward. Follow
the ball and strike it as it drops continuously until it drops. Guide learner s to
practice at their own pace. Put them in mini-teams to play a game. End
lesson to with cool down.
18
Demonstrate B2.1.7.1.7: Strike a ball continuously in an upward or forward motion, using P Personal Development and
competence in the a short-handled paddle (table tennis bat, tennis racket. Leadership Skills: Learners develop
motor skills and personal skills and leadership skills they
Learners grip a bat/paddle with both hands. They stand with the foot opposite the
movement patterns acquire accuracy, precision, coordination
throwing hand slightly forward. Learners swing the bat/paddle upward and backward.
needed to perform strength, balance, courage, patience,
Learners swing the bat/paddle fast to strike a stationary balloon from down and upward
a variety of physical teamwork, fair-play, etc. as they practice
with a follow through (continuous movement of the hand at direction of object
activities (games, how to strike light balls upward
movement after striking).
athletics gymnastics continuously using a large, short-handled
Organise a table tennis game for learners to experience the skill in real-life situation.
and dance) paddle.
CONT’D B2.1.8.1.8 Perform the overhand throw pattern.
After warm-ups pick up a ball and stand shoulder width apart. Extent the arm with the
ball above the head as you step forward with the opposite leg. Swing the extended arm
personal skills and leadership skills as they
forward to throw the ball over the hand. Learners practice the skill and give them
acquire throwing, catching, concentration,
feedback. Allow learners to progress at their pace. Organise mini handball game for
precision, coordination, teamwork,
learners to experience the skill in real-life situation. End the lesson with cool down.
B2.1.8.1.9: Throw a ball to a partner using the underhand, overhand and creativity etc. as they practice underarm
sidearm throw pattern. throwing patterns as individuals and in a
After warm-ups pick up a ball and stand shoulder width apart. Extent the arm with the game.
ball above the head as you step forward with the opposite leg. Swing the extended arm
forward to throw the ball over the hand. Learners to practice the skill and give them
feedback.
personal skills and competencies such as
Use the earlier stance pattern but this time stretch the throwing arm down and flex the throwing and catching, concentration,
trunk sideways toward the throwing arm. Swing the hand quickly and forcefully to precision, coordination strength, balance
throw the ball forward whiles extending the trunk upward and forward. Learners and patience as well as teamwork,
practice the skill, observe and give them feedback. tolerance, fair-play, communication,
creativity etc. as they practice the skill.
Organise handball game for learners to experience the skill in real-life situation. End the
lesson with cool down.
19
Demonstrate B2.1.8.1.10: Catch a flying ball below the waist. Personal Development and
competence in the Leadership Skills: Learners personal
Learners stand straight, shoulder width apart, with the foot opposite the
motor skills and skills and leadership through
throwing hand slightly forward after demonstration. Let learners stretch
movement patterns throwing and catching of self-tossed
their arms and hands fully forward with fingers spread open. As the ball
needed to perform balls such as concentration,
enters their palms, they flex their elbow joints (withdrawing it backwards)
a variety of physical precision, coordination strength,
whiles catching the ball simultaneously to reduce the impact. Learners
activities (games, balance and patience as well as
practice the skill, observe and give them feedback. Learners progress at
athletics gymnastics teamwork, tolerance, fair-play,
their own pace.
and dance) communication, creativity etc
CONT’D
Leadership Skills: Through kicking a
B2.1.9.1.11: Kick a stationary ball using a smooth continuous running stationary ball using a smooth
approach. continuous running approach,
learners will develop personal skills
After taking learners through warm-ups, place a ball at stationary position.
and leadership skills such as
Move back about 5m away from the ball. Run and kick the ball forward with
the instep of the foot. Guide learners to practice the skill, observe and give
them corrective feedback. Ensure that learners progress at their own pace.
B2.1.10.1.12: Hand-dribble by controlling a ball for a sustained period. tolerance, fair-play, as they practice
individuals and in a game situation
Learners bounce ball continuously on the spot or while moving for a
eg. Netball, handball and basketball.
sustained period after warm-ups. Observe learners as they practice and give
them support and feedback. Allow individual to progress at his or her own
Leadership Skills: Through kicking of
pace. Organise a mini handball or basketball game. End lesson with could
a stationary ball, learners will
down.
develop personal and leadership
skills such as accuracy,
creativity etc. as they practice the
skills.
20
Demonstrate B2.1.10.1.13: Demonstrate the different effects of varying arm and hand Personal Development and
competence in the speeds when hand-dribbling a ball. Leadership Skills: Learners will
motor skills and develop these such as agility,
Learners go through the warm-up activities. Learners bounce balls (dribble)
movement patterns concentration, precision,
from one point to the other with varying speed. Help learners to understand
needed to perform coordination strength, balance and
that varying the arms and hands speed enables the player to control his or
a variety of physical patience as well as teamwork,
her movement. Observe learners practice and give them corrective
activities (games, tolerance, fair-play, communication,
feedback for improvement.
athletics gymnastics creativity etc as they practice hand
and dance) Organise a mini handball or basketball game for learners to apply the skill in dribbling a ball with varying arm and
real life situation with fun and enjoyment. End lesson with slow jogging to aid hand speeds as individuals and in a
CONT’D
fast recovery. game situation eg. Handball and
basketball.
B2.1.11.1.14: Foot-dribble by controlling a ball on the ground.
Arrange cones in different patterns and learners to dribble balls through the
Leadership skills: Learners develop
cones at their own pace. Observe their practice and give them corrective
skills like coordination, agility, speed,
feedback for improvement.
teamwork, fair-play etc., through the
Organise a mini football game for learners to apply the skill in real life practice of foot-dribble by
situation with fun and enjoyment. End lesson with slow jogging to aid fast controlling a ball on the ground as
recovery. individual and as in a game situation.
B2.1.12.1.15: Clap and dance to beat (rhythm)
Learners clap a beat and dance to the beat. Emphasis on coordination in these skills like c through the
clapping to the beat and coordination dancing. Give learners corrective practice clapping and dance to beat
feedback to improve their coordination. Allow them to progress at their as individual and as in a game
own pace with fun and enjoyment. situation.
21
Demonstrate B2.1.12.1.16: Identify the right and left sides of the body and movement Personal Development and Leadership
competence in the from right to left. Skills: Learners development skills like
motor skills and relation as they identify the right and left
Learners identify their left side and the right side. Play music and as they dance signal
movement patterns sides of the body and movement from right
them by mentioning either left side or right side for them to move toward that
needed to perform a to left during activity.
direction. Let learners react to the signal with fun and enjoyment.
variety of physical
activities (games,
athletics gymnastics Personal Development and Leadership
and dance) B2.1.13.1.17: Roll forward (a forward roll) from standing position and back
Skills: Learners develop these
to standing.
competencies such as clapping and dance to
CONT’D beat through the performance rolling in log
Squat in front of a spread mat/safe floor. Place hands on the mat/floor and tuck the
chin to touch the chest. From this position, push with the hands and roll forward in a form from stationary to a distance and back
round form and back to the standing. Learner progress at their own pace and always as individual and as a group.
give support.
Learners practice the skill, observe and give them corrective feedback. Ensure that
learners progress at their own pace.
22

B2.2.2.2 B2.2.2.2.1: Explain open spaces Communication and Collaboration

Skills: Learners develop personal and
Demonstrate Learners explain open space by moving to free space within the demarcated working
communication skills as speaking, listening,
knowledge of area. From their personal space, ask them to move (jog, run at varied speed) to open
etc., as the teacher demonstrates and
movement space within the working boundaries.
concepts, explain the concepts of open space to them
principles, and during activity.
strategies that
apply to the
learning and B2.2.2.2.2: Distinguish between ‘a hop and a jump’. Communication and Collaboration
performance of Skills: Learners develop communication
physical activities Hopping involves taking off on one foot and land on the same foot. Jumping also skills as speaking, listening, and acquisition of
involves taking off with both feet and land on both feet. new concepts, principles, strategies, etc., as
the teacher demonstrates and explain the
Galloping involves moving one leg leading and the other is rapidly brought forward
difference between ‘a hop and a jump’, and
to it whiles sliding is one count movement to the side.
‘a gallop and a slide’ to them during practice.

B2.2.3.2.3: Compare the body parts. Skills: Learners develop communication
skills as speaking, listening, and acquisition of
Learners identify that apart from deformity all body parts are almost the same.
new terms as the teacher compares the
Learners compare right hand with the left hand, etc.
body part during practice skill.
23
Demonstrate B2.2.4.2.4: Identify types of base of support when practicing movement Communication and Collaboration
knowledge of skills. Skills: Learners develop
movement communication skills as speaking,
concepts, Learners identify types of base of support as the feet, the hands, etc.
listening, and acquisition of new
principles, and concepts, principles, strategies, etc., as
strategies that the teacher demonstrates and
apply to the explains base of support to them
learning and
during practice.
performance of B2.2.4.2.5: Identify the roles of body parts not directly involved in catching
physical activities objects. Communication and Critical-thinking
Skills: Learners develop
CONT’D Learners understand that the body parts that are not involved in catching
communication and critical thinking
the ball help to stabilize the body in absorbing the impact of the ball.
skills as speaking, listening, and
acquisition of new concepts, etc., as
the teacher demonstrates and explain
roles of body parts not directly
B2.2.5.2.6: Identify opportunities to use underhand and overhand involved in catching objects to them
movement (throw) patterns. during practice.
Guide learners to understand that underhand and overhand throw are Communication and Collaboration
used in games such as netball, basketball, and handball, etc. for passing Skills:: Learners develop
and shooting. communication skills as speaking,
listening, and acquisition of new terms
as the teacher guides them to identify
opportunities to use underhand and
overhand movement (throw) pattern.
24

B 2.3.1.3.1 B2.3.2.3.2: Perform four continuous abdominal curls. Personal Development and
Leadership Skills:: Learners develop
Assess and After warm-ups, learners to lie on the back with fit flat, knees bent and arms on the
personal skills such as perseverance,
maintain a level of floor by side with palms down. Lift the head and shoulders forward with hand support
muscular strength, muscular endurance,
physical fitness to and back to the floor on two counts rhythm. Learners perform the above activities and
improve health cardiovascular endurance
record their base performance. Give their performance targets and encourage them to
and performance. work towards them for maintenance and improvement of abdominal muscular by performing four continuous abdominal
strength. This is a test for learners’ abdominal muscular strength. Keep records of their curls as specific activities.
performance,
B2.3.3.3.3: Perform two set of four continuous abdominal curls.

After warm-ups learners lie on the back with fit flat, knees bent and arms on the floor Leadership Skills: Learners develop
by side with palms down. personal skills such as perseverance,
Lift the head and shoulders forward to about 45 degrees angle with hand support and
cardiovascular endurance by performing
back to the floor on two counts rhythm. Learners perform the above activities and
record their base performance. Learners repeat another set of the number they four continuous abdominal curls as specific
perform after 6 minutes’ rest to test their abdominal muscular endurance and keep activities.
their record. Learners perform curl-up activities for maintenance and improvement of
abdominal muscular endurance. This should be done monthly to test learners’
abdominal muscles strength. This should be done at their regularly at their own pace.
Personal Development and Problem-

B2.3.4.3.4: Perform lower back stretch. solving: Learners develop personal skills
Learners lie face down with feet together and arm stretched sideways.
Learners lift their head and chest up without using the arms as support up to their and problem-solving such as commitment
limit. They should maintain the position as long as they can before they lie back flat on to duty, responsibility, hardworking,
the floor. Encourage them to work for further distance from the ground. enthusiasm etc. by performing Perform
lower back stretch test.
25
Strand 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES,
SUBSTANCES/DRUGS AND BODY COMPOSITION
B2.3.5.3.5: Identify the various components of human body (bones, muscles, Communication and Digital Literacy
etc.) Skills: As learners observe the pictures,
B2.4.1.4
list and draw the pictures, they develop
Demonstrate Use a wall chart of human skeletal system to discuss various components of human
these component.
knowledge of system such as bones, muscles, lungs liver, heart, etc.
physical fitness Communication and Collaboration
concepts, B2.4.1.4.1: Explain why people participate in physical activities three to four
Skills: Learners develop personal skills
principles, and times each week, for at least 30 minutes.
and problem-solving such as commitment
strategies to
Learners’ their fitness records on Monday of every week to find out the number of to duty, responsibility, hardworking,
improve health
time parents have signed that their ward participated in 30 minutes’ physical activities. enthusiasm etc. by performing Perform
and performance.
Cross check and give them encouragement to improve upon their physical fitness. lower back stretch test.
Discuss why people participate in physical activities three to four times each week, for
at least 30 minutes as to improve their fitness, endurance, cardio-vascular endurance,
etc.
B2.4.1.4.2: Mention the components of physical fitness.
Skills: Learners develop personal skills
Learners identify the five major components of physical fitness as such as speaking, writing by participation
in enjoyable physical activities for
i. cardiovascular increasing periods of time.
ii. muscular strength
iii. muscular endurance
iv. flexibility
v. body composition
Give it to them as project and discuss it in class.
26
Demonstrate B2.4.2.4.3: Sort food into different groups. Communication and Collaboration
knowledge of Skills: Through discussions on the
physical fitness List some foods items and allow learners to sort them into below groups as home
components of physical fitness, learners
concepts, work. Carbohydrate ii. Fruit iii. Vegetables iv. Protein v. Mark and discuss the
develop personal and communication skills
principles, and feedback with them.
such as listening, writing, speaking, etc.,
strategies to during lesson activities.
improve health
and performance.
CONT’D B2.4.3.4.4: Explain why it is safer to stretch a warm muscle rather than a Communication and Digital Literacy:
cold muscle. As learners observe the pictures and draw
the pictures, they develop personal skills
Learners explain that warmed muscles are elastic and can stretch with less damage as and digital literacy.
cool muscles in physical activity.
B2.4.4.4.5: Classify PE equipment into new and old. Skills: As learners listen to teacher and
answer questions, learners develop
Place PE equipment like discus, javelin, etc. on a table and guide learners to sort them
personal and communication skills such as
into new and old by their appearance and usage.
speaking, listening, cooperation, and
tolerance etc. as learners classify PE
equipment into new and old in groups
Communication, Collaboration and

B2.4.5.4.6: Identify types of drugs commonly used by adolescents.
Critical Thinking Skills: As learners
Lead learners to understand the meaning of drug as anything we take in regularly for listen to teacher and answer questions,
purpose either than food such as drinking alcohol, taking medicine, smoking, etc. Guide learners develop personal and
them to mention common drugs used in their community and list them. This should be communication skills such as speaking,
given to them as project. listening, cooperation, and tolerance etc.
as learners identify types of drugs
commonly used by adolescents work in
groups.
27
Strand 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: SELF-RESPONSIBILITY, SOCIAL INTERACTION, GROUP DYNAMICS AND CRITICAL THINKING

B2.5.1.5 B2.5.1.5.1: Accept responsibility for one’s own behaviour in a group Cultural Identity and Global
activity. Citizenship: As learners participate
Demonstrate value
willingly in physical activities they develop
and utilize knowledge As learners perform physical activity they develop values like honesty, sincerity,
personal and social skills such as tolerance,
of psychological and integrity, accountability, fairness, tolerance, respect, patriotism, etc. as values
empathy, respect, teamwork, fair-play as
that develop responsible citizens. Set rules for class and administer sanction fairly
sociological concepts, they accept responsibility for one’s own
for learners to emulate.
principles, and behaviour in a group activity.
strategies that apply
Cultural Identity and Global
to the learning and
performance of B2.5.2.5.2: Participate in a variety of group settings (e.g., partners, Citizenship: As learners participate
physical activity. small groups, and large groups) without interfering with others. willingly in physical activities they develop
personal and social skills such as tolerance,
Discuss with learners as they perform practical activity values such as teamwork, empathy, teamwork, fair-play when they
cooperation, patience, respect, tolerance, etc., as qualities that enable learners participate in a variety of group settings.
to work together to achieve a common goal.
Citizenship and Problem-Solving Skills:
B2.5.3.5.3: Participate positively in physical activities rely on Learners develop social skills such as
cooperation. tolerance, empathy, teamwork, fair-play
during practical physical education lesson as
Emphasis during physical activity that without cooperation learners cannot
they are encouraged to use cooperation as a
positively work together positively in physical activities due to cultural, religious,
tool for peace and unity in community with
gender, physical, developmental, etc. differences.
cultural and religious dersity
Personal Development and Problem-

B2.5.4.5.4: Collect data and record progress toward mastery of a Solving Skills: Learners develop personal
motor skill in physical activity. and social skills such as cooperation, writing,
arithmetic skills and they Collect data and
Learners keep records of the progress in physical activity, appreciate their effort record progress toward mastery of a motor
and work extra for improvement skill in physical activity.
28
BASIC 3
29
BASIC THREE

B3.1.1.1 B3.1.1.1.1: Change direction from forward and back and right and left while Personal Development and
walking, running, hopping, and jumping (i.e., locomotor skills). Leadership Skills: Learners develop
Demonstrate personal and core competencies skills
competency in Mark points on the court with cones/skittles with directions. After warm-ups lead such as agility, flexibility, patience,
motor skills and learners to direction from forward to backward, right to left whiles starting with leadership, teamwork etc. as they change
movement walking, to running, hopping to jumping, etc. in a fun way. Allow learners to progress direction from forward and back and
patterns needed to at their own pace. Observe learner’s performance and give corrective feedback to right and left while walking, running,
perform a variety improve performance. End the lesson by leading learners to jog slowly to walking with hopping, and jumping individually or in
of physical fun whiles flexing the body parts for quick recovery. groups.
activities (games,
athletics B3.1.2.1.2: Jump continuously forward and backward over a turning rope.
gymnastics and Learners find free space and skip 10 times always landing on the balls on both Personal Development and
dance) feet.Learners find free space and skip 5 times on one foot always landing on the balls of Leadership Skills: Learners develop
the same foot. Alternate foot. With a jump rope, each learner skips 5 times always competencies and personal skills such as
landing on the balls of the same foot. Alternate foot. With a jump rope, each learner critical thinking, collaboration,
skips 10 times always landing on the balls of both feet. In groups of three, two holding communication, body balance, power to
each end of the rope, a learner jumps continuously a forward-turning rope 10 times take-off and land and leadership skills:
after which they change roles. supporting and guiding one another as
In groups of three, two holding each end of the rope, a learner jumps continuously a they go through the activities.
backward-turning rope 10 time after which they change role.
In groups of three a learner jumps continuously, a forward and backward-turning rope
10 times. Alternate roles. End lesson with cool down.
30
Demonstrate B2 B3. 1.2.1.3: Jump continuously a self forward turning rope in a circle Development of Personal and
competency in (skipping with rope). Critical Thinking Skills: Learners
motor skills and develop personal skills such as flexibility,
Take learners through 5 minutes jogging to warm the body up. Guide learners to pick
movement muscular strength, agility, etc. as well as
their skipping ropes and find self-space. Hold the handle of the skipping rope side by
patterns needed to leadership, creativity and innovation,
side with the two hands with the middle of the rope on the ground or slightly above.
perform a variety communication as they practice how to
Hop over it and swing the rope clockwise to turn round the body in circle as they
of physical jump continuously a self forward turning
continue series of step-hops starting with double take-off. Advance should progress to
activities(games, rope in a circle.
single step-hops and change clockwise rope movement to anti-clockwise. Allow
athletics
learners to progress at their own pace. Give corrective feedback for skill
gymnastics and
improvement. End the lesson with cool down.
dance) Personal Development and
B3.1.3.1.4: Roll a ball from stationary forward and back, using sticks. Leadership Skills: Learners develop
CONT’D
personal and leadership skills as they
After warm-ups learners roll ball with sticks from stationary to a demarcated point
acquire strength, balance, tolerance,
and back to the starting point. Supervise their practice and give them feedback.
patience, collaboration, etc. as they go
Learners end lesson with cool down.
through the instructional activities.
B3 1.4.1.5: Manipulate an object whiles distributing weight and base of
support.
Learners go through warm-ups. Review base of support as the feet, hands, etc. personal skills and leadership skills as they
Learners to volley light balls at a spot. Learners should also bounce ball at a spot or develop strength, balance, patience,
with a stick and ball, learners should lean slightly down and use the stick to manipulate teamwork and lead peers etc. as they
the ball at a spot. Learners end the lesson with cool down. perform the activity.
31
Demonstrate B3.1.5.1.6: Balance while moving and manipulating an object on a ground- Personal Development and
competency in level balance beam. Leadership Skills: Learners develop
motor skills and personal and leadership skills as they
Learners go through warm-ups. Learners lean forward and bounce balls whiles moving
movement acquire accuracy, precision, coordination
on ground level balance beam. They roll ball with stick whiles moving. Learners
patterns needed to strength, balance, courage, patience,
practice the skill at their own pace. End the lesson with cool down.
perform a variety teamwork, etc. as they moving and
of physical manipulating an object on a ground-level
activities(games, balance beam.
athletics
gymnastics and
dance) Personal Development and
B3.1.6.1.7: Strike (serve) a lightweight ball to a partner, using the Leadership Skills: Learners develop
CONT’D
underhand movement pattern. personal skills and competencies such as
accuracy, precision, coordination strength,
After warm-ups as usual, put learners in pairs with a ball. Learners toss a ball and
balance, courage, patience, teamwork,
swing the arm from behind to strike the ball to a partner about 6m away. Learners
fair-play, etc. as they practice how to
strike the ball back to continue the rally. The process should continue when the ball
strike light weight balls to using the
drops. Supervise and give support to learners. End lesson with cool down.
underhand movement pattern.

B3.1.7.1.8: Strike a gently tossed ball with a bat, using a side orientation Leadership Skills: Learners develop
(movement). personal skills and competencies such as
throwing and catching, concentration,
Learners go through warm-ups. Learners in pairs with bats and tennis/table tennis
precision, coordination strength, balance
balls. Learners stand with the shoulder facing the partner. Guide them to bounce ball
and patience as well as creativity etc. as
and gently and strike sideways to the partner using inward and outward orientation.
strike a gently tossed ball with a bat, using
Support them to practice but at their pace. End lesson with cool down.
a side orientation as individuals and in a
game situation, eg. Table tennis.
32
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES
Demonstrate B3.1.8.1.9: Perform the two-handed throw pattern (as throwing in Personal Development and Leadership
competence in the football). Skills: Learners personal skills and core
motor skills and competencies such as concentration, precision,
Learners start by going through warm-ups. Learners with balls to stand feet coordination strength, balance, etc. as they
movement patterns
shoulder width apart. Learners hold the ball with two hand and move their practice two-handed throw pattern eg.
needed to perform a
hands with balls above the head. Learners slightly flex their knees and swing Football, netball, and basketball.
variety of physical
their hands to throw ball over the head as in soccer. Learners practice two
activities (games,
hands chest throw and side throw as in basketball and netball, etc. cool down to
athletics gymnastics
end the lesson.
and dance)
CONT’D Personal Development and Leadership

Skills: Through throwing and catching ball with
B3.1.8.1.10: Throw and catch a ball with a partner while both partners
are moving using underhand, overhand and sidearm throw patterns. a partner whiles moving, learners will develop
Learners go through general and specific warm-ups. Group learners in pairs with precision, coordination strength, balance and
a ball. Learners stand about 6m apart facing the direction of movement. Guide patience as well as teamwork, tolerance, fair-
them to perform throwing and catching as they move from one point to the play, communication, creativity etc. as they
other. Supervise them and give the feedback to improve their performance. practice the skill.
They play handball, netball or basketball game. End the lesson with cool down.
Personal Development and Leadership

B3.1.8.1.11: Catch a flying ball away from the body. Skills: As learners catch a flying ball away from
the body, they develop personal skills and core
Learners to stand straight, shoulder width apart, with the foot opposite the
competencies such as accuracy, precision,
throwing hand slightly forward. Learners stretch their arms and hands fully
coordination strength, balance and patience as
sideways with fingers open catch the ball away from their body. They can step
well as teamwork, tolerance, fair-play,
sideways to get them closer to ball for easy catching. Give them corrective
communication, creativity etc. during practice.
feedback as the practice at their pace. End lessons after cool down with question
and answers.
33
Demonstrate B3.1.9.1.12: Kick a stationary ball from the ground into the air to a Personal Development and Leadership
competence in the stationary partner and a moving partner using the inside of the foot. Skills: Learners will develop personal skills
motor skills and and core competencies such as agility,
After warm-ups, learners place balls in front about 2m away. Learners
movement patterns concentration, coordination strength and
demonstrate how to kick by stepping forward to kick the stationary ball into air
needed to perform a balance as they practice in pairs in a game
to a partner at 10m apart using the inside of the foot. Learners practice at their
variety of physical situation eg. Football.
pace and give feedback. Organise mini football game for learners. End lesson with
activities (games,
cool down.
and dance)
CONT’D B3.1.10.1.13: Hand-dribble a ball continuously while moving around Personal Development and Leadership
obstacles. Skills: Learners develop these skills such as
agility, concentration, coordination, strength
After warm-ups learners move from stationary position with balls, bounce and and balance through the practice of dribbling
continue bouncing whiles moving through obstacles from one point to other. of balls with hands and feet using varying
Supervise and give corrective feedback. End lesson with cool down. amount of force as individual and as in a game
situation.

B3.1.11.1.14: Foot-dribble a ball continuously while traveling and
Skills: Learners develop skills such as agility,
changing direction.
power, concentration, coordination strength
Arrange cones or skittles. Learners dribble a ball in a forward direction using the and balance through practice
inside of the foot. Learners practice. Observe and give them corrective feedback.
Organise a football game. End lesson with cool down.
34
Demonstrate B3.1.12.1.15: Clap, sing and dance to a rhythm Personal Development and
competence in the Leadership Skills: Learners develop
Learners clap, sing and dance to a rhythm. Emphasis on coordination in clapping to
motor skills and these skills such as agility, coordination,
the beat and coordination dancing. Give learners corrective feedback to improve their
movement patterns strength and balance through the practice
coordination. Allow them to progress at their own pace with fun and enjoyment
needed to perform a of clap, sing and dance to a rhythm as
variety of physical individual.
activities (games,
B3.1.12.1.16: Demonstrate the difference between a jog and a run, a hop Personal Development and Critical
and a jump, and a gallop and a slide. Thinking skills: Learners develop skills
and dance)
such as observation, critical thinking,
CONT’D Learner demonstrate jogging and running and compare their similarities and tolerance, etc. as they perform to
differences. Do same for other hop and jump as well as gallop and slide. Demonstrate distinguish the difference between the
to confirm the similarities and differences. pair of skills as individual and as in a
group.
Personal development and

B3.1.13.1.17: Roll forward from standing position many time to a distance
leadership skills: Through practice,
in a round form.
learners develop skills like creativity,
Squat in front of a spread mat/safe floor. Place hands on the mat/floor and tuck the innovation, flexibility, endurance, etc. as
chin to touch the chest. From this position, push with the hands and roll forward in a they perform forward roll from standing
round form and back to the standing. Allow learner to progress at their own pace and position many time to a distance in a
always give support. round form.
Learners practice the skill, observe and give them corrective feedback. Ensure that
learners progress at their own pace.
35
SUB-STRAND: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES

B3.2.1.2 B3.2.1.2.1: Identify general space. Communication Skills and Critical

Thinking Skills: Learners develop
Demonstrate Learners identify general space by indicating the total working area. Learners move to
personal and critical thinking as they
knowledge of indicate the general space; Learners shade general space as a project.
brain storm and answer questions during
movement
concepts, practice.
principles, and
strategies that
apply to the B3.2.2.2.2: Compare and contrast locomotor movements conducted to even and Communication Skills and Critical
learning and uneven beats. Thinking Skills: Learners
performance of communication skills such as speaking,
physical activities. Learners identify locomotor movements conducted to listening, etc.as well as critical thinking
skills as brainstorming, critiquing as they
i. Even beats; jumping, jogging, hopping, dancing etc.
compare and contrast locomotor
ii. Uneven beat; running, dancing, sliding, galloping, trotting, etc.
movements conducted to even and
uneven beats.
B3.2.2.2.3: Identify steps and rhythm patterns for traditional and cultural
dances.
Communication Skills: Learners
Show video of traditional and cultural dances of Ghana such as agbadza, adowa, etc develop personal skills like tolerance, as
and guide learners to identify the steps and rhythm patterns. Learners can also sing well as communication skills like listening,
and drum their local traditional and cultural dances for above exercise. speaking, etc. as they Identify steps and
rhythm patterns for traditional and
Basic dance steps are: balancing, closing, hesitating, pivoting, and rocking.
cultural dances.
Basic dance rhythms are: slow- quick, quick-quick, etc.
36
Demonstrate B3.2.4.2.5: Explain the importance of a wide rather than a narrow base of Personal Development and
knowledge of support in balance activities. Communication Skills: Learners
movement develop personal like tolerance, as
concepts, Guide learners to identify that wide base of support is stable than narrow
well as communication skills like
principles, and base. During practical lesson as two learners to stand up, one with broad
listening, speaking, etc. explain the
strategies that feet apart and other with feet together. Push the two with same force for
importance of a wide rather than a
apply to the learners observe. The one with wider base is more stable than others.
narrow base of support in balance
learning and
activities.
performance of
physical activities.
CONT’D Communication and Collaboration

B3.2.4.2.6: Identify the key elements for increasing accuracy in rolling a ball
and throwing a ball. Skills: Learners develop personal
like tolerance, as well as
Learners identify elements for increasing accuracy in rolling and throwing communication skills like listening,
as coordination, agility, strength, flexibility, timing, etc. speaking, etc. as they identify the
key elements for increasing
accuracy in rolling a ball and
throwing a ball.
B3.2.5.2.7: Explain the similar movement elements of the underhand throw Communication and Critical
and the underhand volleyball serve. Thinking Skills: Learners develop
these skills such as listening,
Learners identify that the similarities between underhand throw and
knowledge, patience, tolerance,
underhand volleyball serve movement elements are:
public speaking, etc. as teacher
i. Stance ii. Flexing of knees iii. Hand swing iv. Follow through explains the similarities between
underhand throw and underhand
volleyball serve movement
elements during practical lesson.
37

B3.3.1.3 B3.3.1.3. 1: Perform 10 minutes dance with music. Personal Development and
Assess and maintain Learners perform 10minute dance with music at their own pace for recreation and
personal skills, leadership and fitness by
a level of physical improvement of their physical fitness.
dancing 10 minute continuously dance
fitness to improve
with music for aerobic test.
health and
performance.
B3.3.2.3.2: Perform continuous step-ups. Personal Development and

After warm-ups learners perform continuous step ups using stable platforms like personal skills such as perseverance,
block, bag of sand, etc. to test muscular strength in the legs. Put learners in pairs to muscular strength, muscular endurance,
count and record as the other performs. cardiovascular endurance by performing
8 continuous step-ups activities
B3.3.3.3.3: Perform three set of continuous step-ups.

After warm-ups learners perform continuous step ups using stable platforms like
block, bag of sand, etc. learners repeat three set after 5minutes rest to test muscular
endurance in the legs. Put learners in pairs to count and record as the other performs.
cardiovascular endurance by performing
three set of 8 continuous step-ups
activities.
38
Assess and maintain B3.3.4.3.4: Perform lateral sit and reach. Personal Development and
a level of physical Leadership Skills: Learners develop
Let learners sit flat on the ground with legs opened in ‘V’ and trunk erect. Learners
fitness to improve personal and leadership skills as they
put their right toes with the two hands and flex the trunk to touch the knee. Let them
health and acquire perseverance, muscular strength,
repeat to the other leg to test their level of flexibility. Measure the distance between
performance. muscular endurance, cardiovascular
the forehead and the knee of those who could not touch and record. Encourage them
endurance by performing lateral sit and
CONT’D to work towards the target.
reach activities.
Communication and Digital

B3.3.5.3.5: Identify body composition using fat and fat free body mass. Literacy: As learners observe the
pictures, list and draw the pictures, they
Learners to understand that body composition is the relative percentage of fat muscles develop communication skills and digital
and fat free body. literacy.
39

B3.4.1.4 B3.4.1.4.1: Sustain continuous movement for an increasing period of time Personal Development and
Demonstrate while participating in moderate to vigorous physical activities. Leadership Skills: Learners develop
knowledge of personal skills such as physical fitness by
Explain to learners during physical activities that in order to sustain continuous
physical fitness participation in sustain continuous
movement for increasing periods of time with varying intensity needs improvement of
concepts, movement for an increasing period of
muscular endurance through regular workout.
principles, and time while participating in moderate to
strategies to B3.4.1.4.2: Describe the role of moderate to vigorous physical activity in vigorous physical activities.
improve health and achieving or maintaining good health.
performance
Learners explain how moderate to vigorous physical activities improve aerobic Skills: Through discussions on the
capacity (ability of the body system to process oxygen) for maintenance and components of physical fitness, as
improvement of good health. learners develop communication and
collaboration skills such as listening,
Learners participate in regular physical activities. writing, speaking, etc.
B3.4.2.4.3: Explain the energy requirements of the body during physical Personal Skills and Communication
activity and inactivity. Skills: As learners discuss fuel
requirements of the body physical
Learners explain that the body uses more energy during physical activity than during
activity and inactivity, they develop
inactivity. Learners discussed the need to eat energy giving food before engaging in
personal skills confidence, leadership,
physical activity.
writing skills, etc. during lesson.
40
Demonstrate B3.4.3.4.4: Identify flexibility exercises that are not safe for the joints and Communication skills: As learners
knowledge of should be avoided. listen to teacher and answer questions,
physical fitness learners develop personal and
Learners perform physical activities to identify unsafe joint flexibility exercises as
concepts, communication skills such as speaking,
squatting, knee rocking, hurdle sitting, etc. Use internet to search for current ones
principles, and listening, cooperation, and tolerance etc.
before teaching.
strategies to as learners work in groups
improve health and
performance
B3.4.4.4.5: Classify PE equipment into safe and unsafe. Communication and Collaboration
CONT’D Skills: As learners observe the
Put PE equipment like discus, javelin, etc. on a table. Learners sort them into safe and equipment and sort them into new and
unsafe by their appearance, Safe: not damaged, not rusted, not broken, not harmful to old, they develop critical thinking and
the user, etc. Unsafe: Damaged, broken, rusted, harmful to the user, problem-solving skills.
Communication and critical

B3.4.5.4 6: Recall why adolescents use drugs for physical activities.
thinking skills: As learners listen to
Brainstorm with learners that adolescents use drugs to reduce pains, to cure disease, teacher and answer questions, learners
to gain confidence, imitate others, etc. develop personal and communication
skills such as speaking, listening,
cooperation, and tolerance etc. as
learners identify types of drugs
commonly used by adolescents work in
groups.
B3.4.6.4.7: Explain the meaning of body composition using fat and fat free Communication and Digital
body mass. Literacy: As learners observe the
pictures, list and draw the pictures, they
Learners explain that body composition is the relative percentage of fat muscles and
fat free body. develop personal skills and digital
literacy.
41
Strand 5: Values and Psycho-social Concepts, Principles and Strategies
Sub- Strands: Self-Responsibility, Social Interaction, Group Dynamics and Critical Thinking

B3.5.1.5 B3.5.1.5.1: Set a personal goal to improve a motor skill and work toward Personal Development and
that goal in non-school time. Leadership Skills: As learners set their
Demonstrate value
own goals, they develop self-
and utilize Guide learners during physical activities to set personal goals such as participate in 30
dependency, self-discipline and writing
knowledge of minutes physical activities at least three time a week, improve upon the number of
skills as they set a personal goal to
psychological and push-ups(from 4-5 in 4 weeks)
improve a motor skill and work toward
sociological
that goal in non-school time.
concepts,
principles, and B3.5.2.5.2 Use appropriate cues for movement and positive words of Personal Development and Global
strategies that encouragement while coaching others in physical activities. Citizenship Skills: As teacher
apply to the encourage learners in physical activities,
learning and Encourage learners to improve upon their performance through positive they develop personal and social skills
performance of encouragement during physical activities. such as tolerance, empathy, teamwork,
physical activity. fair-play when practising in a groups.

B3.5.3.5.3: Use verbal and nonverbal communication to improve practice.
Communication Skills: Learners
Learners improve on their practice as they receive positive verbal and non-verbal develop these skills such as tolerance,
feedback from their peers, teacher, etc. empathy, teamwork, etc., during
practical physical education lesson as
they encourage others by using verbal
and nonverbal communication.
B3.5.4.5.4: Demonstrate how to solve a problem with another person Cultural Identity and Global
during physical activity. Citizenship: Learner these skills such
as cooperation, tolerance, peace, etc., as
Learners embrace their peers after physical activities as a means of solving personal they Demonstrate how to solve a
problems. Learners make it a habit of embracing one other after physical activity as a problem with another person during
means of solving problems. physical activity lesson.
42
BASIC 4
43
BASIC 4

B4.1.1.1 B4.1.1.1.1: Demonstrate the difference between slow and fast, heavy and
light, hard and soft while moving. Personal Development and Leadership Skills:
Demonstrate Learners develop personal and leadership skills:
competence in the Learners demonstrate slow and fast movements. Learners move in a agility, flexibility, creativity, patience, teamwork etc.
motor skills and demarcated area using varied locomotor skills (walk, jog and run). as they move using locomotor skills as well as write
movement patterns Learners walk or run for peers to determine slow or fast movement. project as individually or in groups.
needed to perform a
variety of physical
activities (games,
B4.1.2.1.2: Enter, jump, and leave a long swinging rope turned by Personal Development and Leadership Skills:
others repeatedly. Learners develop competencies and personal skills
and dance)
such as critical thinking, coordination, agility, double
Learners skip a number of times at their own pace landing on the balls of
take-off, communication, body balance, power,
their feet. Skip continuously over a rope a number of times in turns.
leadership as they support one another as they skips
forward and backward without a rope.
B4.1.3.1.3: Roll ball with a stick to a target. Personal Development and Leadership Skills:
Learners develop personal skills such as flexibility,
Learner rolls a balls with their sticks to a distance after general and muscular strength, agility, etc. as well as leadership,
specific warm-up. Learner practice ball rolling in varied patterns such as creativity and innovation as they practice how to roll
straight rolling, curve rolling, etc. the ball forward and backwards.
44
Demonstrate B4.1.4.1.4: Perform an inverted balance (tripod) by evenly Personal Development and Leadership Skills:
competence in the distributing weight on body parts. Learners develop personal skills and competencies
motor skills and such as strength, balance, courage, patience,
Learners perform headstand with hands supporting. Learners with
movement patterns concentration etc.
difficulty are supported by peers.
needed to perform a
variety of physical
activities (games, Personal Development and Leadership Skills:
athletics gymnastics B 4. 1.5.1.5: Balance while moving and manipulating objects on a Learners develop personal skills and competencies
and dance) ground-level balance beam. such as accuracy, precision, coordination strength,
balance, courage, patience, etc.
CONT’D After a warm-up, learners pick rubber balls available hold with their two
hands and raise them at a stationery position. Let them lift the balls over
their head and begin to walk while maintaining a balance.
Personal Development and Leadership Skills::

B4.1.6.1.6: Strike a bounce ball with the hands and feet. Learners develop personal and eadership skills such
as accuracy, precision, coordination, strength, and
In pairs, a partner tosses a lightweight ball to a colleague to hit over balance, as they strike a bounce ball with the hands
varying distances. Serve a lightweight ball to a partner, using the and feet as individual and as a team.
underhand movement pattern. Strike a gently tossed ball with feet, using a
side orientation.
Personal Development and Leadership Skills:

B4.1.7.1.7: Strike a self-tossed light weight ball with a paddle or Learners develop personal skills and competencies
such as accuracy, precision, coordination strength,
racket to a partner.
balance, courage, patience as they Strike a self-
In pairs, a partner tosses a lightweight ball to a colleague to hit over tossed light weight ball with a paddle or racket to a
partner.
varying distances. Serve a lightweight ball to a partner, using the
underhand movement pattern. Strike a gently tossed ball with a bat, using
a side orientation.
45
Demonstrate B4.1.8.1.8: Throw a flying disc for distance using the backhand Personal Development and
competence in the movement pattern. Leadership Skills: Learners develop
motor skills and personal and leadership skills such as
Throw a tennis ball to a partner over a distance using the overhand throw throwing, swinging of hand, turning,
movement patterns
technique. Throw a flying disc (Frisbee disc) for distance, using the backhand concentration, precision, coordination,
needed to perform a
movement pattern. Let them perform in turns to acquire the right skill. balance and crea etc.
variety of physical
activities (games,
athletics gymnastics and B4. 1.8.1.9: Show the difference in throwing to a stationary and a Personal Development and
dance) moving partner. Leadership Skills Through throwing and
catching ball with a partner whiles moving,
CONT’D After a general and specific warm up, put a container or basket at a point. learners will develop personal skills and
Learners with objects to use different techniques to throw the object into to competencies such as precision,
container or object.
coordination strength, balance and patience
Learners identify the best technique the gives them accuracy and precision. as well as teamwork, tolerance, fair-play,
Organise coopetition in groups. End lesson with cool down. communication, creativity etc.
B4.1.8.1.10: Catch a ball above the head and near the middle of the Personal Development and
body while jogging and running. Leadership Skills: Learners will develop
personal and communication h as precision,
After general and specific warm up, learners catch balls thrown above from coordination strength, balance and patience
distance in the air with the hand. Vary the distance and let them do for fun. as well as teamwork, tolerance, fair-play,
Accuracy must be considered. communication, creativity etc. as they
practice the skill.

B4.1.9.1.11: Kick a ball dropped from the hands.
Leadership Skills : Learners develop
Learners control a ball dropped by their pairs. They should control them from a
15-metre distance on the ground with the foot. Put them into groups to control
kicking, precision, coordination, balance and
their ball.
patience as they kick a ball dropped from
the hands.
46
Demonstrate B4.1.10.1.12: Keep a hand-dribbled ball away from a defensive partner. Personal development and leadership,
competence in the Learners in pairs after a warm up. They use their hands to dribble balls away cooperation skills: Learners develop these
motor skills and from their partners. Learners alternate the hand used in the dribble. Keep ball skills through the practice of dribbling of
movement patterns away from partners by placing your body in between ball and partner. balls with hands away from a defensive.
needed to perform a
variety of physical
B4.1.11.1.13: Keep a foot-dribbled ball away from a defensive partner. Personal development and leadership,
activities (games,
In pairs, foot-dribble a ball away from partner. Alternate the foot used in the cooperation skills: Learners develop these
athletics gymnastics and
dribble. Learners keep balls away from partner by placing your body in between skills through the practice of dribbling of
dance)
ball and partner. balls with feet away from a defensive
CONT’D partner as individual and as in a game
situation.
B4.1.12.1.14: Dance to the beat of traditional music.
Personal development and leadership,
Learners dance to a beat of any traditional music. Learners dance as individually
cooperation skills: Learners develop skills
but at their own pace.
such as coordination, reaction time, fitness,
etc. through dancing to the beat of
B4.1.12.1.15: Perform movement skill with one hand or one foot and traditional music.
compare with movement skill with two hands and two feet.
Personal development and Critical
Learners perform movement skills with one hand or foot and compared with thinking skills: Learners develop skills such
performing movement skills with two hands and two feet. as observation, critical thinking, tolerance,
etc. as they perform to explain why one
hand or foot is often preferred when
B4.1.13.1.16: Roll smoothly in a backward direction (back roll). practicing movement skills of skills as
individual and as a group.
Learners demonstrate how to roll backwards. Learners in pair by supporting
each other to bend backwards smoothly. Learners must be guided to avoid Personal Development and Leadership
injuries. Those who can roll backwards on their own, should be granted the skills: Through practice, learners develop
opportunity to demonstrate to their peers. skills like creativity, innovation, flexibility,
endurance, etc. as they perform forward
roll from standing position many time to a
distance in a round form.
47

B4.2.1.2 B4.2.1.2.1: Distinguish between self-space and open space. Communication and Collaboration
Learners explain the difference between self-space and open space through Skills: Learners develop personal and
Demonstrate discussion. communication skills as speaking,
knowledge of
i. Learners also use indicate self- space and open space by ticking the spaces listening, etc., as the teacher
movement concepts,
principles, and provides on a sheet appropriately. demonstrates and explain the concepts
strategies that apply of open space without making contact
to the learning and with others.
performance of
physical activities.
B4.2.2.2.2: Explain the difference between throwing to a stationary Communication and Collaboration
partner and throwing to a moving partner. Skills:: Learners develop communication
skills as speaking, listening, and
Hold ball in the left hand. Place the left foot slightly forward in front of the body.
Bend body slightly over the ball, pick a target, and swing the free right hand acquisition of new concepts, principles,
backward to contact the lower middle part of the ball (for right handed learners). strategies, etc.
When the partner is moving, the thrower would have to intensify the throw.
B4.2.3.2.3: Identify body parts that are used for kicking a ball.
Learner identify body parts that can be used in kicking a ball as hands. Learners Skills: Learners develop communication
stand with their legs opened and move to a ready position to kick a ball. skills as speaking, listening, and
acquisition of new terms as the teacher
guides them to identify the body part
during practice.
48
Demonstrate B4.2.4.2.4: Describe the appropriate body orientation to serve a ball, Communication and Collaboration
knowledge of using the underhand movement pattern. Skills: Learners develop communication
movement concepts, Learner stands with feet shoulder width apart. Learner tosses the ball and swings skills as speaking, listening, and acquisition
principles, and the hand forward to strike the ball upward and forward. Learner moves the hind leg of new concepts, principles, strategies,
strategies that apply forward to recover. etc., as the teacher describe the
to the learning and appropriate body orientation to serve a
performance of Earners practice with feedback as individual and in a group for mastery, Learners ball, using the underhand movement
physical activities. progress at their own pace. pattern.
CONT’D
B4.2.5.2.5: Identify the difference between dribbling a ball (with the hand Communication and Collaboration
and the foot, separately) while moving forward and when changing Skills: Learners develop communication
direction. skills as speaking, listening, and acquisition
of new terms as the teacher guides them
Dribbling is the act of keeping the ball under the control of the player with the ball.
to identify the difference between
In dribbling without opponent, the player with the ball is under no pressure and at
dribbling a ball with the hand and foot
liberty to do whatever he/she wants to do with the ball within the rules of the
while moving forward and when changing
game. When dribbling with an opponent, the player with the ball is being contested
direction.
for the ball and as a result has to consider the movements and actions of the
opponent as well as keep the ball under control away from the opponent.
49
B4.3.1.3 B4.3.1.3.1: Perform 15 minutes’ brisk walk with music. Personal Development and
Assess and maintain a Learners warm-up to begin activities. Learners swing their arms by walking briskly
personal skills, leadership and fitness by
level of physical within a demarcated area at their own pace.
dancing 15 minute brisk walk with music.
fitness to improve
health and
performance. Personal Development and
B4.3.2.3.2: Perform continuous ‘v’ push-up
Learner demonstrates the correct position by sitting on the floor, straightening the personal skills such as perseverance,
legs and open to ‘v’ shape and keep palms flat on the floor. Learners lift the body muscular strength, muscular endurance,
upat their own pace. cardiovascular endurance by performing
three set of eight continuous ‘v’ push-ups.
B4.3.3.3.3: Perform two sets of eight continuous ‘v’ push-ups. Personal Development and
Learner demonstrates the correct position by sitting on the floor, straightening the
legs and open to ‘v’ shape and keep palms flat on the floor by learners and try to lift
the body up for continuously three set with 4 mins’ rest after each set.
flexibility as three set of eight continuous
‘v’ push-ups.
B4.3.4.3.4: Perform groin flexibility Personal Development and

Learners in pairs facing each other. The one working uses the other as a support
with one hand while standing on one foot. Learner flexes the free leg and use the
other hand to the ankle and pull it backward. Learners can also do the exercise
flexibility as they p Perform groin
using a wall or any firm support.Give learners corrective feedback as they practice
flexibility.
for improvement. End the lesson with cool down.
50
B4.3.1.3 B4.3.5.3.5: Identify body types such as endomorph (big body), Communication and Digital
mesomorph (medium body) and ectomorph (slim Body) Literacy Skills: As learners observe the
Assess and maintain a
pictures of body types and draw the
level of physical Learners identify the three body types as endomorph, mesomorph and ectomorph
pictures, they develop communication
fitness to improve
and digital literacy skills
health and
performance.
CONT’D
51

B4.4.1.4. B4.4.1.4.1: Identify the heart rate intensity (target heart-rate range) Communication and Collaboration
that is necessary to increase aerobic capacity. Skills: Learners develop personal skills
Demonstrate
such as physical fitness, aerobic capacity by
knowledge of physical Learners walk, power walk, walk-jog, jog at their own pace keeping the heart rate
participation power walk, jogging, etc.
fitness concepts, at maximum aerobic endurance level (70-75%) at least three times a week.
principles, and Incorporate aerobic dance and circuit training and strength training in this
strategies to improve moderate to vigorous physical activity.
health and
performance
B4.4.1.4.2: Discuss how prolong physical activity increases endurance, Communication and Collaboration
allowing movement to occur for longer periods of time. Skills: Through discussions on the
components of physical fitness, learners
Learners discuss how prolong activities like jogging, walking, etc. improve
develop personal and communication skills
endurance.
such as listening, writing, speaking, etc.,
during lesson activities.
B4.4.2.2.4.3: Explain how the intensity and duration of exercise, as well Communication and Collaboration
as nutritional choices, affect energy use during physical activity. Skills: As learners the intensity and
duration of exercise, as well as nutritional
Learners discuss the relationship between intensity and duration of exercises. The choices, affect fuel use during physical
higher the intensity, the shorter should be the duration. In high intensity activity, activity, they develop personal such as
the body burns nutrients faster and requires more nutrient intake at the end of speaking, listening, critiquing, etc. through
the activity to maintain equilibrium. discussion.
52
Demonstrate B4.4.3.4.4: Identify muscles being strengthened during the performance Communication and Collaboration
knowledge of physical of particular physical activities. Skills: As learners identify muscles being
fitness concepts, strengthened during the performance and
Push-ups strengthen the biceps muscles and muscles of the chest. Chin-ups
principles, and discuss with teacher, they develop
strengthen the triceps muscle. Step-ups strengthen both the hamstrings and the
strategies to improve communication skills such as speaking,
quadriceps (muscles of the thigh).
health and listening, cooperation, problem-solving
performance and tolerance through class discussion.
CONT’D
B4.4.4.4.5: Classify PE equipment under safe and unsafe. Communication and Collaboration
Skills: As learners observe the
Assemble a variety of sports equipment, both old and new for learners to classify equipment and sort them into new and
them into safe and unsafe. old as well as classify them under safe and
unsafe, they develop their cognitive
domain.
B4.5.4.4.6: Identify the effects of drugs use for physical activities. Communication and critical
thinking skills: As learners listen to
Learners discuss the short-term and long-term effects of drugs. The effects can be teacher and answer questions, learners
physical and psychological. Advice learners not to involve themselves in drugs. Let develop personal and communication
them know some of the dangers like sleepless night, loss of appetite, blood skills such as speaking, listening,
pressure, body temperature, panic, seizure, rashes etc. cooperation, and tolerance etc. as
learners identify effects of drugs use for
physical activities work in groups.
53
Sub- Strands: SELF-RESPONSIBILITY, SOCIAL INTERACTION, GROUP DYNAMICS
AND CRITICAL THINKING

B4.5.1.5 B4.5.1.5.1:. Accept responsibility for one’s own behaviour in a group Cultural Identity and Global
activity. Citizenship Skills: As learners accept
Demonstrate value
responsibility for one’s own behaviour in
and utilize knowledge Obey rules and regulations for the activity. Appreciate and accept calls from
a group activity, they develop personal
of psychological and officiating officials. Learners must be responsible for their own actions.
and social skills such as tolerance,
sociological concepts,
empathy, teamwork, fair-play when
principles, and
practising in a team.
to the learning and
performance of
Cultural Identity and Global
physical activity
B4.5.2.5.2:. Participate in a variety of group settings (e.g., partners, small Citizenship Skills: As learners
groups and large groups) without interfering with others. participate willingly in variety of physical
activities they develop personal and social
Encourage learners to work in groups and observe group dynamics such as
skills such as tolerance, respect,
tolerance, self-respect, teamwork, etc.
teamwork, fair-play when practising in
groups.
B4.5.3.5.3: Demonstrate respect for self, others, and equipment during Cultural Identity and Global
physical activities. Citizenship Skills: As learners
demonstrate respect for self, others, and
i. Learners observe the rules for self-integrity.
equipment during physical activities, they
ii. Learners respect peer and others when working together
develop personal and social skills such as
iii. Learners use equipment for what they were made for as well as respect their use
tolerance, empathy, teamwork, fair-play
with peers.
in cultural and religious diversity.
54
B4.5.1.5 B4.5.4.5.4: Distinguish between acts of physical courage and physically Personal Development and
reckless acts and explain the key characteristics of each. Problem-Solving Skills: As learners
Demonstrate value
distinguish between acts of physical
and utilize knowledge Learners identify the difference between physical courage as taking action but care
courage and physically reckless acts, they
of psychological and and physically reckless as taking action without care. The former has the key
develop personal and social skills such as
sociological concepts, characteristics of observing the rules of the game or sports.
cooperation, fair- play, peace, teamwork
principles, and
and cooperation.
to the learning and cooperation, and tolerance etc. as
performance of learners identify effects of drugs use for
physical activity physical activities work in groups.
CONT’D
55
BASIC 5
56
BASIC 5

B5.1.2.1 B5.1.2.1.1: Walk on straight lines edges. Development of Personal and

Demonstrate Draw a straight line on the floor for learners to walk on it. Learners walk as
competence in the individually and in a groups under the watch of the teacher. Organise competition
accuracy, precision, coordination strength,
motor skills and for learners. End the lesson with cool down and use questions to end the lesson.
balance, courage, patience, teamwork,
movement patterns
fair-play, etc. as they practice how to walk
needed to perform a
on straight lines edges.
variety of physical
activities (games,
B5.1.3.1.2: Skip and leap continuously Development of Personal and
dance)
Learners bend their needs, push against the ground to skip and leap as many times personal skills and competencies such as
as they can at their own pace in a demarcated area. Learners practice the activities skipping and leaping, concentration,
as individuals and in groups at their own pace. precision, coordination strength,
cardiorespiratory endurance, balance and
Organise competition for learners in groups. End the lesson with cool down and
patience as well as creativity, innovation
use questions to summarise the lesson.
etc. as they perform the activity.
B5.1.4.1.3: Roll ball using a stick through obstacles (arranged cones)

Development of Personal and
Arrange ten cones in a straight form and zigzag. Learners roll balls through in turns. Leadership Skills: Learners personal
As learners move, the teacher checks their movements, control of the balls with skills and core competencies such as
the stick and gives corrective feedback for correct mastery of skill. Learners are concentration, precision, coordination
allowed to progress at their own pace during practice. Organise competition for strength, balance etc. as they roll ball
learners. End the lesson with cool down and use questions to summarise the using a stick through obstacles.
lesson.
57
Demonstrate B5.1.5.1.4: Perform simple small-group balance stunts by distributing

competence in the weight and base of support. Development of Personal and
motor skills and Leadership Skills: Learners will
Learner stands straight and hold on to another person. Stand slowly on tip toe and develop personal skills and core
movement patterns
move as high as possible and distribute body weight on toes. Organise competition competencies such as throwing,
needed to perform a
for learners and use time declare winners base on how long a member of the group coordination, strength and balance as they
variety of physical
loses a balance. End the lesson with cool down and use questions to summarise the perform simple small-group balance stunts
activities (games,
lesson. by distributing weight and base of support.
dance)
CONT’D B5 1.5.1.5: Change direction quickly whiles walking with an object within Development of Personal and
obstacles but keep one’s balance. Leadership Skills: As learners hold
After general and specific warm ups, learners hold lime and spoon. Learners move spoon and lime whiles moving, they will
on command through the obstacles whiles maintaining their balance and individuals develop personal skills and competencies
in turns at their own pace. Put learners in groups to compute compete. such as precision, coordination, balance
and patience as they Change direction
quickly whiles walking with an object
within obstacles.
B5.1.6.1.6: Striking a dropping light ball upward and forward to a

teammate using the hands or feet. Development of Personal and
Leadership Skills: Through striking a
After warm-ups as usual, learners are grouped in pairs with a ball. Learners toss
dropping light ball upward and forward to
balls and swing their feet from behind to strike the ball to a partner at appropriate
partner using the hand or feet, learners
distance. Partners strike the ball back to continue the rally. Group can be striking
will develop personal skills and
balls light ball like volleyballs with their hands and whiles strike heavy balls like
competencies such as precision,
football with their foot to prevent injuries.
Learners continue with the process when the ball drops. Supervise and give patience as well as teamwork.
support to learners. Organise mini football and volley competition. End lesson with
cool down.
58
CONTENT INDICATORS AND EXEMPLARS
STANDARD SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
Demonstrate B5.1.7.1.7: Strike a dropped ball, with a racket or paddle, toward a

competence in the target by using the forehand and back hand movement pattern to a Development of Personal and
motor skills and partner. Leadership Skills: Through striking a
movement patterns dropping light ball upward and forward to
After warm-ups as usual, learners are put in pairs with a ball racket/paddle. partner using a racket or paddle, learners
needed to perform a
Learners toss a ball and swing the bat/paddle from behind to strike the ball to a will develop personal leadership skills such
variety of physical
partner about 6m away using a racquet or paddle. Let the part strike the ball. as precision, coordination, strength,
activities (games,
athletics gymnastics and balance and patience as well as teamwork.
dance)
B5.1.8.1.8: Throw a ball to a moving partner to catch while walking, Development of Personal and
CONT’D jogging and running. Leadership Skills: Learners will
develop personal skills and leadership
Learners go through general and specific warm-ups. Group learners in pairs with a
skills such as agility, concentration,
ball. Partners stand at appropriate distance facing the each other. Learners perform
coordination, creativity, agility, strength
throwing and catching whiles walking, jogging and running as in handball or
and balance.
basketball base on the balls available and learners’ ability. Supervise learners and
give the feedback to improve their performance. Let them play handball, or
basketball game. End the lesson with cool down.
B5.1.8.1.9: Catch a ball below the waist and away from the body while Development of Personal and
jogging and running. Leadership Skills: Learners will
Learners start with general and specific warm-ups. Group learners in pairs with a competencies such as agility,
ball stand at appropriate distance apart facing each other. Learners perform concentration, coordination, creativity,
throwing and catching ball below the waist and away from the body level as they agility, strength and balance.
move from one point to the other. Supervise them and give the feedback to
improve their performance. Learners play handball, netball or basketball game. End
the lesson with cool down.
59
Demonstrate B5.1.10.1.10: Stop a kicked ball by trapping it with the foot while Development of Personal and
competence in the standing or moving. Leadership Skills: Learners will
motor skills and develop personal skills and core
movement patterns Learners after warm-up stand in pairs facing each other with a ball. The partner competencies such as agility,
needed to perform a concentration, coordination and
with the ball throws it to the partner to trap(control the movement) with the foot,
variety of physical creativity.
activities (games, tigh or chest. The practice should be done one after the other. Learners practice
athletics gymnastics and and progress at their own pace.
dance)
B5.1.10.1.11: Dribble a ball (by hand) while preventing another person Development of Personal and
CONT’D Leadership Skills: Learners will
from stealing the ball.
Put Learners in pairs after a warm up. Learners dribble their peers with their foot competencies such as agility,
as in football or with their hands as in handball but through cones or similar concentration, coordination, flexibility and
creativity.
obstacles. Learners progress to advance dribbling their peers prevent them from
taking possession of the balls. Alternate the hand or foot used in the dribble. Keep
ball away from peers by placing your body in between ball and partner. Organise
mini football competition. End the lesson with cool down.
Development of Personal and
B5.1.11.1.12: Dribble a ball (by foot) and kick it to a partner at a distance Leadership Skills: Learners will
of about five metres. develop personal skills and core
competencies such as agility,
Put Learners in pairs after a warm up. Learners to dribble a ball through cones, concentration, coordination, creativity,
skittles or object and kick it to a partner at five metres. Organise a mini football agility, strength and balance.
game for learner to participate.
60
Demonstrate B5.1.12.1.13: Organise traditional music and dance. Development of Personal and
competence in the Leadership Skills: Learners will
motor skills and After warm up routine, the teacher organise traditional music and dance for develop personal skills and leadership
movement patterns learners. Learners dance in pairs base on their ability level. Organise dancing skills as they acquire agility,
needed to perform a concentration, coordination, creativity,
competition for learners. End lesson with cool down.
variety of physical agility, strength and balance.
activities (games,
dance) Communication and Collaboration
B5.2.1.2.1: Describe ways to create more space between an offensive player and a
Skills: Learners develop communication
defensive player.
CONT’D skills such as speaking, writing, as well as
Learners explains with examples the need for players to create space for critical thinking and problem-solving,
themselves in order to have enough room to operate. Adequate space enables creativity and innovation, etc. as they
learners to perform better. describe ways to create more space
between an offensive player and a
defensive player.
B5.2.2.2.2: Explain the differences in applying and receiving force when jumping for Communication and Collaboration
height and distance. Skills: Learners develop communication
Learners explains to learners that in jumping for height, the performer has to skills such as speaking, writing, as well as
displace the force of gravity acting on the body from the sky by placing it outside critical thinking and problem-solving etc.
the centre of the body. At the same time, the performer should take advantage of as they explain the differences in applying
reaction force by pushing hard on the ground during take-off so as to gain height. and receiving force when jumping for
height and distance.
61
B5.2.1.2. Demonstrate B5.2.3.2.3: Compare the difference in throwing a ball with the ‘left hand and right Communication and Collaboration
knowledge of movement hand’ and kicking a ball with ‘left foot and right foot for distance’. Skills: Learners develop communication
concepts, principles, and skills such as speaking, writing, as well as
Learners compare and discuss the difference as; obviously one hand would be
strategies that apply to critical thinking and problem-solving etc.
stronger than the other. It is much easier for the stronger hand to execute a task.
the learning and as they Compare the difference in
Any of the hands that is stronger can throw faster than the other.
performance of physical throwing a ball with the ‘left hand and
activities. right hand’ and kicking a ball with ‘left foot
and right foot distances’.
CONT’D
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Strand 2: Movement Concepts, Principles and Strategies
Sub-Strand: Space Awareness, Dynamics, Relations, Body Management and Strategies
Demonstrate B5.2.4.2.4: Explain the purpose of using a side orientation when striking a Communication and Critical
knowledge of movement ball from a batting tee. Thinking Skills
concepts, principles, and
strategies that apply to Learners explain the purpose of using the side orientation as: Learners develop communication skills
the learning and such as speaking, writing, as well as critical
i. Give accuracy ii. Speed iii. Direction iv. Spinning, etc. thinking and problem-solving etc. as
performance of physical
activities. explain the purpose of using a side
orientation when striking a ball from a
CONT’D batting tee.
B5.2.5.2.5: Distinguish between volleying and kicking and describe the Communication and Collaboration
Skills: Learners develop communication
similarities and differences.
skills such as speaking, writing, as well as
Volleying is when a ball is strike before it touches the ground. It common in soccer, critical thinking and problem-solving etc.
volleyball, tennis, cricket etc. as they distinguish between volleying and
kicking and describe the similarities and
Kicking is the act of striking a ball from the ground which is common in Soccer differences.
63

B5.3.1.3 B5.3.1.3.1: Perform 10 minutes jogging with music. Personal Development and Leadership
Skills: Learners develop personal skills,
Assess and Choose music that can aid learners to jog. Learners jog at their own pace for 10
leadership and fitness such as coordination,
maintain a level minutes. Learners communicate with their teachers and peers signs and symptoms as
of physical they progress in the activity.
fitness to flexibility and aerobic capacity by perform 10
improve health B5.3.2.3.2: Perform continuous pull-ups. minutes jogging with music.
and
Learners after general and specific warm-ups, learners hung on a bar and perform Personal Development and Leadership
performance.
pull-ups at their own ability level and at their own pace. Learners work in groups and Skills: Learners develop personal skills such as
as individually at their own pace. perseverance, muscular strength, muscular
endurance, flexibility by perform five
B5.3.3.3.3: Perform two set of continuous push-ups. continuous pull-ups.
Learners after general and specific warm-ups, learners lie on the ground face down.
Skills: Learners develop personal skills such as
Learners with their palms flat on the ground by their side, extend their arms to move
perseverance, muscular strength, muscular
their trunk up and flex the arms again to move the body back to lying position.
endurance, flexibility by perform five
Learners continue the process for a number of base on their ability in a set. Learners
continuous push-ups.
repeat the second set after rest and progress at their own pace.
B5.3.4.3.4: Perform standing bend and reach the knee with the forehead.
Skills: Learners develop personal skills such as
Learners go through warm-up. Learners stand straight shoulder with apart. Arms by perseverance, muscular strength, muscular
their sides tilt to one side of their body till the hand reaches the knees. Same should endurance, flexibility as they perform standing
be done to the other side. Let them perform in pairs so that as one performs the bend and reach the knee with the forehead.
other gives support.
B5.3.5.3.5: Identify the capabilities of the various body types. Skills: As learners listen to teacher and
There are three main body types: Ectomorph, Endomorph and Mesomorph. answer questions, learners develop personal
Ectomorph: Learn and long with difficulty to build muscles and communication skills such as speaking,
Endomorph : Big, high body fats, round in shape and high tendency to store body fats listening, cooperation, and tolerance.
Mesomorph: Muscular and well built, high metabolism and responsive muscle cell.
64
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES, SUBSTANCES/DRUGS
AND BODY COMPOSITION
B5.4.1.4 B5.4.1.4.1: Monitor the intensity of one’s heart rate during physical Personal Development and
activity. Communication Skills: Learners
Demonstrate
develop personal and communication
knowledge of physical Learners determine heart rate using their age. Learners learn how to take the heart
skills such as physical fitness knowledge,
fitness concepts, beat by palpating at the radial artery or carotid artery. During exercise, learners
aerobic capacity knowledge as learners
principles, and should be encouraged to take heart rates for 15 seconds and multiply by 4 to
monitor the intensity of one’s heart rate
strategies to improve obtain beat per minutes.
during physical activity.
health and
Learners use various gadgets (polar wrist watches, polar vests, heart rate monitors,
performance.
etc.) that determine exercise intensity and heart rate during and after physical
activity. There are treadmills that determine calories burnt, distance covered.
Personal Development
Communication Skills: Through
B5.4.1.4.2: Describe how muscle strength and muscle endurance
discussions on the components of physical
enhance motor skill performance.
fitness, learners develop personal and
Learners explains that muscles aid in movement, lifting, etc. Strong arm, chest, and communication skills such as listening,
back muscles will therefore facilitate movements in these parts of the body. writing, speaking, etc.
B5.4.2.4.3: Explain why dehydration impairs temperature regulation and Personal Development and
physical and mental performance. Communication Skills: Learners
develop knowledge on dehydration and
The body is made of 75% water. Water lubricates our joints and keeps the body physical performance as well as speaking
temperature in check by releasing unwanted heat through sweat. The brain cell is and listening by explain why dehydration
composed mostly of water and the lack of it causes imbalance in the functioning of impairs temperature regulation and
the brain. physical and mental performance.
65
Demonstrate B5.4.3.4.4: Describe the role of muscle strength and proper lifting in the Communication skills: As learners
knowledge of physical prevention of back injuries. describe the role of muscle strength and
fitness concepts, proper lifting in the prevention of back
Teacher explains to learners that muscles aid in movement, lifting, etc. Strong arm,
principles, and injuries, they develop communication
chest, and back muscles will therefore facilitate movements in these parts of the
strategies to improve skills such as speaking, listening,
body.
health and cooperation, problem-solving and
performance. tolerance through class discussion.
CONT’D B5.4.4.4.5: List factors that cause injuries when using PE equipment. Personal Skills, and Communication:
As learners list factors that cause injuries
Learners explains that injuries may occur when the learner had not gone through when using PE equipment as well as
proper warm-up and stretching. Warm up prevents injuries to the muscles and the classify them under safe and unsafe, they
joints, increases the elasticity in the muscles to adapt to the ensuing vigorous develop their cognitive domain.
activities. Teacher should ensure that the environment and the equipment are safe
for use.
66

B5.5.1.5.1: Participating independently in fitness and skill development Personal Development and
activities outside school. Citizenship Skills: As learners
B5.5.1.5
participate willingly in variety of physical
Learners are self-motivated to participate in physical activities at least once outside
Demonstrate value activities they develop personal and social
the school physical education programme.
and utilize knowledge skills such as tolerance, respect,
of psychological and teamwork, fair-play when practicing in a
team.
sociological concepts, B5.5.5.2: Acknowledge orally the contributions and strengths of others.
principles, and Cultural Identity and Global
strategies that apply Learners appreciate each individual’s strengths, weaknesses and contributions in Citizenship Skill: As learners
to the learning and group settings by praising them such as ‘ayikoo’, good work, etc. Acknowledge orally the contributions and
performance of strengths of others, they develop personal
physical activity. and social skills such as tolerance,
B5.5.3.5.3: Identify and define the role of each participant in a cooperation, empathy, teamwork and fair-
cooperative physical activity. play.
Teacher should study the learners and appoint them who have the potentials as Citizenship and Problem-Solving
leaders. There could be a general leader and groups leaders in a class. When they Skills: As define the role of each
are made leaders, they become more responsible. participant in a cooperative physical
activity, they develop personal and social
skills such as tolerance, empathy,
B5.5.4.5.4: Contribute ideas and listen to the ideas of others in teamwork, fair-play in cultural and
cooperative problem-solving activities. religious diversity.
Learners explains the need to listen attentively to peers or people when speaking Personal Development and
or contributing to an issue whiles waiting for their turn. Problem-Solving Skills: As learners
develop the skills , t as cooperation,
peace, tolerance, teamwork and
communication.
67
BASIC 6
68
BASIC 6

B6.1.1.1 B6.1.1.1.1: Develop a cooperative movement game that uses locomotor Personal Development and
skills, object manipulation, and an offensive strategy and teach the game to Leadership Skills: Learners develop
Demonstrate
another person. personal and core competencies skills such
competence in the
as agility, muscular strength, muscular
motor skills and Learners participate in a mini Handball, Volleyball, Basketball, Netball, Hockey, etc.
movement patterns endurance, flexibility, patience, leadership,
base on the facilities and materials available. Learners use strategies and tactics in
needed to perform a teamwork etc. as they perform
playing the game ae a team. Learners play various roles in a team and cooperate with
variety of physical cooperative movement game that uses
one another in achieving the teams’ objectives. Learners cool down to end the lesson.
activities (games, locomotor skills, object manipulation, and
athletics gymnastics an offensive strategy and teach the game to
and dance) another person individually or in groups.

B6.1.2.1.2: Jump for distance, landing on both feet and bending the hips, Leadership Skills: Learners develop
knees, and ankles to reduce the impact force. competencies and personal skills such as
critical thinking, collaboration,
After warm-up activities, learners perform long jump by
communication, body balance, power to
i. Practicing approach run take-off and land and leadership skills:
ii. Practicing approach run and single take off with a comfortable foot supporting and guiding one another as
iii. Practice landing on both feet with emphasis on bending the hips, jump for distance, landing on both feet and
knees, and ankles to reduce the impact force. bending the hips, knees, and ankles to
iv. Learners practice at their own pace base on their abilities reduce the impact force.
v. Learners end the lesson with cool down.
69
Demonstrate B6.1.2.1.3: Perform the differences in applying and receiving force Development of Personal and Critical
competence in the when jumping for height and distance (high jump). Thinking Skills: Learners develop personal skills
motor skills and Learners after adequate warm-up, they go through a vertical jumping approach. such as flexibility, muscular strength, agility, etc.
movement patterns Learners use both arms efficiently to control balance as needed during approach as well as leadership, creativity and innovation,
needed to perform a run and take-off. Learners control the flight phase by leaning their trunk slightly communication as they practice and explain the
variety of physical backwards, one-foot take-off, two feet take-off, feet land shoulder width apart differences in applying and receiving force when
activities (games, and flexion of knees with the height of the jump and landing on the balls of feet jumping for height and distance.
(double landing).
and dance)
CONT’D B6.1.3.1.4: Roll ball using a stick in a game situation (hockey). Personal Development and Leadership
After a warm-up, learners practice how to: Skills: Learners develop personal skills and
i. hold or handle a hockey stick competencies such as strength, balance,
ii. role the ball from place to place at learners’ pace creativity, coordination, tolerance, patience,
iii. play a mini hockey game in groups using rolling skill. collaboration, etc. as they roll ball using a stick in
iv. Learners cool down to end the lesson. a game situation.
B6.1.4.1.5: Perform simple small stunts while shifting base of support

from one body part to the other. Personal Development and Leadership
Learners go through warm ups to make the body flexible for performance. Skills: Learners develop personal and leadership
skills and competencies such as strength,
i. Learners move into simple steps in a rhythm over a rotatory rope
endurance, coordination,
performed by two peers at a spot. As they jump, the rope is
withdrawn from their feet. balance, patience, teamwork etc. as they perform
ii. Learners hop over obstacles and land with the other foot whiles in simple small stunts while shifting base of support
motion. from one body part to the other
iii. Learners practices using different strategies at their own pace and
ability.
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Demonstrate B6 1.5.1.6: Change direction quickly to maintain ones’ balance whiles Personal Development and Leadership
competence in the running with an object through obstacles. Skills Learners develop personal skills and
motor skills and Exemplar. Learners go through adequate warm-up. Arrange set of cones in a competencies such as accuracy, agility,
movement patterns straight line. Learners walk through the spaces within the cones. Learners jog precision, coordination strength, balance,
needed to perform a through and stop at every cone/station to change direction. Learners run and courage, patience, spatial awareness,
variety of physical stop in front of a cone and change direction. Learners practice the skill at their teamwork, etc. as they change direction
activities (games, own pace. Learners quickly to maintain their balance whiles
end with cool down. running with an object through obstacles.
and dance)
B6.1.6.1.7: Strike a tossed ball with the hands above the forehead Personal Development and Leadership
CONT’D (tennis serve). Skills: Learners develop personal skills and
competencies such as accuracy, precision,
Organize learners with volleyballs facing a target. Learners toss a ball and strike it
coordination strength, balance, courage,
with the palm or fist (overhead) to a target base on their ability. Learners practice
patience, teamwork etc. as they practice how
over hanged net (optional) by striking a tossed ball over it to the target for
to strike a tossed ball with the hands above
mastery of tennis serve. Learners play mini volleyball starting with tennis serve.
the forehead.
B6.1.7.1.8: Strike a gently tossed ball with a bat, using a forehand and
backhand movement pattern.
Skills: Learners develop personal skills and
Organize learners with table tennis balls and bats. Learners stand with one foot competencies such as throwing and catching,
forward behind table tennis board, knees bent and trunk slightly leaning forward, concentration, precision, coordination
holding bat with one hands and swing the bat from the side to strike the ball to strength, balance and patience as well as
the target. Learners practice, striking/service at different heights, whiles you give creativity etc. as they strike a gently tossed ball
them the feedback to correct the errors. Learners practice with a bat, using a forehand and backhand
movement pattern. Eg. Table tennis.
71
Demonstrate B6.1.8.1.9: Throw and catch a ball with a partner while both partners Personal Development and Leadership
competence in the are moving. Skills: Learners personal and leadership skills
motor skills and and other competencies such as
movement patterns Demonstrate to learners with a ball to stand with the foot opposite the throwing
concentration, precision, coordination
needed to perform a hand forward. Let them stretch their hands backward but below the shoulder by
strength, balance etc. as they throw and catch
variety of physical bending the trunk sideways towards the stretched hand. Instruct them to swing the
a ball with a partner while both partners are
activities (games, stretched arm with the ball forcefully and throw the ball to the target by moving
moving.
athletics gymnastics the trunk briskly up and pointing non-throwing hand towards the direction of
and dance) throw. After throwing, encourage the learners to move the hind leg forward for
recovery/balance.
CONT’D
B6.1.8.1.10: Show how to adjust body position to catch a ball thrown off- Personal Development and Leadership
centre. Skills: Through throwing and catching ball
with a partner whiles moving, learners will
Demonstrate the correct hand, arm, body, feet position in the catching. Learners
develop personal skills and competencies such
relax their arms by sides and keep their forearms in front. Arms and body adjust to
as precision, coordination strength, balance
the path of the object (ball). Feet in a balanced stride position and eyes track the
and patience as well as teamwork, tolerance,
object throughout the catching action. Learners practice the skill at their own pace
communication, creativity etc.
base on their capabilities and progress at their own pace. Learners adjust their
performance base on the feedback from teacher and peers.
B6.1.8.1.11: Catch a flying ball above the head, below the waist, and Personal Development and Leadership
away from the body while jogging and running. Skills: As learners catch a flying ball above the
body, below the waist, and away from the
Learners bounce ball on floor with their dominant hands and catch with two hands
at the waist level. Toss ball in the air with the dominant hand and catch with two body while jogging and running they develop
hands overhead. Learners in pairs practice varied form of throwing (above the personal skills and core competencies such as
head, below the waist) whiles jogging or running to catch. Learners progress at accuracy, precision, coordination strength,
their own pace base on their capabilities. balance and patience as well as teamwork,
Learners play mini handball or basketball based on the materials used in practicing tolerance, fair-play, communication, creativity
the skill. Learners cool-down to end the lesson. etc. during practice.
72
Demonstrate B6.1.9.1.12: Kick a ball, dropped from the hands, at a target (goalies’ Personal Development and Leadership
competence in the punting in football). Skills: Learners will develop personal skills
motor skills and and core competencies such as agility,
movement patterns Arrange about five cones with partners standing at the opposite sides about 5m
concentration, coordination strength and
needed to perform a away from the cones facing each other. Let the learner in front with the ball
balance as Kick a ball, dropped from the
variety of physical dribble through the cones and after the last cone kicks it to the partner standing in
hands, at a target eg. Football.
activities (games, front of the other group. Arrange more cones and guide learners practice with
athletics gymnastics corrective feedback.
and dance)
CONT’D
B6.1.10.1.13: Dribble and pass a ball to a partner while being guarded. Personal Development and Leadership
Skills: Learners develop these skills through
Arrange five cones with partners standing at the opposite sides about 5m away
the practice of dribbling of balls with hands
from the cones facing each other. Learners dribble through the cone freely.
and feet using varying amount of force as
Learners dribble while being prevented/guarded by their peers in pairs and in a
individual and as in a game situation.
group. Learners practice base on their capabilities and progress at their own pace.
Learners’ practice dribbling in handball, football/basketball base on facilities and
material available.
B6.1.11.1.14: Dribble a ball and kick (shoot) it towards a goal while being Personal Development and Leadership
guarded. Skills: Learners develop these skills such as
agility, precision, power, direction,
Arrange 5 cones in front of a goal post. The last cone should be about 5-10m away
coordination, etc. through the practice of
from the target or the goal post. Learners in front with the ball dribbles through
dribbling of balls ball and kick it towards a goal
the cones base on their capabilities and after the last cone kicks it into the goal
while being guarded.
post. Learners progress at their own pace. Learners play mini football game in
groups. Learners cool-down to end the lesson.
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Demonstrate B6.1.12.1.15: Organize aerobic dance. Personal Development and Leadership

competence in the Skills: Learners develop flexibility,
motor skills and Organize aerobic dance with local or foreign music. Learners perform
cardiovascular endurance, aerobic
movement patterns rhythmic exercise to develop and refine basic movements skills such as
capacity, and coordination etc. through
needed to perform a coordination, flexibility, muscular endurance, cardio-vascular
the practice of aerobic dance.
variety of physical endurance, etc. Learners perform and progress at their own pace.
activities (games, Learners use feedback to from peers and teacher to improve their
athletics gymnastics fitness skills.
and dance) Personal Development and Leadership
skills: Through practice, learners
CONT’D develop skills like creativity, innovation,
flexibility, endurance, etc. as they
B6.1.13.1.16: Roll (body) smoothly forward and backward perform forward roll from standing
(combination of forward and backward roll) position many time to a distance in a
round form.
After a warm-up, learners curve their bodies adequately, tuck their
head, push- off evenly with both feet, take the body weight on the
hands and arms. The head and body stay tucked in throughout the roll.
Learners keep the front and top of the head from touching the mat.
Learners roll back to their feet unaided at their own pace. Learners
adapt forward roll technique base on their capabilities.
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Strand 2: Movement Concepts, Principles and Strategies
Sub-Strand: Space Awareness, Dynamics, Relations, Body Management and Strategies

Demonstrate B6.2.1.2.1: Explain the importance of open space in playing team Communication and Collaboation Skills:
knowledge of games. Learners develop personal and communication
movement concepts, skills as speaking, listening, etc., as the teacher
principles, strategies Learners explain the importance of open space in playing team games as; it allows
demonstrates and explain the concepts of
that apply to the room for the beauty of the game, learners are able to operate in a conducive
open space in playing sport-related games.
learning and atmosphere.
performance of Communication and Collaboation Skills
physical activities Self-space and general space are very important when working in groups. Self-
Learners develop communication skills as
space is the amount of space one occupies when not travelling.
speaking, listening, and acquisition of new
B6.2.2.2.2: Identify the time necessary to prepare for and begin a concepts, principles, strategies, etc., as the
forehand stroke and a backhand stroke. teacher guides them to identify the time
necessary to prepare for and begin a forehand
To get started, one needs to learn four basic strokes: the forehand drive, the stroke and a backhand stroke.
forehand push, the backhand drive and the backhand push. Once the learners
mastered these strokes, the teacher can go on to more complex techniques that
will raise the level of their game.
Communication and Collaboation Skills:
B6.2.3.2.3: Illustrate how the intended direction of an object is affected Learners develop communication skills as
by the angle of the implement or body part at the time of contact. speaking, listening, and acquisition of new
terms and concepts as the teacher guides
Exemplar: Let learners toss and catch for accuracy. Let them high and low level. them to identify how the intended direction of
Let learners catch different positions. Let an object is affected by the angle of the
implement or body part at the time of contact.
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Demonstrate B6.2.4.2.4: Explain the role of the legs, shoulders, and forearm in the Communication and Collaboation Skills:
knowledge of forearm pass. Learners develop communication skills as
movement speaking, listening, and acquisition of new
Let learners swing their arms in preparation. Shoulder move forward horizontally
concepts, principles, concepts, principles, strategies, etc., as the
as it extends. Forearm rotation through hips, legs and shoulders drop slightly. All
strategies that teacher Explain the role of the legs, shoulders,
together produce the final force to move the ball to the target.
apply to the and forearm in the forearm pass during
learning and practice.
performance of
physical activities B6.2.5.2.5: Identify opportunities to pass or dribble while being
guarded (offense and defense).
Communication and Collaboation Skills:
CONT’D
After general and specific warm-ups, guide learners to keep their body between Learners develop communication skills as
opponent and the ball. Let them possess the ball in the opponents playing speaking, listening, and acquisition of new
grounds. Dribble in a zigzag manner. Instruct them to pass the ball to their terms as the teacher guides them to identify
teammates when they are free. the difference between dribbling a ball with
the hand and foot.
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B6.3.1.3.1: Perform 8 minutes running with or without music. Personal Development and Leadership
Skills: Learners develop personal skills,
B6.3.1.3 Learners in files music (any form) run for 8 minutes none stop for fitness test at
leadership and fitness such as coordination,
the beginning of the term. Learners run at their own pace,
Assess and maintain muscular strength, muscular endurance,
a level of physical flexibility and aerobic capacity by perform 8
fitness to improve minutes running with or without music.
B6.3.2.3.2: Perform 15 continuous sit-ups
health and
performance. Learners sit on a mat with in a v shaped legs position. Keep their arms by their Personal Development and Leadership
side. Perform continuous sit–ups the body continuously for 15 times. Learners Skills: Learners develop personal skills such
test their abdominal muscular strength by counting and logging the number they as perseverance, muscular strength, muscular
are able to perform in a set at their own pace. endurance, support, flexibility by perform 15
continuous push-ups.
B6.3.3.3.3: Perform three set of 15 continuous push-ups.
Learners after general and specific warm-ups, learners lie on the ground face
Skills Competencies: Learners develop
down. Learners with their palms flat on the ground by their side, extend their
personal skills such as perseverance, muscular
arms to move their trunk up and flex the arms again to move the body back to
strength, muscular endurance, flexibility by
lying position. Learners continue the process for a number of base on their
perform 15 continuous sit-ups.
ability in a set. Learners repeat the second and third set after rest base on their
ability and progress at their own pace.
B6.3.4.3.4: Perform trunk rotation. Personal Development and Leadership
Skills: Learners develop personal skills such
After warm ups, learners sit with their right leg straight, left leg bent and crossed
as perseverance, muscular strength, muscular
over the right knee. Learners keep left hand on the floor and turn their trunks as
endurance,
far as possible to the right but at their ability level. Learners repeat the action to
the left for holistic development.
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Assess and flexibility as they perform trunk rotation.

maintain a level of
B6.3.5.3.5: Identify the capabilities of the various body types
physical fitness to
(mesomorph, ectomorph and endomorph).
improve health and Communication and Collaboration
performance. Learners identify the capabilities of each body types: skills: As learners observe the pictures of
body types, list and draw the pictures, they
CONT’D i. Mesomorph-Sprinter, player (all roles) Lifter, etc.
develop communication skills like, speaking,
ii. Ectomorph- Long distance runner, midfielder, basketball shooter, etc.
writing, and drawing through class discussion
iii. Endomorph- Good swimmer, thrower, hockey goalkeeper, etc.
and assignment.
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STRAND 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES, SUBSTANCES/DRUGS
AND BODY COMPOSITION

B6.4.1.4 B6.4.1.4.1: Develop a one-day personal physical fitness plan specifying Communication and Collaboration
the intensity, time, and types of physical activities for each component skills: Learners develop a one-day personal
Lemonstrate
of health-related physical fitness. physical fitness plan specifying the intensity,
knowledge of
time, and types of physical activities for each
physical fitness Discuss physical fitness is the process attained through quality instructional
component of health-related physical fitness,
concepts, principles, physical education. Participation in physical activity and knowledge of fitness
they develop skills such as fitness knowledge,
and strategies to components coupled with an appreciation for good health. Learners develop a
problem-solving, leadership and arithmetic.
improve health and one-day personal fitness which include: Jogging- muscular endurance, running-
performance. cardio-respiratory endurance, push-ups- muscular strength, aerobic dance- Communication and Collaboration
flexibility, etc. skills: Through discussions on the role that
weight bearing activities play in bone strength,
B6.4.1.4.2: Explain the role that weight bearing activities play in bone
learners develop personal and communication
strength.
skills such as listening, writing, speaking, etc.,
Learners explain that weight training develops muscular strength, makes the during lesson activities.
bones strong for fitness activities, stabilizes the body position, etc.
B6.4.2.4.3: Plan a balance diet menu to improve performance in skills: As learners plan a balance diet menu
physical activity. for learners to improve performance in
physical activity, they develop communication
Learners understand the need to take in a balance diet to keep them healthy. It is skills such as speaking, listening, cooperation,
important to food to gain energy. Food is made up of six classes of nutrients
problem-solving and tolerance through class
including carbohydrates, fat, protein, vitamins, minerals and water.
discussion.
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Demonstrate B6.4.3.4.4: List the benefit of safety procedures and rules associated Communication and Collaboration
knowledge of with physical activity. skills: As learners list the benefit of safety
physical fitness procedures and rules associated with physical
Learners list as; to come out with their best, gives them confidence to participate
concepts, principles, activity, they develop communication skills
in any physical activity, prevents injuries, increase performance, etc.
and strategies to such as speaking, listening, cooperation,
improve health and problem-solving and tolerance through class
performance. discussion.
CONT’D
B6.4.4.4.5: Identify ways to minimise injuries when using PE Communication and Collaboration skills:
equipment. As learners observe the equipment and
develop guidelines to minimise injuries when
Learners develop guidelines for equipment use. They observe ample space
using PE equipment, they develop their
between peers when working in groups, Throw/serve balls in the same
experiences in how work safely with
directions, retrieve balls, equipment at the same time, etc.
equipment.
Communication and critical thinking

B6.4.5.4.6: Discuss with learners the effects of drug addiction.
skills: As learners listen to teacher and
Learners discuss effects of drug addiction as; madness, uneasiness, death, etc. answer questions, learners develop personal
and communication skills such as speaking,
listening, cooperation, and tolerance etc
B6.4.6.4.7: Discuss with learners the capabilities of the various body

Communication and Collaboration skills:
types (mesomorph and ectomorph).
As learners observe the pictures of body
Learners discuss the body types: Mesomorph- medium body type and types, list and draw the pictures, they develop
ectomorph-slim body type. Learners identify capabilities of various body types communication skills like, speaking, writing,
such as mesomorph-long distance runners’, endomorphs- good swimmers, and drawing through class discussion and
throwers, etc. assignment.
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B6.5.1.5: B6.5.1.5.1: Participate productively in group physical activities. Cultural Identity and Global Citizenship:
Demonstrate value As learners participate productively in group
Emphasis during physical activity that without cooperation learners cannot
and utilize physical activities they develop personal and
positively work together. Learners participate in a mini Handball, Volleyball,
knowledge of social skills such as tolerance, respect,
Basketball, Netball, Hockey, etc.
psychological and teamwork, and fair-play.
B6.5.2.5.2: Provide positive feedback to peers during physical
sociological Cultural Identity and Global Citizenship:
activities.
concepts, As teacher provides positive feedback to
principles, and Learners provide positive feedback to their peers during physical activities by peers during physical activities, they develop
strategies that telling them the specific good performances and what they should improve on personal and social skills such as tolerance,
apply to the for high performance. leadership, teamwork, and fair-play.
learning and
Cultural Identity and Global Citizenship:
performance of
As learners demonstrate respect for self,
physical activity.
B6.5.3.5.3: Identify and agree on a common goal when participating in others, and equipment during physical
a cooperative physical activity. activities, they develop personal and social
skills such as tolerance, empathy, teamwork,
Learners appreciate each individual’s strengths, weaknesses and contributions in
fair-play in cultural and religious diversity.
group settings to appreciate physical games and activities from different cultures
around the globe. Should work together in a decision making. Cultural Identity and Global Citizenship
B6.5.4.5.4: Evaluate individual responsibility in group efforts. As teacher evaluate individual responsibility in
group efforts and encourages them to do
Evaluate individual learners’ responsibility in group efforts and encourage them to
better, they develop personal and social skills.
do better.
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Appendix:
Glossary
Aerobic activity: Exercise that can be performed for a long duration because the energy required can be provided by the burning of fuel, which normally
occurs in muscle cells in the presence of oxygen. Aerobic activity may help control body weight, reduce the percentage of body fat, improve the circulatory
function and respiratory functions, and reduce blood pressure. Examples include aerobic dance, cycling, jogging, power walking, in-line skating, step aerobics,
kickboxing, and super circuit.
Agility: A skill-related component of fitness that describes the ability to rapidly change the position of the entire body.
Alignment: Clear and direct relationship among standards, curricula, instructional materials, instructional methods, and assessments.
Anaerobic activity: Exercise of short duration that is performed at a more strenuous level, so increased respiration and heart rate cannot provide sufficient
oxygen to the muscle cells. Examples of anaerobic activity include sprinting, weight training, curl-ups, gymnastics, and some team activities, such as softball and
football.
Assessment: The process of gathering evidence about a student’s level of achievement. Balance: A skill-related component of fitness that relates to the
maintenance of equilibrium while stationary or moving.
Base of support: The area of the base or foundation that supports the body. The base of support may include one or more body parts and the distance
between them. The ability to stabilize the body is directly proportional to the area of the base of support. For example, if two feet are close together, the base
of support is narrow and stability is limited. If the two feet are separated by some distance, the base of support is larger and provides more stability.
Basic resistance principles: Resistance is the weight or force that is used to oppose a motion. Resistance training increases muscle strength by pitting the
muscles against a weight, such as a dumbbell or barbell. The type of lift; intensity, volume, and variety of training; progressive overload; rest; and recovery
constitute the basic principles of resistance training.
Body composition: The proportion of fat-free mass (e.g., muscle, bone, vital organs, and tissues) to fat mass in the body. Body management: Basic skills
focusing on the ability to control the body and body parts in actions such as those involving traveling, balancing, rolling, and supporting body weight.
Body mass index (BMI): A formula used to assess body fat based on a ratio between height and weight. Body orientation: The direction that the body is
facing.
Cardiovascular endurance: A component of health-related fitness that describes the ability of the heart, blood vessels, and respiratory system to supply
oxygen and nutrients to the muscles during exercise.
Circle dance: A dance performed in a circle.
Closed skill: Motor skills that are performed in an environment that is stable and predictable.
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Collaborative consultation: A process for providing services to special education learners in which adapted physical education specialists collaborate with
regular education staff, general classroom teachers, teachers of special education, and other school professionals and/or paraprofessionals and parents to plan,
implement and evaluate interventions carried out in the adapted, regular, Competence: Sufficient ability, skill, and knowledge to meet the demands of a
particular task.
Complex skills: Skills that combine two or more locomotor and/or manipulative fundamental movements (for example, catching and throwing or trapping
and passing).
Components of health-related physical fitness: Muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition.
Content standards: What learners should know and be able to do at the end of every grade level. Content standards represent the academic content of the
discipline of kinesiology.
Cool-down exercises: Five to ten minutes of light to moderate physical activity. Cool-down exercises help the body recover from exercise. This process
maintains blood pressure, helps enhance venous return, and prevents blood from pooling in the muscles.
Coordination: A skill-related component of fitness that relates to the ability to perform tasks smoothly and accurately.
Critical elements: Those elements of performing a skill deemed necessary for its correct execution. Also referred to as critical features.
Criterion-referenced assessment: Describes how well a student performs compared with a predetermined and specified standard of performance, as
opposed to a norm-referenced assessment where a student’s performance is compared with a normative sample of other learners.
Cues: Short phrases that describe the correct technique for performing a skill.
Dehydration: The loss of water and important blood salts, such as potassium and sodium that are essential for vital organ functions. Egg roll: A roll toward
the right and then toward the left while in a tucked position.
Elementary stage of development: The stage of skill development during which coordination and rhythmical performance improve and the performer
gains greater control over their movement. The performance, however, is still somewhat awkward and lacking in fluidity.
Ergogenic aids: Substances, devices, or practices that enhance an individual’s energy use, production, or recovery.
Evaluation: Judging the quality of a performance. Even-beat locomotor skills: Skills performed to a regular beat (for example, walking, running, hopping, and
jumping).
Exercise: Physical activity conducted with the intention of developing physical fitness.
Feedback: Information that is given to the learner about performance (internal or external); this can be knowledge of performance or knowledge of results.
See also specific feedback, specific corrective feedback, and specific positive feedback.
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F.I.T.T. principles/concepts: An acronym for the exercise variables necessary for gaining and maintaining physical fitness: frequency, intensity, time, and type
of physical activities.
Flexibility: A component of health-related fitness that describes the range of motion at a joint. The ability to move joints of the body through a normal range
of motion. Folk dance: A dance that has been developed through the traditions of culture and has been passed down from generation to generation.
Frequency: A principle of training that establishes how often to exercise.
Fundamental movement skills: Basic movements that involve the combination of movement patterns of two or more body segments. Locomotor, non-
locomotor, and manipulative skills are all considered fundamental, as they form the basis of numerous forms of specialized movement and manipulative skills.
Gallop: A step together step in a forward direction with the same foot always leading.
General space: Refers to the area surrounding personal space.
Group dynamics: The interactions and interrelationships of people in a group.
Health: Optimal well-being that contributes to the quality of life. It is more than freedom from disease and illness. Optimal health includes high-level mental,
social, emotional, spiritual, and physical wellness within the limits of one’s heredity and personal abilities.
Health-related physical fitness: Consists of those components of physical fitness that have a relationship to good health: body composition, aerobic
capacity, flexibility, muscle endurance, and muscle strength.
Hip abductors: Muscles that move the leg away from the midline of the body.
Hip adductors: Muscles that move the leg toward the midline of the body.
Hop: To take off and land on the same foot.
Hyperextension: Greater-than-normal stretching or straightening of an extended limb.
Hyperflexion: Bending a joint beyond its normal range of motion.
Impact force: The slap or jolt a person senses when contact sharply changes the motion of an object, as when a ball is caught, or contact sharply changes the
motion of the person, as when a jumper strikes the ground. Impact force is related to the pressure, the force per unit area (in Newtons per square meter)
sustained by the part of the body in contact Individual activity: Physical activities that require only one participant. Examples include weight training, yoga,
archery, and jogging.
Individuality: A principle of training that takes into account the particular needs and abilities of the individual for whom it is designed. Initial stage of
development: The stage of development during which the first observable and purposeful attempts at performing a skill are made.
Intensity: A principle of training that establishes how hard to exercise.
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Interpersonal communication skills: Verbal or nonverbal abilities that allow the sharing of feelings, thoughts, and information with another person in a
positive manner.
Interpersonal social skills: Skills that enhance the ability to work together, including cooperation, respect, and encouragement.
Jump: To take off from both feet and land on one or both feet.
Large-muscle groups: Muscles that work together and have a large mass relative to other muscle groups in the body. Examples of large-muscle groups are
the muscles in the arms, back, and legs.
Lead-up game: A game that involves one or more skills or strategies of a sport.
Leap: A light transfer of weight from one foot to the other foot. To spring through the air from one point to another.
Level: The position of the body or an apparatus relative to the floor.
Line dance: A dance in which individuals line up without partners and follow a choreographed pattern of steps, usually performed to country music.
Locomotor skills: Basic motor skills involving a change of position of the feet and/or a change of direction of the body. Locomotor skills include walking,
running, hopping, skipping, jumping, leaping, sliding, and galloping Long-handled implement: A piece of equipment used in performing motor skills. The long
handle positions the hand some distance away from the surface of the implement that comes in contact with the ball. Some examples include a hockey stick,
softball bat, tennis racquet, and lacrosse stick.
Low organized games: Activities that have a few simple rules and that require little or no equipment.
Manipulative movements: Basic motor skills involving handling an object. Examples include throwing, catching, kicking, trapping, rolling, dribbling, striking,
and volleying.
Massed practice: The continuous practice of a skill for a long period of time.
Mature form: The critical elements of a skill, performed in a smooth and continuous motion.
Moderate physical activity: Moderate-intensity physical activity generally requires sustained rhythmic movements and refers to a level of effort a healthy
individual might expend while, for example, walking briskly, dancing, swimming, or bicycling on level terrain. A person should feel some exertion but should be
able to carry on a conversation comfortably during the activity.
Modification: Adaptations that address the needs of the student by fundamentally altering the performance outcome.
Modified/lead-up game: Active games that involve the use of two or more of the sport skills, rules, or procedures used in playing the official sport.
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Motor skills: A skill that requires voluntary body and/or limb movement to achieve its goal. A skill where the primary determinant of success is the
movement component itself. Physical activity that is directed toward a specific function or goal. The term may be used to refer to one discrete skill (e.g.,
throwing) or a more general ability to perform physical skills competently (e.g., as in “The student has the motor skill needed to perform that sport”) (NASPE
2004).
Movement concepts: The ideas used to modify or enrich the range and effectiveness of the skills employed. They involve learning how, where, and with
what the body moves.
Movement patterns: An organized series of related movements.
Multicultural dance: A dance that originated from cultural or ethnic traditions. Typically refers toan instructional unit that includes dances that originated
from two or more cultural or ethnic groups.
Muscle endurance: The ability to contract the muscles many times without tiring or the ability to hold one contraction for an extended period.
Muscle strength: The ability of a muscle to exert force against a resistance one time. Strength is measured as the amount of force a muscle can produce.
Non-locomotor movements: Movement of the body performed from a relatively stable base of support. Examples include bending, stretching, twisting,
turning, leaning, swaying, and swinging.
Open skills: Motor skills that are performed in a changing environment.
Overload: A principle of training that establishes a minimum threshold and requires one to exceed that threshold to benefit from the chosen physical activity.
Performance standard: Answers the question “How good is good enough?” Personal space: Space that extends outward to the farthest reach of all body
parts.
Physical activity: Bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, including
exercise, sport, dance, and other movement forms.
Physical education: The process of education that uses physical activity as a means of helping individual to acquire skill, knowledge, attitude and fitness for
optimal development and well-being.
Physical fitness: A positive state of well-being with a low risk of premature health problems and with the energy to participate in a variety of physical
activities. It is influenced by regular, vigorous physical activity, genetic makeup, and nutritional adequacy.
Power: A skill-related component of fitness that relates to the rate at which one can perform work.
Principle of individual differences: Each individual is different and will require a somewhat unique fitness plan.
Principle of overload: Increasing the work and stress that are normally experienced will improve one’s fitness.
Principle of progression: A progressive increase in the level of exercise is more effective.

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Principle of regularity: Exercise must be performed on an ongoing basis to be effective.
Principle of specificity: Specific exercises must be performed to improve each component of health-related fitness.
Principles of training/principles of exercise: Principles to follow in planning an exercise program to effect physiological changes in the human body related
to health and performance: individual differences, overload, progression, regularity, and specificity.
Progression: A principle of training that establishes increases in the amount and intensity of physical activity needed to provide improvement over periods
of time.
Reaction time: A component of skill-related fitness that describes the interval of time from a suddenly presented stimulus until the beginning of the
response.
Recovery rate: The time necessary for an exercise-induced elevated heart rate to return to a normal resting heart rate.
Regularity: A principle of training that establishes exercise on a regular schedule. A pattern of physical activity is regular if activities are performed most days
of the week, preferably daily; if moderate-intensity activities are performed five or more days of the week; or if vigorous-intensity activities are performed
three or more days of the week.
Relationship: The position of the body in relation to the floor, apparatus, or other performers.
Rhythmic skills: Skills that develop an understanding of and a feeling for the elements of rhythm. Examples of physical activities that allow learners to express
themselves rhythmically include creative movement, folk dance, square dance, and interpretive dance.
Short-handled implement: A piece of equipment used in performing motor skills. The short handle allows the hand to be close to the surface of the
implement that comes in contact with the ball. Some examples include a racquetball racket, a paddle used in paddle games, and a modified lacrosse stick.
Simple skills: Skills that have only one or two parts (for example, running or skipping).
Skill-related physical fitness: Those components of physical fitness that relate to an enhanced performance in sports: agility, balance, coordination, power,
speed, and reaction time.
Skip: A step-hop on one foot and then the other. Slide: A step-together-step in a sideward direction with the same foot always leading.
Specialized manipulative skills: Fundamental skills that have been adapted to the special requirements of a particular sport, game, or physical activity (e.g.,
volleyball serve, tennis forearm stroke, badminton clear, basketball layup, soccer trap, softball pitch, golf swing).
Specialized movement skills: Fundamental skills that have been adapted to the special requirements of a particular sport, game, or physical activity (e.g.
high jump, long jump, hurdles).
Specific corrective feedback: Feedback that provides the performer with specific information on how to perform the skill correctly (“You need to step
forward on your left foot”).
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Specific feedback: Feedback that provides the performer with specific recommendations on how to perform the skill correctly.
Specific positive feedback: Feedback that is positive (“Good job!”) and specific (“You stepped forward on the left foot”).
Specificity: A principle of training that establishes a particular kind of activity for each component of physical fitness.
Speed: A skill-related fitness component related to performing movement in a short period of time.
Squat: A lower body exercise performed by bending the knees (no lower than a 90-degree angle), lowering the torso, and then rising to a standing position.
Stability movements: Stability reflects balance and equilibrium, which are important components in performing many motor skills. Stability movements
include those that are vital for the body to maintain balance while moving. Examples include moving the arms while walking or running and lowering one’s
centre of gravity when stopping quickly.
Static: A stationary condition. For example, static stretching or static balance. Station teaching: The creation of discrete learning areas where learners
perform a movement at a station for a designated period of time and then move on to the next station.
Strategies: Decisions made by individuals or a team about the overall play of the game. Striking pattern: A fundamental motor skill in which an object is hit
with or without an implement.
Student discipline plan: Guides student behaviour, outlines consequences for inappropriate behaviour, and sets goals for student improvement in behaviour.
Learners with special needs: Refers to learners who are marginalized in physical education, learners whose cultural and religious practices require special
consideration, English learners, learners with long-term and short-term medical needs, at-risk learners, advanced learners, and learners with disabilities.
Stunts: Activities that require balance, agility, coordination, weight transfer, and strength. Typically referred to as activities that lead up to tumbling and
gymnastics.
Supplies: Refers to those materials that are expendable and that need to be replaced at frequent intervals, usually annually, such as basketballs and
playground balls.
Tactics: Individual movement of players or teams to accomplish an immediate goal or accommodate a situation. Tactics take place within the game as an
ongoing part of game play and include decisions an individual makes about when, why, and how to respond to a particular situation.
Target heart-rate zone: A safe range of activity intensity that can be used to enhance the level of aerobic capacity.
Time: A principle of training that establishes the amount of time for each exercise period.
Travel: Movement of the body from one point to another.
Triceps push-ups: A reverse push-up performed with the belly up and hands on the floor or on a chair or bench (younger learners) or a push-up performed
with hands parallel to chest and spaced shoulder-width apart, with elbows tight to the body (older learners). A push-up that isolates the triceps.
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Tripod: A balanced position in which the hands and head are on a floor mat, forming a triangular base of support, and bent knees rest on the elbows.
Trunk lift: An exercise performed while lying face down with hands at sides and toes pointed. The upper body is lifted off the floor slowly keeping the head
straight. The head is raised no more than 12 inches off the ground.
Type: A principle of training that establishes the specific activity to use or the muscles to target during an exercise period.
Uneven-beat locomotor skill: Skills performed to an uneven beat. Examples include galloping, sliding, and skipping.
Unpacking a content standard: The process of revealing the content and prerequisite skills needed to learn a content standard. Unpacking reveals the
level of performance that is necessary. The verbs in the content standards assist teachers in developing appropriate assessments. Unpacking a standard is
similar to backward planning and deconstructing the standards.
Vigorous physical activity: Vigorous-intensity physical activity generally requires sustained, rhythmic movements and refers to a level of effort a healthy
individual might expend while, for example, jogging, participating in high-impact aerobic dancing, swimming continuous laps, or bicycling uphill. Vigorous-
intensity physical activity may be intense enough to result in a significant increase in heart and respiration rate.
Volley: To strike a ball upward.
Warm-up exercises: Low-intensity exercises that prepare the muscular/skeletal system and heart and lungs (cardiorespiratory system) for high-intensity
physical activity. Weight-b earing activities: Any activity in which one’s feet and legs carry one’s own weight. Examples include walking, running, tennis, and
aerobic dancing.
Suggested Equipment/Materials
Suggested equipment and materials are: Hockey sticks, table tennis bats, badminton racquets, tennis racquets, skipping ropes, tennis balls, table tennis balls,
footballs (different sizes), volleyballs, handballs, hockey balls, mats, etc.
Reading list
Akuffo, P. A., Darko, R. A., & Seibu, M. (2018). Supervision of children recreation. Winneba: Institute for Educational Development and Extention.
Akuffo, P. A., Darko, R. A., & Seibu, M. (2016) Physical Education for Early Childhood Education Teacher. Winneba: Institute for Educational Development and
Extention.
Ammah, A (2004). Physical education for the basic school teacher. Winneba: Institute for Educational Development and Extention.
Bagerbaseh, B. N., Atubga, A. Soyelle, J. (20080. Teaching physical education in primary schools (B1-B6). Accra: Adwinsa Publications (Gh) Ltd.
CRDD (2007) Teaching syllabus for physical education (Primary1-6). Ministry of Education Science and Sports. Accra-Ghana Corbin, B. C., Lindsey, R., & Welk,
89
Curriculum Development and Supplental Materials Commission (2009). Physical education framework for California Public Schools(Kindergaten Through
Grade 12): California Department of Education.
Grey (2000).Concept of fitness and wellness (3rd ed.). New York: McGraw-Hill Companies
Mood, D, Musker, F. F., & Rink, J. E. (1999). Sports and recreational activities. New York: McGraw-Hill Companies.
‘NASPE National Standards.” National Association for Sport and Physical Education. http://www.aahperd.org/naspe/standard.national standard/ 14 July 2011
Pangrazi, P. P. (2001). Dynamic physical education curriculum for elementary school children (13th ed.). New York: Pearson Education Company.
Wuest, D. A., & Bucher, A. B. (2004). Foundations of physical education and sport (12th ed.). New York: McGraw-Hill Companies
90
PHYSICAL EDUCATION SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Prof. Joseph Kwame Mintah- Lead Dept. of HPER, UCC
Dr. Mrs. Harriet Naki Amui-Member Presby Women College of Education, Aburi
Mr. Munkaila Seibu-Secretary Dept. of HPERS, UEW
Mr. Paul Kofi Yesu Dadzie-Member Presby Boys SHS, Legon
Expert Reviewers
Prof. J. O. A. Ammah Dept. of HPERS, UEW
Dr. J. A. Baba Dept. of HPERS, UEW
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary
Dr. Prince H. Armah NaCCA, Incoming Acting Executive Secretary
91

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MINISTRY OF EDUCATION

© NaCCA, Ministry of Education 2019

Enquiries and comments on this Curriculum should be addressed to:

Dr. Matthew Opoku Prempeh (MP)

CRITICAL THINKING AND PROBLEM SOLVING (CP)

CREATIVITY AND INNOVATION (CI)

COMMUNICATION AND COLLABORATION (CC)

CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

PERSONAL DEVELOPMENT AND LEADERSHIP (PL)

DIGITAL LITERACY (DL)

- Knowledge, Understanding and Application

- Attitudes and Values

KNOWLEDGE, UNDERSTANDING AND APPLICATION

Catching: Refers to stopping or controlling a moving object using the hands.

ATTITUDES AND VALUES

iii. Flexibility in ideas:

iv. Respect for Evidence:

DIFFERENTIATION AND SCAFFOLDING

 improved teaching and learning processes.

Strand number Sub-strand number

Class/Year B1.1.1. 1.1

Content Standard number

Year/Class Content Standards Learning Indicator

Strand 1: Motor Skills and Movement Pattern

Learning Indicator number

Strand number Sub-strand number

ORGANISATION OF THE CURRICULUM

The curriculum is organised under key headings and class as below:

Strands are the broad areas/sections of the history curriculum to be studied.

the standards and indicators for each grade level,

ANNOTATION MEANING / REPRESENTATION

B1. YEAR OR CLASS

Safety and injury      

5. Value and Psycho-Social Self-responsibility      

Personal Development and

Personal Development and

B1.1.12.1.16: Demonstrate a smooth transition between even-beat and uneven-beat

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

B1.2.1.2 B1.2.1.2.1: Identify personal space Communication and Collaboration

Communication and Collaboration

Demonstrate B1.2.3.2.4: Identify body parts Communication and

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

B1.3.3.3.3: Perform sit and reach. Personal Development and Problem-

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

B1.4.3.4.3: Explain the purpose of warming up before physical activity and

Demonstrate Personal Development and

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

B2.2.2.2 B2.2.2.2.1: Explain open spaces Communication and Collaboration

Communication and Collaboration

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

B2.3.3.3.3: Perform two set of four continuous abdominal curls.

Personal Development and Problem-

Communication, Collaboration and

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

Personal Development and Problem-

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

Personal Development and

CONT’D Personal Development and Leadership