In this article, you will find our compiled GRADE 9 Teachers Guide. We aim to complete all the GRADE 9 Teachers Guide to make them available to our fellow teachers and help them complete their resources to make their efforts more directed into the actual teaching process.
You will find the GRADE 9 Teachers Guide download links at the bottom of this article. If you have time, please read the article below for additional background about the K-12 curriculum.
THE CURRICULAR PHILOSOPHY OF THE K TO 12 PE CURRICULUM
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required of all students to live an active life for fitness and health.
The K to 12 PE Curriculum prioritizes the following standards:
- Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
- Competence in movement and motor skills requisite to various physical activity performances.
- Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
- Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
Physical literacy is consists of movement, motor-and activity-specific skills. In the early grades thelearners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs, strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds, adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K to 12 PE C urriculum aspires for the learners to develop.
The program has five learning strands:
- Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically in various physical activities.
- Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities.
- Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational settings.
- Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as other dance forms.
- Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support fitness and health goals. The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, the health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E
Source: Department of Education
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Available GRADE 9 Teachers Guide
- GRADE 9 Teacher’s Guide in ENGLISH
- GRADE 9 Teacher’s Guide in ESP
- GRADE 9 Teacher’s Guide in FILIPINO
- GRADE 9 Teacher’s Guide in MATHEMATICS
- GRADE 9 Teacher’s Guide in SCIENCE