The Curriculum Trends And Changes

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The textbook mentions curriculum trends and changes as it relates to physical education. Listed below are those changes compared with the current SHAPE National Standards: • The textbook states that, “physical education teaches students to add physical activity to their daily lives and exposes them to content and learning experiences that develop the skills and desire to be active for life” While comparing the textbook statement to the National Standards, standards 2 and 3 recognize the need for students to exhibit knowledge of various physical activity skills that will drive and motivate students to lead active lives. Standard 2 specifically addresses students applying knowledge and tactics related to movement skills. SHAPE America echoes this statement, “to pursue a lifetime of healthful physical activity, a physically literate individual: has learned the skills necessary to participate in a variety of physical activities. Knows the implications and the benefits of involvement in various types of physical activities. Participates regularly in physical activity. Is physically fit. Values physical activity and its contributions to a healthy lifestyle” • The textbook states that, “In addition to physical activity improving muscular strength and endurance, flexibility, and cardiovascular endurance, it helps children establish self-esteem and set and achieve goals” Standard 4 of the National Standards link physical activity with helping children to establish self-esteem (respects with self and others). The other standards fail to mention anything about students improving muscular strength and endurance, flexibility, and cardiovascular endurance in reference to setting and accomplishing goals. • Lastly, the textbook states that ... ... middle of paper ... ... events and functions that take place throughout district schools. In terms of offering a variety of world languages and their cultures, the district does a great job with offering teachers and the general public free opportunities to learn a small selection of ethnic languages. State Education Agencies (Superintendents, standards, and assessment directors, academic specialists)-Met Expectations My district also has a cultural proficient document in which the district describes itself as a cultural proficient school district. Listed below is an excerpt taken from the document: “A cultural proficient professional…takes advantages of teachable moments to share cultural knowledge about his/her colleagues, their managers, the clients, and the communities from which they come” The district also offers exchange programs and opportunities for students to study abroad.
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