THE ROLE OF DBE IN DELIVERING THE CURRICULUM: PHYSICAL EDUCATION

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THE ROLE OF DBE IN DELIVERING THE CURRICULUM
PHYSICAL EDUCATION
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INTRODUCTION

• Prior to 1994, Physical Education (PE) was
  recognized as an approved subject but it was
  approached differently by the separate education
  departments.
• A lack of qualified teachers and resources
  mitigated against the roll-out of an effective
  Physical Education programme in all schools.
• More time was given to subjects like Mathematics
  and Science than to Physical Education.

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INTRODUCTION

• The merging of the previously separate education
  departments brought about the introduction of a
  single curriculum. As a result, Physical
  Education forms a compulsory part of the South
  African school curriculum in all grades.
• In Curriculum 2005 (C2005) and the National
  Curriculum Statement (NCS) Physical Education
  (PE) was re-introduced as part of Life
  Orientation.
• Presently in the Curriculum and Assessment
  Policy Statement (CAPS) PE is included in Life
  Skills in Grades R-6 and in Life Orientation in
  Grades 7-12.

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POLICY CAPSLIFE SKILLS/LIFE ORIENTATION

• The Life Skills/Life Orientation curriculum is
  central to the holistic development of learners.
• It is concerned with the social, personal,
  intellectual, emotional and physical growth of
  learners.
• The Life Skills/Life Orientation curriculum
  addresses the development skills, knowledge,
  values and attitudes that enable learners to make
  informed decisions about their personal
  lifestyles, civic responsibilities, physical
  well-being, careers etc.

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TIME ALLOCATIONThe following table gives an
indication of contact time allocated to Life
Orientation in Grades R-12. Learners are expected
to participate in PE once a week which is on the
timetable to take place in a fixed period.
PHASE / BAND GRADE CONTACT TIME FOR LO CONTACT TIME FOR PE
Foundation Phase R, 1 and 2 6 hours / week 2 hours/ week
Foundation Phase 3 7 hours / week 2 hours/ week
Intermediate Phase 4, 5 and 6 4 hours / week 1 hour/ week
Senior Phase 7, 8 and 9 2 hours / week 1 hour/ week
FET Band 10 12 2 hours / week 1 hour/ week
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TOPICS AND CONTENT PER GRADE

• The content for PE across the phases relates to
  each other.
• Each phase focuses on similar areas of skills,
  knowledge and values and prepares learners to
  continue with the subject in other grades thus
  ensuring continuity.
• The tables that follow highlight the topics/focus
  areas for PE in each of the grades/phases.

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TOPICS FOUNDATION PHASE

• The following topics are prescribed in Grades R
  -3
• Locomotor - Perceptual motor
• Rhythm - Co-ordination
• Balance - Spatial Orientation
• Laterality - Sports and games
• This area focuses on perceptual and locomotor
  development, rhythm, balance and laterality.
• The focus in the FP is on games and some
  activities that will form the basis of
  participating in sports later on.

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INTERMEDIATE PHASE
GR 4 GR 5 GR 6
Different ways of moving Movement sequences Physical fitness programme
Invasion games Target games Striking and fielding games
Rhythmic movements Rhythmic movements Rhythmic patterns of movement
Basic field/track and swimming activities Variety of field, track and swimming activities Refined sequences through gymnastics or swimming activities
Safety issues Safety issues Safety issues
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SENIOR PHASE
GR 7 GR 8 GR 9
Fitness programme Physical activities that promotes fitness Improvement of physical wellness level
Indigenous games Target games Develop game plan for individual or team sports
Sequence to physical activities Programme to improve movement techniques Refines own and peer performance in movement
Outdoor recreational programmes Outdoor recreational activity Outdoor recreational activities
Safety issues Safety issues Safety issues
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FURTHER EDUCATION AND TRAINNG
GR 10 GR 11 GR 12
Physical fitness programme Personal level of fitness and health Personal fitness and health goals
Skills in playground/community or indigenous games Umpiring and leadership skills in self-designed and modified sports Long term engagement in traditional / non traditional sports / indigenous games / recreational activities
Environmentally responsible - outdoor recreational group/individual activities Leadership roles in recreational group activity -
Skills in traditional / non traditional sports - -
Safety issues Safety issues Safety issues
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ASSESSMENT

• All Physical Education periods focus on practical
  physical and mass participation in movement
  activities for enjoyment and enrichment purposes.
• The Physical Education Task (PET) is administered
  across all four school terms in all grades, with
  the exception of Grade 12 which will be across
  three school terms.
• Learner participation and movement performance in
  the PET will be assessed through classroom
  observation and reported at the end of each term.
• The focus of assessment for Grades 4-12 falls
  into two broad categories
• Frequency of participation during PE periods
• Outcome of movement performance

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MODERATION (GRADES 4-12)

• Moderation of the Physical Education Task (PET)
  in Grades 4-12 will happen at all levels in the
  system i.e.
• The Head of Department (HOD), subject head or a
  teacher appointed by the principal for this
  purpose, will moderate the PET during sampled
  Physical Education periods by observing learners
  performing the actual assessment task.
• This means the moderation for PET will be done
  throughout the year.
• A checklist, which includes an indication of the
  evidence required to ascertain that movement
  activities have taken place in Life Skills/Life
  Orientation, signed by the Head of Department
  (HOD), subject head or a teacher appointed by the
  principal for this purpose must be placed in the
  Life Skills/Life Orientation teachers file as
  evidence of moderation for PET at a school.

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INCLUSIVITY

• CAPS makes provision for all learners to be
  accommodated in PE.
• Learners with disabilities need to experience the
  same quality of PE and be offered equivalent
  opportunities for physical activity that are
  offered to other learners, but with modification
  to meet their needs.
• Some activities will have more restrictions than
  others and some will be less vigorous than others
  depending on the needs.

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INCLUSIVITY

• The teacher in conjunction with other supporting
  staff will decide if the PE programme requires
  mild, moderate or limited participation.
• Teachers adapt, modify and change the activity
  and or equipment to meet the special needs of
  learners.
• The goal is to ensure the learner is progressing
  and having some form of success.

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SHORTAGE OF RESOURCES

• Not all schools have the basic equipment and
  facilities required to present movement
  activities.
• Teachers should be trained in the improvisation
  of equipment and the effective use of available
  facilities until such time schools are fully
  equipped with such resources.
• Initiatives are currently in place to address the
  shortfall of equipment and facilities in schools.
  

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SUPPORTING PHYSICAL EDUCATION

• Shortage of teachers with a PE qualification
• Not all teachers who currently teach Life
  Skills/Life Orientation are qualified to teach
  the Physical Education component of the Life
  Skills/Life Orientation curriculum.
• While the movement outcome is a compulsory focus
  area, many teachers still do not feel confident
  to teach and assess it.
•  

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LONG-TERM PARTICIPANT DEVELOPMENT MODEL

• South African Sport for Life (SAS4L) Long-Term
  Participant Development Model (LTPD) is a
  strategic initiative to enhance the following
• Health, wellness and personal fitness
• Participation in physical activity and
  recreational activities
• Participation in sport training and high
  performance sports by the citizens of South
  Africa
• It is based on the concept of physical literacy
  which is the foundation of participation and
  performance.

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LONG-TERM PARTICIPANT DEVELOPMENT MODEL

• The first 3 stages encourage physical literacy
  and sport for all and are centralized around the
  school system
• ECD - Active Start
• FUNdamentals
• Learning to Train
• The next 3 stages focus on excellence
• Training to Train
• Training to Compete
• Training to Win
• The final stage encourages life-long physical
  activity
• Active for life

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LONG-TERM PARTICIPANT DEVELOPMENT MODEL

• The Long Term Participant Development (LTPD) is
  an inclusive model that encourages individuals to
  get involved in life-long physical activity.
• It does this by connecting and integrating
  Physical Education programmes in the school
  system with elite sport programmes and with
  recreational sport programmes in the community.
• LTPD ensures that all children correctly learn
  the fundamental movement skills (through Physical
  Education and modified sports) and that these
  skills are introduced during the optimum point in
  their physical development.

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CONCLUSION

• Physical fitness is not only one of the most
  important keys to a healthy body, it is the basis
  of dynamic and creative intellectual activity.
  John F. Kennedy

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THANK YOU