Toward A New
Excellence
North Clackamas Schools
CIM
Benchmarks
Grades
9, 10, 11, 12
PHYSICAL EDUCATION
Toward A New
Excellence
North Clackamas Schools
Common Curriculum Goals
PHYSICAL EDUCATION
Benchmark CIM: Grades 9~12
What Students Need to Know and Do
Program Goal
The study of physical education prepares students for the long-term benefits of an active and healthy life. A physically educated person performs
a variety of physical activities, participates regularly in physical activity, knows the benefits from involvement in physical activity and its
contributions to a healthy life.
Common Curriculum Goals: the knowledge and skills that describe a comprehensive K-12 curriculum
EXPRESSIVE AND EFFICIENT MOVING
• Demonstrate knowledge of a variety of motor skills.
• Understand and participate in a variety of physical and recreational activities available in the school and community.
• Understand and apply movement concepts.
• Understand and apply physical education vocabulary as it relates to movement concepts.
• Understand rules and strategies for a variety of physical activities.
FITNESS FOR A LIFETIME
• Demonstrate knowledge of a physically active life-style.
• Understand the meaning of physical fitness and how personal fitness can be improved and maintained using a health-related
fitness assessment as one tool for measuring.
SELF-MANAGEMENT AND SOCIAL BEHAVIOR
• Understand appropriate and positive behavior management (social skills) and respect for all individual differences, including
gender, ethnicity, and physical ability during physical activity.
• Understand and apply safety in movement activities.
• Understand that history and culture influence games, sports, play, and dance.
NCSD Curriculum Framework - 9~12 Physical Education
2
April 03
LW/sh
Toward A New
PHYSICAL EDUCATION
Benchmark CIM: Grades 9~12
Excellence
North Clackamas Schools
9-12 Grade Level Learning Targets
What Students Need to Know and Do
EXPRESSIVE AND EFFICIENT MOVING
Content Standard
knowledge and skills students
are required to learn
Demonstrate motor skill competency in a variety of physical
activities and motor skill proficiency in one physical activity.
Focus for Student Learning
and Assessment
Suggested
Assessments
Teachers observe an individual
student perform skills and use a
checklist to rate his/her level of
competence.
• Demonstrate competency in
complex versions of 3 or more of
the following categories of
movement forms:
s individual activities
s dual activities
s team activities
s aerobic
s outdoor
s dance
s strength
s aquatics
• Demonstrate more advanced
skills in one or more movement
forms from the following
categories.
s individual activities
s dual activities
s team activities
s aerobic
s outdoor
s dance
s strength
s aquatics
NCSD Curriculum Framework - 9~12 Physical Education
3
State CIM Benchmarks
student expectations that
teachers will assess
• Demonstrate competency (basic
skills) in complex versions of
three or more of the following
categories of movement forms
and more advanced skills in one
or more movement forms. (One
activity counts in one category)
s individual activities
s dual activities
s aerobic/cardio-respiratory
lifetime activities
s outdoor pursuits
s dance, self-defense, yoga,
martial arts
s team sports
s strength training &
conditioning
s aquatics
April 03
LW/sh
Toward A New
PHYSICAL EDUCATION
Benchmark CIM: Grades 9~12
Excellence
North Clackamas Schools
9-12 Grade Level Learning Targets
What Students Need to Know and Do
EXPRESSIVE AND EFFICIENT MOVING, continued
Content Standard
knowledge and skills students
are required to learn
Apply movement concepts and
principles to the development of
motor skills.
Apply appropriate rules and
strategies to physical activities,
games and sports.
Focus for Student Learning
and Assessment
Suggested
Assessments
State CIM Benchmarks
• Utilize the following components
to critique one activity:
1) skills and strategies,
2) use of feedback (may be
student generated),
3) positive and negative aspects
of personal performance,
4) appropriate practices,
5) conditioning procedures.
Teacher (student if appropriate)
observes an individual or team
game/activity and uses a check
sheet to critique it.
• Utilize the following components
to critique an activity: skills and
strategies, use of feedback,
positive and negative aspects of
personal performance,
appropriate practice and
conditioning procedures.
• Communicate to others basic
strategies specific to one team
activity.
Students (individually or in a
group) explain or demonstrate an
offensive/defensive strategy
specific to game/activity.
• Communicate to others basic
strategies specific to one team
activity and one dual or
individual activity.
• Communicate to others basic
strategies specific to one dual or
individual activity.
Students (individually or in a
group) explain or demonstrate an
offensive plan specific to one dual
or individual activity.
NCSD Curriculum Framework - 9~12 Physical Education
4
student expectations that
teachers will assess
April 03
LW/sh
Toward A New
PHYSICAL EDUCATION
Benchmark CIM: Grades 9~12
Excellence
North Clackamas Schools
9-12 Grade Level Learning Targets
What Students Need to Know and Do
EXPRESSIVE AND EFFICIENT MOVING, continued
Content Standard
knowledge and skills students
are required to learn
Apply appropriate rules and
strategies to physical activities,
games and sports.
Focus for Student Learning
and Assessment
Suggested
Assessments
• Demonstrate rules in complex
versions of at least two different
categories of the following
movement forms:
s individual activities
s dual activities
s team activities
s aerobic
s outdoor
s dance
s strength
s aquatics
Students complete an oral and/or
written exam on rules.
• Demonstrate strategies in
complex versions of at least two
different categories of the
following movement forms:
s individual activities
s dual activities
s team activities
s aerobic
s outdoor
s dance
s strength
s aquatics
Students (individually or in a
group) demonstrate (oral, written
and/or performed) a task analysis
for strategies in two movement
forms.
NCSD Curriculum Framework - 9~12 Physical Education
5
State CIM Benchmarks
student expectations that
teachers will assess
• Demonstrate rules and strategies
in complex versions of at least
two different categories of the
following movement forms:
s individual activities
s dual activities
s aerobic/cardio-respiratory
lifetime activities
s outdoor pursuits
s dance, self-defense, yoga,
martial arts
s team sports
s strength training &
conditioning
s aquatics
April 03
LW/sh
Toward A New
PHYSICAL EDUCATION
Benchmark CIM: Grades 9~12
Excellence
North Clackamas Schools
9-12 Grade Level Learning Targets
What Students Need to Know and Do
FITNESS FOR A LIFETIME
Content Standard
knowledge and skills students
are required to learn
Provide evidence of engaging in
a physically active life-style.
Focus for Student Learning
and Assessment
Suggested
Assessments
State CIM Benchmarks
student expectations that
teachers will assess
• Evaluate personal factors that
impact participation in physical
activities.
Students use experience and
outside sources to demonstrate
knowledge.
• Participate in physical activities
and evaluate personal factors that
impact participation.
• Understand how differences in
performance style and activity
preferences change over one’s
life span.
Suggested modes:
~ paper with intext citations and
bibliography
~ article summary
~ video summary
~ oral presentation
~ class reflection
• Through physical activity,
understand ways in which
personal characteristics,
performance styles, and activity
preferences will change over the
life span.
NCSD Curriculum Framework - 9~12 Physical Education
6
April 03
LW/sh
Toward A New
PHYSICAL EDUCATION
Benchmark CIM: Grades 9~12
Excellence
North Clackamas Schools
9-12 Grade Level Learning Targets
What Students Need to Know and Do
FITNESS FOR A LIFETIME, continued
Content Standard
knowledge and skills students
are required to learn
Demonstrate ways to achieve and
maintain a health-enhancing level
of physical fitness.
Focus for Student Learning
and Assessment
Suggested
Assessments
• Understand the following fitness
related components:
s overload
s progression
s specificity
s individuality
student expectations that
teachers will assess
• Assess and analyze personal
health-related fitness status.
Students take a fitness test and
use results to:
~ compare/contrast
performance to norms
~ graph improvement
~ create a one month fitness
plan, including goals,
monitoring strategies, and self
reflection/assessment.
• Design a personal fitness and
activity program.
NCSD Curriculum Framework - 9~12 Physical Education
State CIM Benchmarks
7
• Independently design a written
personal fitness and activity
program which incorporates
related physical fitness
components and principles
(overload, progression,
specificity, and individuality).
April 03
LW/sh
Toward A New
PHYSICAL EDUCATION
Benchmark CIM: Grades 9~12
Excellence
North Clackamas Schools
9-12 Grade Level Learning Targets
What Students Need to Know and Do
SELF-MANAGEMENT AND SOCIAL BEHAVIOR
Content Standard
knowledge and skills students
are required to learn
Demonstrate responsible behavior and respect for differences
among people during physical
activities.
Focus for Student Learning
and Assessment
Suggested
Assessments
• Demonstrate consistently safe
and effective procedures for
activities/situations.
Students use a checklist to self
assess behaviors.
• Demonstrate consistent conflict
resolution strategies in an
appropriate manner.
student expectations that
teachers will assess
• Analyze and apply rules, procedures, and etiquette that are safe
and effective for specific activities/situations.
• Apply conflict resolution strategies in appropriate ways and
analyze potential consequence
when confronted with
unsportsman-like behavior.
• Demonstrate consistent sportsman-like behavior in an activity/
situation.
NCSD Curriculum Framework - 9~12 Physical Education
State CIM Benchmarks
8
April 03
LW/sh
Toward A New
PHYSICAL EDUCATION
Benchmark CIM: Grades 9~12
Excellence
North Clackamas Schools
INSTRUCTIONAL MODIFICATIONS
Instructional
• Peer partner
• Alternative ways to gain points
• Increase number of volleys allowed
• Create a special role for the student to allow for success
• Implement behavioral support plans (e.g., immediate feedback. visual/verbal reinforcement,
specific praise)
Materials
• Change equipment
~
use lighter balls or balloons for throwing and hitting
~
use lighter bats
~
lower net or hoop
Environmental
• Preferential seating or placement - mark spot
• Provide alternative work space
• Adequate lighting
NCSD Curriculum Framework - 9~12 Physical Education
9
April 03
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