Demonstrate Proficient Movement Skills
When students pursue and attain proficient movement skills, they combine and apply movement patterns (overarm throw pattern, striking, etc.) in a variety of ways to advance their learning and expand the number and type of physical activities they can successfully enjoy. Students come to high school ready to build on the movement pattern proficiency they developed in kindergarten through eighth grade. They can synthesize much of what they have learned in the earlier grade levels and apply it to the learning of movement skills using both familiar and new movement patterns and skills. Students demonstrate independent learning of their movement skills by seeking information, exploring new learning, and asking questions, rather than relying solely on their teacher. They also set their own goals and monitor their progress. By the end of Course 1, students demonstrate proficient movement skills in aquatics, rhythms/dance, individual activities, and dual activities, as well as the processes for learning these and other movement skills independently. (Adapted from Physical Education Framework for California Public Schools, K-12)
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
- 1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, individual and dual activities.
- 1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, individual and dual activities.
- 1.12 Demonstrate independent learning of movement skills in aquatic, rhythms/dance, and individual and dual activities. strategy in aquatic, rhythms/dance, and individual and dual activities.
Alternative Means of Expression
The following options give educators and IEP teams viable alternative means of expression a student could use when showing their understanding of this big idea. Much of the initiative team’s approach to identifying options centered on developing or adopting performance tasks to show what assessment might look like for this big idea.
Remember, LEAs adopt their own policies related to how a student meets the requirements for graduation. Educators and IEP teams should explore these resources with knowledge of these local policies.
Sample Coursework
Project Created Performance Task
Alternate Means of Expression Option 1 is a performance task created by the project team that represents a viable alternate means of expression a school, district, teacher, or IEP team could utilize as an assessment option for this big idea.
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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