Health &

Physical Education
Teacher Guide
Primary
Grade 7

Standards Based

Papua New Guinea

‘FREE ISSUE Department of Education
NOT FOR SALE’
Health & Physical Education
Teacher Guide

Grade 7

Standards Based

Papua New Guinea

Department of Education
Grade 7

Issued free to schools by the Department of Education

Published in 2019 by the Department of Education, Papua New Guinea

First Edition

© Copyright 2019, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted by any form or by any means of
electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the publisher.

Graphic Design & Layout by Vitus Witnes Kanua

ISBN: 978-9980-905-33-8

Acknowledgement

The Health & Physical Education Teacher Guide for Grade 7 was
developed by the Curriculum Development Division of the Department of
Education. The development was coordinated by Melchior Wohi assisted
by Essa Godua with the Subject Curriculum Group (SCG) members and
the writing team.

Teachers, School Inspectors, College Lecturers, Community members

and representatives from other stakeholders such as Non-Government
Organizations (NGOs), assisted by in the development of This Teacher
Guide through workshops, meetings and consultations.

The Curriculum Panel (CP), Subject Advisory Committee (SAC) and Basic
Education Board of Studies (BEBoS) Committee members are also
acknowledged for their recommendation and endorsement of this Teacher
Guide.

II
 Health & Physical Education Teacher Guide

Content
Secretary’s Message.............................................. iv

Introduction............................................................ 1

Teaching and Learning Strategies.......................... 8

Planning and Programming.................................... 11

Content Background Notes................................... 22

Guided Lessons..................................................... 46

Assessment, Recording and Reporting................. 97

Glossary and Acronymns....................................... 111

Resources.............................................................. 118

Reference............................................................... 119

Appendices............................................................ 120

III
Grade 7

Secretary’s Message
The development of the Teacher Guides is a direct response to the
government’s directive through the Outcomes Based Education (OBC)
exit report, (Czuba 2013). The report recommended for the phasing out of
Outcomes Based Curriculum (OBC) and introduction of Standards Based
Curriculum (SBC) to raise the standards in teaching and learning at all
levels of schooling. The designing of courses in the curriculum have been
done through reviewing, realigning, repositioning of the existing content in
order to accommodate for the shift in the pedagogy.

Health & Physical Education curriculum content of learning begins at the

early learning stages from elementary to primary and onto secondary
levels of education. The learning scale of the subject at Grades 6, 7 and 8
build from Grades 3, 4 and 5 concepts, skills, values and attitudes to live
healthy and active lifestyle. The composition of the scope of learning for
the subject encompasses individual and community health, growth and
development, nutrition and safety, physical activities and movement. The
content above is presented in the form of evidence outcomes, content
standards and benchmarks.

The Grade 7 Teacher Guide further develops the content concepts

through the Health Promotion, Water and Sanitation Hygiene and School
sports development programs with the inclusion of strategies for effective
delivery in the respective grade level. It is anticipated that the knowledge,
skills, values and attitudes students acquire will benefit them throughout
their lives and enable them to be competent in a challenging society.
Students must develop physical and health education literacy, as well as
comprehension, capacity and commitment needed to lead and promote
healthy well-being.

Teachers are encouraged to use this Teacher Guide and other relevant
resources to generate teaching and learning activities to deliver the Health
& Physical Education content to the students.

I approve and commend this Health & Physical Education Teacher Guide
for Grade 7 to be used in all schools throughout Papua New Guinea.

…………………………….......
DR. UKE W. KOMBRA, PhD
Secretary for Education

IV
 Health & Physical Education Teacher Guide

Introduction
The Health & Physical Education is a foundational course which draws on
the healthy living and sporting practices globally addressed in relation to
social issues affecting individual, community and at the national levels.

The Health & Physical Education course promotes the principles of our
way of life and integral human development. It provides opportunities for
students to learn how to live a healthy and active lifestyle, interact
positively with others and develop physically, mentally, socially and
spiritually to reach their full potential.

Subject Rationale
The Health & Physical Education Subject must not been seen as a
separate subjects as the goal of learning in this subject weather personal
development, health or physical education promotes important
educational values and goals that support the development of a student.
These include striving to achieve one’s personal best, equity and fair play,
respect for diversity, sensitivity and respect for individual requirements
and needs, and good health and wellbeing. These values are reinforced in
other learning areas, as well as by society itself. Schools and
communities working together can be powerful allies in motivating
students to achieve their potential lead healthy and active lives.

Health & Physical Education Subject focuses on lifelong living and

learning. The range of instructional programs is aimed at promoting
healthy and physical wellbeing of individuals as members in the society.
It is a compulsory subject and the scope of learning caters for individual
health, growth and development, nutritional values in food, alcohol,
tobacco and drug abuse, safe community hygiene and sanitation
practices, organized games and sports, gymnastics, water sports and
lifestyle fitness activities.

In the past, Physical Education was seen as doing exercises to improve

strength, agility, flexibility and endurance while health was viewed at
keeping the clean. However, today it is considered that the human body
is unique and special. It houses not only the physical composition of the
body by the mind and the soul. Hence, participating in a vast range of
health and physical activities keeps the body, mind and spirit healthy.
Health reacted fitness activities are encouraged in various community
settings for all ages to live active and healthy lifestyles.

Health Education is concerned with the teaching of healthy living which

addresses a wide range of personal, social and community health issues
such as human growth development, sexual health, reproductive health,
population growth, poor hygiene, health safety, malnutrition, HIV/AIDS,
lifestyle diseases and drugs and alcohol abuse. This learning aspect
provides and promotes safe and healthy wellbeing of an individual and
the society at large.

1
Grade 7

Physical Education is concerned with the teaching of body movements

and the acquisition of various skills for the development of physical
activities such as sports and fitness exercises. The concern for safety in
games and sports is important when performing physical activities.
Physical activities promote fitness for personal development, healthy
well-being and career development.

It is anticipated that students will live active and healthy lifestyles for good
citizenship, develop a career interest and maintain health and sports life
skills by participating in health and sports programs.

The subject content is organized into strands and units as shown in the
table below.

Health & Physical Education Strands and Units

Strands Units
1. Safety in Sports and First Aid
1. Safety
2. Emergency and Risky Behaviour
1. Human Development, Growth and Sexuality
2. Growth and Development
2. Relationship
1. Personal Health and Hygiene
3. Individual and Community Health
2. Alcohol and Substance Abuse
1. Food and Nutrients
4. Food and Nutrition
2. Food Hygiene
1. Basic Movements and Concepts
5. Movement
2. Movement and Game Skills
1. Games and Sports
6. Physical activity
2. Lifestyle and Fitness for Health

Purpose
The purpose of this Health & Physical Education Teacher Guide is to
provide guidelines for teachers to;
• interpret the Grade 7 scope of learning and plan and design
instructional Health & Physical education programs for the school
year
• make connections to the content overview, content standards and
benchmarks prescribed in the syllabus to develop learning activities
• identify broad concepts, knowledge, skills, attitudes and values in
the content standards to be interpreted in specific teaching and
learning activities
• identify and select appropriate teaching and learning strategies for
quality teaching and learning
• plan, design and conduct assessment
• assess, record and report student achievement of the content, and
• monitor and evaluate the delivery of the content.

2
 Health & Physical Education Teacher Guide

How to use the Teacher Guide

The Teachers Guide provides information for teachers about the
processes of developing teaching and learning, and assessment
strategies, the expansion of the content standards and benchmarks
Teachers are encouraged to use this teacher guide as the main reference
to implement the syllabus. It provides guidelines on how to;
• interpret and translate the prescribed content into teachable
instructional program for a year
• use the suggested teaching and learning strategies to instruct and
participate in lessons
• prepare active and interactive teaching and learning environment
• use appropriate benchmarks in relation to attainment of standards
• create assessment tasks and how to plan them to achieve identified
content standards
• prepare learning activities that will motivate students to think
critically, question, construct, and explore, experiment and
communicate ideas freely with others
• plan for district, cluster and school based in-services
• consult and share ideas with fellow teachers on sections of the book
• discuss and practice the suggested sampled guided lessons of
various units and content standards
• do self-study and further research on the content background and
other information to challenge their way of teaching as well as their
students learning, and
• utilize audio visual materials to enhance teaching and learning.

Key Features
The key features of this Teacher Guide are;
• nature of Health & Physical Education
• students with special needs and physical disabilities
• health & physical education facilities
• links by levels

Nature of Health & Physical Education

Health & Physical Education does not only mean free from diseases and
playing games alone. Health & Physical Education is made up of
emotional, spiritual, social, ethical, moral and intellectual components.
All these components make up the health and wellbeing of an individual.
An individual’s physical’s health is determined by their genetic make-up
and lifestyle behavior such as eating nutritious diet, taking part in physical
activities, consuming other substances and their ethical and moral
behaviors.

3
Grade 7

Health

Nutrition Physical Activity

Wellbeing Wellness Fitness

Relaxation,
Stress-coping

Students with Special Needs and Physical Disabilities

Teachers are obliged to create an inclusive learning environment to
include students with special needs and those with physical disabilities to
promote learning for all. These special needs may include students who
are gifted or disadvantaged physically, emotionally and intellectually.
Students may display combination of any of these needs and therefore,
the teaching and learning activities must have students with special
needs and physical disabilities to participate to their full ability. The
different types of special needs in students include;
• physical disabilities
• hearing impairments
• sight-vision impairments
• intellectual disabilities
• speech impairments and
• behavioural and emotional disorders.

It is important that the learning activities for Health & Physical Education
are inclusive and foster the learning needs of all students regardless of
their disabilities.

Health & Physical Education Facilities

Teachers are encouraged to use facilities and equipment available in their
local surroundings to effectively deliver meaningful Health & Physical
Education lessons and sports activities. Teachers must also ensure that
students are in their proper sporting wears for Physical Education lessons
and sports.

There are health and sporting facilities in communities apart from those in
the school which teachers can seek permission to conduct their Health &
Physical Education programs. These facilities and services may include;
• Callan Services
• Cheshire Home
• Rehabilitation Centres

4
 Health & Physical Education Teacher Guide

• Marie Stops
• Red Cross
• Family Support Centres
• Health Community facilities and services
• Playing fields/ovals
• Courts, cricket pitch, athletics track
• Swimming pools/open water
• High Performance Sports Centres
• Indoor and outdoor Sports Complexes
• Emergency facilities
• Sports equipment storage
• Fitness centres and
• Change and rest rooms

Subject links by levels

The Health & Physical Education content links begins from elementary
level to Grade 12. The linking concepts set the foundations of the learning
content for the subject in the different levels of learning. This table
presents the subject content links in grades or different levels and the
global concepts of health & Physical Education across all levels.

Health & Physical Education content linking concepts

Grades Grades
Elementary Grades 9 & 10 Grades 11 & 12
3, 4 & 5 6, 7 & 8
Subjects • Culture and • Health • Health & • Physical • Physical
Community Physical Education Education
• Physical Education
Education • Character and • Character and
Social Social
Development Development
Global Concepts of Health & Physical Education

Human Movement - Loco-motor, non-locomotor and manipulative skills. Movement concepts and sequences.
Application of movement skills. Body Systems

Physical Activity and Fitness - Games and sports. Safety and ethics in sports. Modified sports and games.
Structured sports (Team and Individual Sports). Sports skills application. Fitness, Leisure and recreation.
Sports Education. Physiology. Sports Psychology. Biomechanics

Health and Wellness - Individual and Population Health. Maternal Health. Safety and First Aid. Human
Development. Disease, Epidemics and prevention. Food and Nutrition. Alcohol, Tobacco and other Drugs.
Personal Living Skills

5
Grade 7

Subject Processes, Skills, Values and Attitudes

All subjects have their processes, skills, values and attitudes applied in
the planning and delivery of lessons. In Health & Physical Education there
are specific processes and skills for each strand according to the
requirements of the content of learning.

The subject content delivery uses this process:

• Gathering information
• Analyzing information
• Taking action
• Evaluation and
• Reflection

The table below indicates specific processes, skills, values and attitudes
that teachers can use to help them teach Health & Physical Education
lessons in relation to implementing the subject process skills.

Processes Skills Values/Attitudes

• Teaching process • Decision making • Self-respect

• Learning process • Problem solving • Appreciate peers and who they are
• Demonstrate a process of • Awareness and advocacy • Caring for others, environment
• Putting a skill into practice • Communication skills • Self-esteem
• Inter-personal skills • Love of nature
• Being assertive • Respect for others
• Critical thinking • Showing empathy
• Creativity
• Analyzing
• Negotiation skills
• Coping skills

The process skills of health & physical education must be used in all
lessons. For example, in the strand of movement the teaching of motor
and game skills such as overhead throw requires certain series of
techniques to effectively teach it (particular game skill). Here are the series
of techniques to perform the overhead throw;
1. Position the feet at shoulder width
2. Hold the ball with both hands in front of the body
3. Raise the ball above your head
4. Tilt the hands backwards above your head
5. Raise the ball in both hands above the back of your head
6. Bend backwards and lift your heels
7. Hold your body in this position
8. Then step forward with your right leg and
9. Flow through with the throw with force above your head to/at your
target

6
 Health & Physical Education Teacher Guide

Here is another example of that will help you understand the processes
and skills involved in some lifestyle practices that affect the health of an
individual. For example, we can carry out a survey and make awareness
about smoking and its effects school aged population.

Below are the series of actions that can be used to carry out a survey and
make awareness on smoking in the community:
• Conduct a sample survey on school aged population smokers in the
community.
• Collect data or information through questionnaires or interviews.
• Compile and analyze data by arranging information in a logical
manner.
• Interpret data by questioning facts, opinions, situations and drawing
logical conclusions.
• Use the data to conduct advocacy and awareness on the effects of
smoking on school aged population through poster presentations,
peer teaching, distribution of pamphlets, brochures and conducting
community or public meetings.
• Evaluate the impact of the advocacy and awareness activities under
taken or the overall survey and awareness activities.
• Use the evaluation information to plan for future awareness or other
related activities.

7
Grade 7

Teaching and Learning Strategies

Health & Physical Education lessons must promote active, healthy and
lifelong learning in line with the 21st Century Way of Learning and Living.

Life, Career Skills and Citizenship

Today’s life and work environments require far more than thinking skills
and content knowledge. The ability to navigate the complex life and work
environments in the globally competitive information age requires
students to pay rigorous attention to developing adequate life, citizenship
and career skills.

Teaching and learning will require investigative approach to promote

inquiry learning. The students will be encouraged to reflect and analyze
findings with emphasis on problem solving oriented learning activities.
It is important to be aware that an effective lesson is a process-based
practice including designing and innovation skills and through integration
where necessary. This is where the teacher encourages the students to
build the passion of learning and apply the knowledge and skills where
necessary to sustain their livelihood.

Students use critical-thinking skills when they assess, analyse, and/or

evaluate the impact of something and when they form an opinion and
support it with a rationale. In order to think critically, students need to ask
themselves effective questions in order to: interpret information; analyse
situations; detect bias in their sources; determine why a source might
express a particular bias; examine the opinions, perspectives, and values
of various groups and individuals; look for implied meaning; and use the
information gathered to form a personal opinion or stance, or a personal
plan of action in relation to making a difference. In the Health &
Physical education subject, the living skills expectations address both
critical thinking and creative thinking skills, and students have
opportunities to apply these skills in a variety of contexts and situations
across the other subjects.

It is important to identify and describe the best teaching strategies for

teachers to deliver the content in the classrooms. Special consideration
and more emphasis must be given to identifying suitable learning
strategies which encourage high student learning.

8
 Health & Physical Education Teacher Guide

Student–centered approach
The student-centered approach basically means getting students involved
in the teaching and learning activities. Students are motivated and
become active learners thus acquiring the appropriate knowledge and
skills required of the subject. The student-centered approach provides
opportunities for students to demonstrate;
• positive attitudes and values relating to individual and community
health, hygiene practices, teamwork and fair play
• variety of skills in related health and game situations
• safety approaches to variety of healthy and active activities
• communication skills to work with others and discuss issues, needs,
values, feelings, opinions and attitudes
• fundamental movement concepts and skills individually and in
groups
• basic level of health and physical fitness in sports and physical
activities
• positive attitudes and values relating to teamwork and fair play
• interpersonal skills of listening, speaking, responding, being
assertive, questioning and justifying a position

It is important for the teacher to identify and describe the best teaching
practices to deliver the content of the syllabus in the classrooms. The
following is a list of student-centered teaching and learning approaches.
There are 13 of them, from which teachers can choose to teach the health
& physical education lessons.

Teaching/Learning
Activities
approaches
1. Practice • consolidation of skills on real life situations
• drills and skill checklists of real life situations
• imitations of first aid/ emergency situations
• circuit activities and skills demonstrations in physical education

2. Questioning • recall information and seek explanations

• draw conclusions and think creatively
• question and answer situations

3. Demonstration • demonstrate depth of skills and acceptable behavior

• pinpoint examples of techniques or approaches and show progress
• teacher demonstration and demonstration by individual students
• group demonstration and expert demonstration
• audio visual demonstration and construction of models

4. Inquiry • set task/activity and allow students explore/ investigate

• discover solutions and perform skills
• projects and simulation activities

5. Exploration • express thoughts, ideas and feelings through different media

• produce creative/original imaginative stories, plays, games, dances
• learn from own actions, experiences and observations and play
• improvise creative movement

9
Grade 7

6. Group work In a group;

• set goals, identify and share tasks
• plan appropriate physical activities
• cooperative learning and projects
• identify problem situations, productions and performances.

7. Peer learning • One student performs a skill whilst others observe, correct and reinforce
• Teacher interacts with the observer to re-establish performance criteria and
encourage effective communication through peer tutoring and task cards,
checklists, rating scales and incidence charts

8. Guided Discovery • Teaching method used when the teacher has already decided on the
outcome of an activity and he or she just guides and controls students’
participation

9. Problem Solving • A problem is given to the students, the teacher discusses the problem with
the students or students discuss in pairs or groups. They solve the problem
discovering variety of ways in reaching the solution of the problem
• The strategy involves input, process, reflection, choice and response

10. Free exploration • This teaching method promotes self-discovery learning. The guidance by the
teacher is limited after introducing the lesson with brief guidelines while the
rest of the task is left to the students

11. Choosing tasks • Teachers develop task sheets with a range of health and physical education
skills activities, sequenced from the simplest to complex catering for
students with special needs
• Students are given the opportunity to work in their own pace and are able to
achieve a task at their own ability level.
• The checklist keeps a record of the tasks groups successfully performed.
The teacher will provide the checklist and can use peer assessment practice
where appropriate

12. Creating own activities • This learning strategy gives the students the opportunity to come up with a
plan for a task they can create by themselves in a group
• This strategy encourages and motivates students to work together, share
ideas, take on challenging tasks and use their imaginations to solve
problems

13. Learning centers • The teacher organizes a number of different activities in the classroom or
outdoor.
• Each station has a poster or activity sheet displayed that describes the
activity with the necessary materials for that activity
• All the tasks in the different stations start and finish together in a given time
frame. They are managed by a time keeper and starter-officials. Ensure that
all the groups rotate to the next station and complete all the tasks as set
according to the time given.

10
 Health & Physical Education Teacher Guide

Planning and Programming

Planning and programming is important that teachers’ plan
comprehensive and sequential teaching and learning programs to ensure
that learning in Health & Physical Education is relevant and meaningful for
all students. Programs should allow for the progressive development of
students’ knowledge, understanding, skills and attitudes/values.

Planning and programming is organizing the content from the content

overview in the syllabus into teachable plans for delivery in the classroom
using the approaches such as, short, medium and long term plans. Such
plans include yearly, termly overviews and weekly plans are provided in
the next pages. The daily plan which is the actual guided lesson template
can be found in the Guided Lessons section of this teacher guide
together with sample guided lessons and KSAVs.

Characteristics of a good program

Here are some characteristics to consider for a good program;
• Maintains a focus on the performances standards, showing what
students must know and do to achieve the content standards.
• Uses time flexibly, so that students with different needs can develop
understanding and demonstrate specific outcomes over a period of
time.
• Uses a variety of teaching and learning strategies, as facilitators to
cater for different learning abilities.
• Emphasizes the development of knowledge, skills, attitudes and
values to promote lifelong learning.
• Provides opportunities for students to become effective,
self-directed learners and enables students to learn in a range of
contexts.
• Supports learning through the use of a variety texts, media and real
life materials and resources.
• Shows links between the Content Standards, teaching and learning
activities and assessment tasks.
• Apply thematic approach when necessary.

Content Overview
The subject content is organized into strands and units. Each strand
has broad concepts that are identified to form units. The following is the
elaborations of the strands and units of the subject:

1. Safety
• Safety in Sports and First Aid
• Emergency and Risky Behaviour

11
Grade 7

2. Growth and Development

• Human Development, Growth and Sexuality
• Relationships

3. Individual and Community Health

• Personal Health and Hygiene
• Alcohol and Substance Abuse

4. Food and nutrition

• Food and Nutrients
• Food and Hygiene

5. Movement
• Basic Movements and Concepts
• Movement and Game Skills

6. Physical Activity
• Games and Sports
• Lifestyle and Fitness for Health

Given below is the overview of the concept scope of learning for grade
seven given in the Health & Physical education syllabus. The broad
learning teachable content or topics form the strands. From the strands
the units are drawn and teachable concepts are developed from the units.
These are tabled for teachers’ convenience.

Health & Physical Education Subject Specific Concepts

Strands Units Teachable concepts

Safety Safety in sports and • Importance of safety, prevention and injury

First Aid • Safe and unsafe play behavior in movement skills, games and
physical activities
• Benefits and value of preventing and reducing the rate of injuries
• First-aid treatment
• Safety checks on equipment and facilities
• Situations and behaviours that influence safety for self and others
• Safety procedures and first aid gear through or when participation
in various sports- water, track and field events, ball sports and
fitness activities
• Hazardous situation

Emergency situation • Implementation strategies to promote personal and environmenta

and risky behaviour health and safety
• Dangerous situations and places
• Emergency and safety procedural skills to reduce or avoid risks
• Hazardous, conditions in the school and surrounding communities
• Reduction of unsafe, risky-harmful occurrences/situations

12
 Health & Physical Education Teacher Guide

Strands Units Teachable concepts

Growth and Human • Anatomy & Physiology

development development, growth • Growth and Development Stages
and sexuality • Reproduction Health – Reproductive health
• Gender Identity
• Sexual Health
• Relationships
• Importance of different body systems and their functions (digestive
system, reproductive system, circulatory system, skeleton system,
muscular system, respiratory system)
• Coping with physical, social, mental and emotional changes that
occur during adolescence
• Influences of inherited characteristics
• Environmental factors on growth and development
• Reproductive systems and their functions

Relationship • Importance of developing healthy relationships

• Importance of maintaining relationships
• Resolving interpersonal conflicts in relationships
• Managing healthy relationships
• Coping with physical, social, mental and emotional challenges
• Social exclusion pressure at adolescence
• Individual life skills

Individual Personal Health and • Personal Health and Hygiene

and Hygiene • Community health and Safety,
community • Alcohol and Substance Abuse
health • Safety and health promotion areas
• Personal hygiene, oral health habits
• Lifelong health of a person
• Health issues that have an impact on people
• Data of reliable sources for health
• Health issues that are a threat to peoples wellbeing
• Ways to prevent diseases

Community health • Behaviors that increase the developing diseases

and Hygiene • Disease protection and prevention
• Illness prevention in the community
• Negative impacts of the limited health services
• Population growth and health issues
• Health promotion in the community
• Accessibility to health information, products and services
• Disease control and proactive strategies

Alcohol and • Benefits of prescribed and non-prescribed drugs

substance abuse • Consequences of prolonged use of alcohol, tobacco and other
substances
• Methods of promoting health and preventing illnesses in the
community relating to the consumption of alcohol and other
substances
• Advocacy strategies and programs on the legal, economical and
social consequences of drug abuse

13
Grade 7

Strands Units Teachable concepts

Nutrition Food and nutrients • Six basic nutrients and their functions to the body
• Nutritional deficiencies
• Different types of foods by food groups
• Nutritional values of the food types
• Impacts of lacking food nutrients
• Ways to improve diets
• Food pyramid
• Food choices

Food Hygiene • Safe meal plans

• Hygienic methods of food preparation
• Food poisoning and rules to avoid food poisoning
• Résistance and carrier of food poisoning
• Nutrition-related issues on food
• Analyze nutritional data on food
• Safety in handling food

Movement Basic movement • Loco-motor, non-loco-motor

skills and concepts • Manipulative skills
• Concepts of effort and body awareness
• Applying movement patterns and concepts
• Manipulative skills of kicking, throwing, and catching with concepts
of body, spatial awareness and effort
• Applying skills in aquatics, game and ball sports
• Apply movement concepts in specific movement patterns and
sequences in individual and team sports and games
• Apply movement concepts in specific movement patterns and
sequences in individual and team sports and games

Movement and • Controlled and coordinated movement skills in game-play

Games situations
• Manipulative skills suitable for specific sports
• Game skills drills in selected circuit activities
• Individual and group techniques and tactic skills
• Movement patterns in various games and sports

Physical Games and sports • Different types of ball sports and games
Activity • Ball handling skills in game-play activities
• Game rules and the use of equipment and facilities
• Organisation of school and junior sports development programs
• Ball handling skills in major ball sports
• Aquatic sports
• Track and field events
• Basic sports administration

Lifestyle and fitness • Fitness activities in a circuit activities

for health • Fitness activities to improve the health of people in different age
groups including those with disabilities
• Body responds and reactions after participating in health related
physical activities
• Different components of fitness
• Fitness plans to improve the ability of each fitness component for
all and those with disabilities
• Range of leisure and recreational activities

14
 Health & Physical Education Teacher Guide

Yearly Overview
The yearly overview is a plan designed to organize the learning content
for grade 7 in schools. It is a plan developed from the content overview
given in the grades 6, 7 and 8 Health & Physical Education Syllabus.
The syllabus is translated into a delivery plan in this guide for use in the
classrooms for a school year. The yearly plan promotes sequencing of
the learning content so that there is fair distribution of content standards
throughout the school year.

This yearly overview sample is informing all grade 7 teachers to teach

according to the content organized in this plan across the country.

Yearly Overview Sample Plan for Grade 7

Terms Weeks Strand Unit Content Standard

One (1) 1
Orientation

1. Safety in sports and First

2 1. Safety 7.1.1
Aid
1. Development and 7.2.1
3 2. Growth and Development
Sexuality
3. Individual and Community 7.3.1
4 1. Health and Safety
Health

5 4. Food and Nutrition 1. Food and Nutrients 7.4.1

1. Basic Movements and

6 5. Movement 7.5.1
concepts

7 6. Physical Activity 1. Games and Sports 7.6.1

1. Safety in sports and First

8 1. Safety 7.1.1 & 7.1.2
Aid
2. Development and 7.2.1 & 7.2.2
9 2. Growth and Development
Sexuality

10 Assessment, recording and reporting

15
Grade 7

Terms Weeks Strand Unit Content Standard

Two (2)
1 Planning and Preparation

3. Individual and Community

2 1. Health and Safety 7.3.1
Health

3 4. Food and Nutrition 1. Food and Nutrients 7.4.1

1. Basic Movements and

4 5. Movement 7.5.1
concepts

5 6. Physical Activity 1. Games and Sports 7.6.1

2. Emergency and Risky

6 1. Safety 7.1.2
Behaviour
1. Development and
7 2. Growth and Development 7.2.1 & 7.2.2
Sexuality
3. Individual and Community 2. Alcohol and Substance
8 7.3.2
Health Abuse

9 4. Food and Nutrition 2. Food and Hygiene 7.4.1 & 7.4.2

10 Assessment, recording and reporting

Terms Weeks Strand Unit Content Standard

Three (3)
1 Planning and Preparation

2 5. Movement 2. Movement and game skills 7.5.1

2. Emergency and Risky

3 1. Safety 7.1.2
Behavior

4 2. Growth and Development 2. Relationship 7.2.2 & 7.2.3

3. Individual and Community 2. Alcohol and Substance

5 7.3.2
Health Abuse

6 4. Food and Nutrition 2. Food and Hygiene 7.4.2

7 5. Movement 2. Movement and game skills 7.5.2

2. Lifestyle and fitness for

8 6. Physical Activity 7.6.1
health

9 2. Growth and Development 2. Relationship 7.2.3

10 Assessment, recording and reporting

16
 Health & Physical Education Teacher Guide

Terms Weeks Strand Unit Content Standard

Four (4)
1 Planning and Preparation

2. Emergency and Risky

2 1. Safety 7.1.2
Behavior

3 4. Food and Nutrition 2. Food and Hygiene 7.4.2

2. Basic Movements and

4 5. Movement 7.5.2
concepts
2. Lifestyle and fitness for
5 6. Physical Activity 7.6.2
health

6 5. Movement 2. Games and Movement 7.5.2

7 2. Relationship
3. Growth and Development 7.2.3

4. Individual and Community 5. Alcohol and Substance

8 7.3.2
Health Abuse

9 Assessment, recording and reporting

10 Close of school year

17
Grade 7

Termly Plan
A termly plan is an instructional program for teaching and learning in a
school term. It gives the teacher specific outline of the strands, units,
content standards, benchmarks and lesson titles which the teacher
follows in a term.

Termly Overview Sample Plan for Grade 7

Content
Terms Weeks Strand Unit Benchmarks Lesson Titles
Standards
One (1)
1 Orientation
1. Safety 1. Safety 7.1.1 7.1.1.1-7.1.1.4 Injury prevention factors
in sports and strategies
and First First Aid and Treatment
2 Aid
Situations that can
cause injuries
Survey of injuries
2. Growth 1. Develop- 7.2.1 7.2.2.1 – 7.2.2.3 The Skeletal System and
and De- ment and its functions
velopment Sexuality How to care for the
Skeletal System
3
The Muscular System
and its function
How to care for the
Muscular System
3. Individual 1. Health 7.3.1 7.3.1.1- 7.3.3.3 Understanding the
and Com- and concept of Health
munity Safety Differences in
Health
4 perceptions of health
The benefits of healthy
lifestyle
Factors affecting health
4. Food and 1. Food and 7.4.1 7.4.1.1-7.4.1.5 Let’s look at Nutritional
Nutrition Nutrients facts
Diet for diabetes and
other diseases
5
Other food diets
Daily food requirements
in a diet
5. Movement 1. Basic- 7.5.1 7.5.1.1 -7.5.1.4 Combination of
Move- movement
ments Movement patterns and
and concepts
6 concepts
Movement sequences
and body positioning
Movement direction and
pathways

18
 Health & Physical Education Teacher Guide

Content
Terms Weeks Strand Unit Benchmarks Lesson Titles
Standards
One (1) 6. Physical 1. Games 7.6.1 7.6.1.1 - 7.6.1.6 Ball handling – Fielding
Activity and and Batting: Softball
Sports rules (1)
Ball handling - Fielding
and Batting: Softball
skills (2)
7 Ball handling - Fielding
and Batting: Applying
softball rules and skills in
a game (3)
Ball handling - Goal
Throwing: Basketball
rules (1)
1. Safety 1. Safety in 7.1.1 Injuries from motor and
sports and games
First Aid
First aid procedures
8
Causes and conditions
of injuries
Performing CPR
2. Growth and 7.2.2 7.2.2.1 – 7.2.2.3 The Circulatory System
Develop- and its functions
ment
How to care for the
Circulatory System
Misconceptions about
9
the muscular and Circu-
latory systems
Challenges
teenagers face with
growth changes

10 Assessment, recording and reporting

19
Grade 7

Weekly Plan
A weekly plan is an instructional program for teaching and learning. It
gives the teacher specific outline of the strands, units, content standards,
benchmarks, instructional objectives and learning activities which the
teacher follows in a week.

To compile a plan for a week’s program teachers will need to organize the
plan using;
• strands
• units
• content standards
• benchmarks
• lesson topics
• Knowledge, Skills, Values and Attitudes (KSAV).

Teacher should use the term overview to see the order of units organized,
and then use this order to plan the weekly program. The weekly plan is
implemented through a timetable that is planned for the subjects. It is
important to ensure that all the planned lessons for each term in each
week are scheduled in the class weekly plans or teaching programs.

20
 Health & Physical Education Teacher Guide

Prescribed Time Allocations

The total time allocation given to deliver the 8 subjects in Grades 6, 7
and 8 is 1650 minutes per week. Teachers are encouraged to utilize the
prescribed time equally for the respective subjects to suit your teaching
context and students learning needs.

This table shows Standards Based Curriculum Total Time Allocation

for Grade 7

Total Time
No: Subjects
(Minutes)
1 English 360

2 Mathematics 240

3 Science 200

4 Social Science (S/S) 180

5 Arts 180

6 Health & Physical Education (HPE) 180

7 Making a Living (MAL) 155

8 Citizenship and Christian Values Education (CCVE) 155

9 Christian Religious Education (CRE) Access Time

10 Sports Access Time

11 Assembly Access Time

Total 1650

Teaching Timetable
Teaching from a timetabled schedule on weekly basis is compulsory for
all schools. The teaching and learning instructional times scheduled for
all subjects and extra-curricular activities must be strictly followed and
maintained at all times.

Take note that;

• School assemblies are compulsory and should be included as
contact time or instructional time.
• Break Time Allocation: Recess = 30 minutes and Lunch = 60
minutes (1 hour) Schools can adjust these break times to suit their
own context
• Teachers must teach all the subjects and treat them as equally
important in their nature to address Integral Human Development
(IHD)

21
Grade 7

Content Background Notes

This section is design for the teacher to extract information to further
enhance his/her knowledge on the subject content. It contains content
background information of the strands and units to help the teacher plan
and teach quality Health & Physical Education lessons with less difficulty.
The teacher is encouraged to use relevant sources or references available
to build on the existing content background notes provided in order to
deliver effective lessons.

Strand 1: Safety
The safety strand embraces the key concepts of safety in participation of
movement skills, physical activities, individual and community health, and
aspects of healthy living environment in the home, school and wider
community. The issues of environmental health hazards caused by
natural disasters and human made destructions such as pollution are
very life threatening and need a community of human resource to work
together to combat health hazards that may affect the wellbeing of the
community.

Safety is not compromised in the delivery of the content of this subject.

The safety of students participating in various, movement skills
development, games of various types, with the accompaniment of
equipment of different makes, using facilities of certain status and nature,
the context in which safety rules and strategies and requirements applied
will differ extensively. For example safety instructions, rules and
equipment are a must for:
• Managing risk taking measures and minimising harm,
• Unforseen accidents and emergency situations in the surrounding
environments
• Specific safety strategies for use of particular equipment (bicycle)
and context (bush, water, weather-sun)

Whilst being aware of the importance of safety, it is important to be

equipped with the basic knowledge of first aid, both in theory and
practice-application of procedures, and resources needed for
premedical assistance for minor and major injuries. There are different
injuries that occur on or off court, as such careful considerations must
be given to apply certain strategies that can prevent or reduce the rate of
injuries occurring during participation of a wide range of lesson activities
in the learning environment. The types of safety strategies for movement,
sports, fitness and other physical activities students and community
participate in differ according to context. Individuals also need to be extra
careful with their personal, community and food hygiene in their homes
and school, fast food shops and food markets and relief facilities.
Managing hygiene of self and others require extra effort, resources and
even basic medical knowledge of prevention of health hazards in the
community which could stem from natural disasters, food restaurants,
and factories (pollution) even emergency situations from accidents

22
 Health & Physical Education Teacher Guide

caused by social influences of lifestyles lived.

The behaviours, attitudes and the risky behaviours of people contribute

very much to the types of injuries received therefore it is important that
students understand the body systems and their functions. The skeletal,
circulatory, respiratory, digestive, nervous systems are very fragile
therefore should be very well cared for, for good healthy body functioning.
The skeletal system composes of 206 bones. These bones keep the body
upright and with the help of the muscles, joints and skin move in different
directions, ways and for different purposes.

Everybody in the community must be helped to understand:

• safety rules and practices from home to school and out into the
community and beyond the boundaries if required
• the crucial need to have prior knowledge of first aid procedures for
any form of injury-accidents and safety strategies for risky situations
stemming from social factors such as drugs and work environment
• that awareness is a strategy that is cheap but very helpful to inform
all age groups about the importance of safety of their personal and
community health and lifestyle activities and
• safe player, official and spectator behaviour and attitudes.

Safe play and participation in all physical activities require:

• informed decision making strategies to minimise accidents,
unhealthy environmental hazards
• good control and maintenance of behaviours and attitudes of
persons and their conducts
• making informed choices with the vision to promote safety at home,
school, community and in the field of play.

23
Grade 7

Strand: 2 Growth and Development

Human Body Systems

1. Skeletal system
For humans and most other animals, movement is important for survival.
Being able to move makes it possible to escape danger, get food, and
to find a mate. Movement is made possible by the skeletal and muscular
systems. The Skeletal System supports the body and allows movement.
It also protects internal organs, stores some materials and makes blood
cells.

Bones
• Adult human skeleton has 206 bones
• Bones are living tissues that make up the skeleton.
• Bones support the body.
• Bones store minerals (ex.: calcium)
• They are made up of bone cells surrounded by deposits of calcium
and other minerals.
• Bone marrow inside bones makes red and white blood cells
• A typical bone is surrounded by a tough layer of connective tissue.
• As blood passes through this layer, it supplies oxygen and nutrients
to the bone
• Bones work with muscles to move the body

Blood or bone marrow

• Inside bones are cavities that contain a soft tissue called bone
marrow.
• Yellow marrow is made up mostly of fat cells.
• Red marrow produces red blood cells, some kinds of white blood
cells, and platelets

Cartilage
• The skeleton of a developing fetus begins as cartilage.
• Cartilage is a flexible rubbery tissue on ends of bones and is a
connective tissue.
• Cartilage also remains at joints, the places where two bones meet.
• This cartilage helps cushions the joints, the area where two bones
meet to prevent wear and tear
• Most bones start out as cartilage before developing into bone. By
early adulthood, most of the cartilage in the growth plate (body) is
replaced by bone. When this happens, the person stops growing
• Some parts of the body where cartilage is not replaced by bone
include the lower part of the nose and the connective tissue that
forms your ears.
• Many long bones, such as those in the arms and legs, have growth
plates at their ends. At these plates, cartilage grows, making the
bones longer.

24
 Health & Physical Education Teacher Guide

Parts of bones Descriptions

Ligaments • Tough band of tissue attaching one bone to another

Tendons • Thick bands of tissue connecting muscle to bone

Joints • Found where two (2) bones meet

• Joints allow the body to bend and move
• Bones at a joint are held together by ligaments (made of connective tissue)

Types of joints
There are three main types of joints. Each type of joint is described by the
type of movement it allows
1. Immovable or fixed joint
2. Slightly movable joint
3. Freely moveable joints

How does the skeletal system relate to others?

• Relation to the Muscular system – bones and muscles work together
for movement
• Relation to the Circulatory system and immune system – all blood
cells (red and white) are made in the bone marrow

2. Muscular system
The muscular system consists of the body’s muscles. Your muscles are
what make you strong! Muscles are what allow you to bend your arms
and legs. They can expand and contract. If you didn’t have muscles, your
heart wouldn’t beat because muscles keep your heart beating. Muscles
are essential to everyday life. Muscles hold your head up, that is a VERY
important job. There are about 600- 640 skeletal muscles in the human
body. Some of your muscles act on their own; like your heart. While
others, you control. Thousands of rubber-band like fibers makes them up.

Functions of the muscular system

One job of the muscular system is to work with the skeletal system to
move the body. The Muscular System produces movement; helps to
circulate venous blood, moves food through digestive system
It also helps to: keep the body warm give the body shape provide the
force needed to move blood throughout the body.

Types of muscles
There are three basic types of muscle tissue in the human body. Each
type of muscle tissue plays a different role.
• skeletal muscle (voluntary)
• smooth muscle (involuntary)
• cardiac muscle (involuntary)

25
Grade 7

How the muscular system relates to other body systems

Relation to the skeletal system
• Works closely with the: skeletal system
• Bones and Muscles relate and work together
• Skeletal muscles are attached to the bones of the skeleton by strips
of connective tissue called tendons.
• The muscles are attached to bones in opposing pairs.
• When one muscle contracts, or tightens, it pulls the bone in one
direction.
• The other muscle in the pair relaxes.
• To return the bone to its original position, the second muscle
contracts, pulling the bone in the opposite direction, as the first
muscle relaxes.

Relation to the circulatory system

• Circulatory – brings oxygen to muscles and waste products such as
lactic acid away

Relation to the nervous system

• Nervous – how muscles contract

3. Circulatory or cardiovascular system

The circulatory system consists of the heart, blood vessels, and blood.
The heart is a muscular organ about the size of a fist. It beats about 70 to
90 times a minute, pumping blood though the blood vessels. The blood
carries material to and from the cells of the body.

Function of the circulatory system

• Carries and brings oxygen, blood, nutrients and hormones to the
cells of the body
• Carries waste away from the cells or removes cell waste, such as
carbon dioxide
• Regulates body temperature

Main parts or organs and their components

• Heart
• Blood (made up of plasma, red blood cells, white blood cells &
platelets)
• Veins
• Arteries

Blood – Definition and function

Blood is a connective tissue that flows through blood vessels. The blood
carries oxygen, nutrients and carbon dioxide to all cells in your body.

Functions of the heart

The heart is made of cardiac muscle tissue and keeps blood flowing
through your body. It pumps oxygen-rich blood from the alveoli (lungs) out
to the body and pumps oxygen-poor blood from the body into the alveoli.
The heart has two sides, right and left, separated by a thick muscular
wall. Each side has two chambers.

26
 Health & Physical Education Teacher Guide

What it helps you do

• Arteries help carry oxygenated blood away from the heart
• Veins carry un-oxygenated blood toward the heart
• Capillaries are tiny blood vessels that connect arteries and veins.
Gas exchange takes place here

Blood vessels
• Hollow tubes that carry blood
• Three types of blood vessels:
1. Arteries
2. Capillaries
3. Veins

1. Arteries
• Largest blood vessels
• Carry oxygen-rich blood away from the heart out to the body
• Clogged arteries restrict flow of blood

(To remember that Arteries carry blood away from the heart, use this
Mnemonic A= Away)

2. Capillaries
• Thinnest blood vessels
• In capillaries:
• Oxygen leaves blood to enter body cells
• Carbon dioxide leaves body cells to enter blood

3. Veins
• Carry oxygen-poor blood back to the heart from body cells
• Bring carbon dioxide and wastes back from cells to leave the
body

Blood
1. Red blood cells
• Carry oxygen to all the body cells in our body
• Contain hemoglobin, which clings to oxygen molecules
• Red blood cells are why blood looks red

2. White blood cells

• Defend body against disease or fight off disease and keep you
healthy
• Destroy pathogens (bacteria, viruses, etc. that make you sick) by
hunting them or using antibodies
• Destroy dead or damaged body cells.

3. Platelets
• Cell fragments needed for blood clotting
• Pieces of larger cells found in bone marrow
• Clump together to force blood to clot and to stop bleeding

27
Grade 7

4. Plasma
• Fluid portion of the blood
• Clear mixture of water, minerals, nutrients, proteins, other
substances
• Fluid part of blood that carries other cells

How the circulatory system relates to other systems

• Connected to almost all other systems since the circulatory system
carries oxygen to all cells
• Works with the respiratory system to help you transport oxygen and
carbon dioxide.
• Works with the excretory to help remove waste from the body.
• Works with the digestive system to transport nutrients.
• Works with the muscular system to help circulate nutrients.

Cardiac diseases or diseases related to the circulatory system

1. Anemia- inadequate number of Red Blood Cells, hemoglobin, or both.
• Symptoms of Anemia: paleness, fatigue, dyspnea and rapid heart
rate.
• Treatment: blood transfusion, iron supplements
2. Aneurysm- ballooning out segment of an artery
3. Arteriosclerosis- hardening and thickening of the arterial walls
resulting in loss of elasticity.
• Symptom: high blood pressure
4. Atherosclerosis- fatty plaques deposit on arterial walls.
• Diet high in saturated fat and smoking.
• Medications and lifestyle change can help.
5. Embolus- a foreign substance circulating in the bloodstream.
• It could be air, a blood clot, bacterial clumps, a fat globule, or other
foreign substance.
6. Hypertension- high blood pressure. 140/90 or higher.
• Risk factors: family history, obesity, stress, smoking, aging, high sat
fat diet/high sodium diet

Challenges teenagers face with growth changes (Notes for Lesson 8)

Difficulties associated with physical changes such as;

• height, weight and body changes
• secondary characteristics such as facial and pubic hair and
development of breasts on the onset of menstruation
• menstruation and ovulation in girls
• pupil voice breaking (deepening voice)
• period pains for girls
• Uncontrolled erections and ejaculations (wet dream) for boys- able
to orgasm and masturbate
• Developing sexual feelings

Difficulties associated with social changes such as;

• lack of involvement with peers when should be strongly involved
• greater independence or feeling of becoming more independent
affects parent-child relationship and conflicts may arise
• Experimenting with new relationships

28
 Health & Physical Education Teacher Guide

• Development of sense of personal sexuality

• Development of values, beliefs and behavior associated with and
influenced by traditional perspectives of masculinity and femininity
• Expectations of other people as they mature
• Dating and courting (traditional, modern, contemporary)
• Problems with personal hygiene such as oral health, whole-body
washing daily and after physical activity

Difficulties relating to emotional changes such as;

• Boys and girls experiencing mood changes such as love and hate,
likes and dislikes, aggressiveness, being idealistic or unreal (fantasy),
• Being critical and judgmental of others, arguing easily,
rebelliousness, insecurity
• Difficulty talking to their parents openly about their body changes or
parents having difficulty talking to their children openly about their
body changes
• Parents waiting for their children or children waiting for their parents
to initiate discussion

Sexual Health Education

Sexual Health Education is an important component Health & Physical
Education to promote healthy relationships and wellbeing. Sexual health
deals with exploring rights and responsibilities when in a sexual
relationship and making positive choices. Most young people in their
adolescent stage are vulnerable and are involved in romantic
relationships. Technology such as social media and other materials has
impacted the lives of young people or teenagers in managing their own
sexual health.

Sex Education is based on teaching and learning about a range of topics

related to sex and sexuality exploring values, attitudes, beliefs and
challenges about these topics along with gaining the skills that are
needed to navigate relationships and manage one’s own sexual health.

Human sexuality is a broad or big term that relates to everything about

you that has to do with sex. It does not merely mean sexual intercourse. It
does covers;
- The physical changes experienced during puberty
- Sexual feelings and thoughts
- The ways in which an individual relate to others of the same and
opposite sex

Sex Health Education is also promoted through awareness and advocacy

activities supported by business communities, national or international
organizations conducted through in sports and other means. Sex
Education is not only taught in schools or it is the responsibility of the
school, everyone is responsible in one way or the other. The Health
Department, Community Development and other community based
organizations such as health centers, HIV/STI clinics etc. play an
important role as well. These organizations provide information on issues
such as;
- Human sexuality

29
Grade 7

- Sexual anatomy and activity

- Safe sex
- Sexual reproduction
- Age consents
- Sexual health
- Sexual behaviors
- Pregnancy
- HIV/AIDS
- Sexually Transmitted Diseases (STI)

Strand 3: Individual and Community Health

Smoking or excessive intake of alcohol has an impact on the individual’s
physical health. A healthy lifestyle can be improved by avoiding negative
or unhealthy behaviors and making healthy choices. Some benefits of
adopting healthy lifestyles include;
- Minimize risk of illnesses and diseases
- An increased fitness level
- Increased participation and a greater enjoyment of life
- Healthy and improved relationships
- A positive sense of self and body image
- Feeling more productive and content
- Dealing with stress effectively

The environment in which we live in also can have a big impact on the
level of health on the people living in different settings. For example, in big
cities people’s health is affected through air or water pollution etc. while
in rural areas, they may be affected through natural disasters, poor living
standards etc.

Diseases are grouped into two specific groups;

- Communicable
- Non communicable

Communicable diseases are passed from one person to another either

through contact with an infected person or through the air. Non
communicable diseases cannot be passed from one person to another.
Non communicable diseases refer to chronic disease which last for long
periods of time and practicing negative behaviors.

However, lifestyle diseases can be developed by making poor lifestyle

decisions and practicing negative behaviors. Most young people put their
health at risk by their decisions and choices in life.

30
 Health & Physical Education Teacher Guide

Common lifestyle disease Related lifestyle behavior

Cardiovascular disease e.g. stroke, heart attack Smoking, eating fatty food, lack of physical activity

Diabetes – Type 1 and 2 Lack of physical activity

Unhealthy food choices
Overweight or obesity

Cancer – lung cancer, colorectal cancer Smoking cigarettes

Being overweight
Eating a high-fat, low fiber diet

What is Oral Cancer?

Cancer is defined as the uncontrollable growth of cells that invade and
cause damage to surrounding tissue. Oral cancer appears as a growth or
sore in the mouth that does not go away. Oral cancer, which includes
cancers of the lips, tongue, cheeks, floor of the mouth, hard and soft
palate, sinuses, and pharynx (throat), can be life threatening if not
diagnosed and treated early.

What Are the Symptoms of Oral Cancer?

The most common symptoms of oral cancer include:
• Swellings/thickenings,
• lumps or bumps,
• rough spots/crusts/or eroded areas on the lips, gums, or other areas
inside the mouth.
• the development of velvety white, red or speckled (white and red)
patches in the mouth
• unexplained bleeding in the mouth,
• unexpected numbness,
• loss of feeling or pain/tenderness in any area of the face, mouth or
neck.
• persistent sores on the face, neck or mouth that bleed easily and do
not heal within 2 weeks.

The person experience soreness or feeling that something is caught in the

back of the throat. Difficulty chewing or swallowing, speaking or moving
the jaw or tongue inside the mouth The development of velvety white, red,
or speckled (white and red) patches in the mouth.

What Is Lung Cancer?

Although lung cancer is the leading cause of cancer death in the U.S. in
both men and women, both the occurrence of lung cancer and the deaths
related to it can be reduced. More than four out of every five cases of
lung cancer are associated with cigarette smoking. The cause-and-effect
relationship has been extensively documented. During the 1920s, large
numbers of men began to smoke cigarettes, presumably in response to
increased advertising. Twenty years later, the frequency of lung cancer
in men climbed sharply. In the 1940s, significantly more women became
smokers. Twenty years later, there was a similar dramatic increase in lung
cancer among women.

31
Grade 7

Lung tumors usually start in the spongy, pinkish gray walls of the bronchi
– the tubular, branching airways of the lungs or the air sacs called alveoli.

Symptoms of Lung Cancer

Symptoms include a cough (often with blood), chest pain, and wheezing
and weight loss.

These symptoms often don’t appear until the cancer is advanced.

Strand: 4 Food and Nutrition

Food and Nutrients

Controlling diabetes with diet
A diabetes diet recommends generous amounts of fruits, vegetables and
fiber, following it is likely to reduce your risk of cardiovascular diseases
and certain types of cancer. And consuming low-fat dairy products can
reduce your risk of low bone mass in the future.

Diabetes diet eating and physical activity

Nutrition and Physical Activity are important parts of a Healthy lifestyle
when you have diabetes. Along with other benefits following a healthy
meal plan and being active can help you keep your blood glucose level
also called blood sugar, in your target range. To manage your blood
glucose level, you need to balance what you eat, how much you eat, and
when you eat are all important in keeping your blood glucose level in the
range that your health care recommends.

Eating well and being physical active most days of the week can help you;
• Keep your glucose level, blood pressure, and cholesterol in your diet
range,
• Lose weight or stay at a healthy weight
• Prevent or delay diabetes problems
• Feel good and have more energy

Choices of food for Diabetes

Eat a variety of healthy foods from all food groups
1. Vegetables, fruits and grains
2. Protein and dairy foods
3. Healthy fats such as canola and olive oil
4. Nuts, seeds and avocado

Other diets
• Atkins nutritional approach focuses on controlling the levels of
insulin in the body through a low-carbohydrate diet
• The Zone diet burn fat and while still asleep. Eat all three food
groups. Protein 30% fats 30% and carb
• Ketogenic diet eats fewer carbs with steady weight loss or stable
energy levels.
• Vegetarian diet eats only vegetables plus eggs and dairy products
• Vegan diet do not use products from animals

32
 Health & Physical Education Teacher Guide

• Weight Watchers diet eat high protein breakfast, avoid sugary drinks
and fruit juice
• All Star Mediterranean diet – helps keep bones strong and slow to
aging
• High protein diet supports an active lifestyle, as protein helps you
build muscles and stay strong.
• Clean eating diet refreshes body with loads of vegetables, fruits,
whole grains, chicken and avocado.

Eat well guide

• Eat 5x A DAY.
• Base meals on starchy foods like potatoes, bread, rice or pasta.
• Have some dairy or dairy alternatives (such as soya drinks)
• Eat some beans, pulses, fish, eggs, meat and other protein

Group 1: Potatoes, bread, rice, pasta, and other starch carbohydrates

Group 2: Dairy foods and alternatives
Group 3: Beans, nuts, eggs, fish, meat, and other protein
Group 4: Eat at least five portion of variety of fruits and vegetables every
day.

Weight reducing diet tips

• Eat a high-protein breakfast
• Avoid sugary drinks and fruit juice
• Drink water a half hour before meals
• Choose weight loss-friendly foods (see list)
• Eat soluble fiber
• Drink coffee or tea
• Eat mostly whole, unprocessed foods
• Eat your food slowly

https://www.healthline.com/nutrition/how-to-lose-weight-as-fast-as-possible

33
Grade 7

Factors of obesity
• Diet – Bad eating habits
• Exercise – Lack of Physical and Exercise
• Sleep – Lack of sleep
• Genetic- Obese parents having obese children
• Scio- Economic environment – Middle class children become obese
due the tendency to eat snacks in between

Chronic diseases and conditions

• Alzheimer’s disease and other dementias
• Arthritis
• Asthma
• Cancer
• Chronic Obstructive Pulmonary Disease (COPD)
• Cystic fibrosis
• Diabetes

Signs and symptoms may include:

• Fatigue
• Loss of memory or concentration
• Sore throat
• Enlarged lymph nodes in your neck or armpits
• Unexplained muscle or joint pain
• Headaches
• Non-refreshing sleep
• Extreme exhaustion lasting more than 24 hours after physical or
mental exercise

Tips to help you reduce your risk of food poisoning at home

• Wash your hands before cooking or cleaning
• Wash worktops
• Clean dishes and utensils that have had any contact with raw meat,
poultry, fish, or eggs
• Use separate chopping boards
• Keep raw meat separate.
• Store raw meat on the bottom shelf of the freeze
• Cook food thoroughly clean
• Eat food when warm
• Keep your fridge below 5C

To prevent the spread of bacteria when preparing foods:

1. Keep raw and ready-to-eat produce separate
2. Use different cutting boards, plates and utensils for fresh and raw
produce
3. Wash your hands, worktops and utensils thoroughly after preparing
raw meat, poultry, fish and eggs

Animals and insects

Flies, rats, mice, birds, other insects and animals including pets frequently
carry pathogenic bacteria in their intestines and on their feet and fur and
must not be allowed to come into contact with food or equipment which
will be used for food preparations.

34
 Health & Physical Education Teacher Guide

Soil, dust and refuse

Soil contains spores of some of the pathogenic bacteria. Raw
vegetables must therefore always be cleaned thoroughly in a section for
further preparations. Refuse and waste food should be placed in a bin
immediately. Bins in the food rooms should be emptied regularly.

All these carry food poisoning bacteria

Transfer of bacteria
Cross-contamination is the transfer of bacteria from contaminated source
to an uncontaminated food (usually freshly cooked food). Bacteria are not
able to move from one food to another by themselves. They can be
transferred directly or indirectly. Indirect contamination relies on other
things to transfer bacteria from food to food (vehicles of contamination).

Examples of unhygienic food handling practices

1. Using a chopping board, a working surface or other kitchen
equipment for the preparation of raw and cooked foods without
washing it thoroughly between each use
2. Using a knife or other utensil without washing it thoroughly between
each use
3. The hands of a food handler which are not washed in between
preparing different types of food, e.g. raw and cooked meat, or after
touching any source of bacteria, e.g. the nose, mouth, hair pets

There are 4 basic steps to food safety at home

• Cleaning – making sure your hands and the surface are clean before,
during and after cooking
• Storing – making sure foods are kept separate to prevent
cross-contamination
• Preparing – knowing which foods are kept safe to wash and clean
when preparing meals
• Cooking – making sure food is cooked throughout to kill harmful
bacteria.

Notes for lessons 14 and 15

Sanitation and personal hygiene are important for keeping food safe.
Healthy volunteers need to practice good personal hygiene and use clean
surfaces, equipment, and utensils when preparing foods. People can
carry pathogens internally and on their hands, skin and hair. Personal
hygiene begins at home, with the essential elements for good hygiene
being a clean body, clean hair and clean clothing. Hair in food can be a
source of both microbiological and physical contamination.

35
Grade 7

Food handlers – personal hygiene tips. To prevent food poisoning

using good personal hygiene, follow these tips: wash and dry your hands
thoroughly before handling food, and wash and dry them again frequently
during work. Dry your hands with a clean towel, disposable paper towel
or under an air dryer.

Cleanliness

Personal Hygiene Kitchen Hygiene

• Wash hands in warm, soapy water 20 seconds • Clean and sanitize all surface and utensils in hot,
scrub sudsy water.
• Wash before and after preparing food in the kitchen • Dispose of garbage promptly
• Cover coughs and sneezes • Change dish towels always

Food Spoilage
1. What is Food spoilage?
Food spoilage means undesirable changes that have taken place in a
food which have made it unfit to eat. Deterioration of food is caused by
natural decay or contamination with microorganism.

2. How to tell when food is spoilt?

Appearance – Look at the food carefully: Check if there is abnormal color
change e.g. Spoilt beef darken in color. Bruised spot on rotten avocado,
orange or mango. Check if there is any abnormal curd e.g.: curdling of
spoilt milk.

Check if there are green, white, or blue spots on food surface. Moldy
bread or sweet potato (kaukau) usually has green spots on their surface.
• Check canned food for signs of swelling or damage
• Taste and odor: Think about the normal taste and smell of the food.
Throw it away as it really smells and tastes bad usually.
• Spoiled milk taste sour
• Rotten eggs are distinct and unpleasant smell.
• Feel and check if the texture of the food has changed e.g. Slimy
texture on the meat

Natural Decay: Lost of moist. The leaves of the choy sun become limp
and wilted.

Actions of enzymes
When fruits or vegetables have been peeled off or cut the plant tissues
release some enzymes which in the presence of oxygen from the air
chemically react with the plant compounds to give brown pigment.

What are the causes of food spoilage? This refers to the undesirable
changes that occur in the food due to the influence of air heat. Light and
moisture foster the growth of microorganisms. Foods take different period
of times to know their natural classified as perishable. (meat, fish, fruits
and some vegetables) then semi perishable (eggs, onions, potatoes,
carrots, beans) and non-perishable (nuts). Food is spoilt by the actions of
a) micro-organism b) enzymes c) Insects.

36
 Health & Physical Education Teacher Guide

How does food spoil

Food preservation prevents the growth of microorganisms (such as

yeasts), or other micro-organisms (although some methods work by
introducing mild bacteria or fungi to the food), as well as slowing the
oxidation of fats that cause rancidity.

Food preservation is the process of treating and handling food to stop

or greatly slowdown spoilage (loss of quality, edibility or nutritive value)
caused or accelerated by micro-organisms. Some methods, however, use
nonthreatening bacteria, yeasts or fungi to add specific qualities and to
preserve food (refer to food spoilage)

In the food there are millions of microorganisms present. Some are useful
and some are harmful.

These micro-organisms produce some acids, enzymes as their metabolic

products which lead to damage the food. The basic principle of food
preservation is that keep food safe from agent of spoilage.

Principles of food preservation

A good method of food preservation is one that slows down or prevents
altogether the action of the agents of spoilage. Also, during the process of
food preservation, the food should not be damaged. This method
activates enzymes and thus, preserves the food.

What are the methods for preserving food?

1. Drying/Dehydrating
2. Freezing
3. Smoking
4. Salting and pickling
5. Vacuum packing
6. Sugar
7. Canning and bottling
8. Lye
9. Jellying
10. Potting
11. Jugging
12. Burial in the ground
13. Vinegar pickling

37
Grade 7

Help kids thrive by using healthy eating habits. Good eating habits will
help prevent illness in your family and promote good attendance at
school. Healthy breakfasts each day and a balance of vegetables and
fruits will help children concentrate at school. Visit kidcentraltn.com to
learn more about healthy eating habits.

Strand 5: Movement

Nature of Physical Education

Physical education is an important component of the school curricula.
The students must participate in a range of physical activities including
body movement, fitness exercises and basic sports programs within the
school curriculum. Physical activities are all lifestyle activities that
promote physical development and other aspects such as cognitive,
social and spiritual development. They are link to such activities as sports,
recreation and other keep-fit programs including specific body
movements. Safety rules and practices are vital components of these
physical activities with respect and appreciation.

Physical Education and sports although closely linked together are not
the same to some extent. Sport is structured and formalized physical
activity involving competition or challenges against oneself or others with
the aim of winning, while Physical Education is set of knowledge, skills,
values and attitudes designed in the curriculum which is focused on the
child’s holistic development.

Movement skills
Movement development is the process in acquiring and making perfect
of the motor skills. It is the action body parts perform to move from one
place to another and reverse. Movement behaviour is concerned with the
control and coordination of movements. Movement development is the
process individuals pass through in life.

Although a range of movement skills are performed they are categorised

into three main types. These main categories are:
• loco motor skills - move from place to place or in a space
• non-locomotor skills - moving on the spot or a given space and
• manipulative skills - move with control and coordination in the
accompaniment of objects/ equipment/ partner.

The theory knowledge and practices of performing movement skills

acquired by students in the types of movements will add and enhance the
movement knowledge acquired in the previous grades (3-5). Upon having
the knowledge of different types of movements individuals are enabled to
focus on the processes of learning specific skills development equally.

When performing movement there are key pointers involved and they are;
• space - movement is performed in space, a self or general space in
different directions or pathways and levels
• time - timing is used to control how the moves either fast or slow,

38
 Health & Physical Education Teacher Guide

sudden, sustained or rhythmic,

• flow - movement flow is concerned with how the body moves
through space
• force - there is effort placed on movement performing, this is known
as the force and individuals can perform delicate or explosive
movements.

Movement skills are performed for different purposes and are different
from one another. The word skill may mean an action or movement as
in skills of sport. It can be used to relate to how best a performance is.
Movement skills are developed over time and have their own processes
and sequences of actions to perform. The skills have different set of
actions which are performed in sequence. These actions are all
components of the particular skill. A set of movement’s can be selected
from the 3 categories to form a sequence of movement, backwards and
forwards, along the floor, run, stop and run along movement pathways to
form movement patterns or combine a movement skill from each
category to form movement combination. These are key factors to set up
games, offensive and defensive play patterns. They are all different and
must be performed with caution at all times. The skills also build up
self-esteem in various performances of game-skills by in individuals as
they are used in all sports, physical fitness and lifetime activities.

Participation in all skills activities for movement games or specific sport

skills, safety must be cautioned at all times, self-learning strategies must
be promoted, maintaining interests, giving regular feed backs, and
maximising learning, performance by rules, techniques and tactics of the
sport must be addressed. These are regarded as the principles of
movements and game skills.

It must be understood that all individuals are different; therefore, certain

personal factors are critical and must be considered before performing a
wide range of movement skills for different purposes. These personal
factors are genetics, growth and development, motivation and
persistence, willingness and experiments, and disability. They mould and
shape an individual to establish their foundations to excel in the sport of
their choice and the level of completion they choose to pursue.

39
Grade 7

Strand 6: Physical Activity

Twelve (12) General Skills of Major Ball Sports

A total of 12 major ball handling skills elaborated in the table are drilled
in Grades 6, 7 and 8 which are used in different ball sports. These ball
sports have their rules and teachers are encouraged to teach the rules as
well. Most of the balls handling skills are the same for all such as
throwing, catching, passing etc. but have specific skills applied to use
them for the different types of ball handling sports. Teachers must
ensure that all students in Grade 7 must master at least some of the major
ball skills in a specific ball sports well before they progress onto the next
grade level.

1. Soccer skills 2. Rugby league skills

- Dribbling - Passing /Handling

- Trapping the ball (foot, thigh, chest) - Tackling
- Passing/kicking (inside of the foot, outside of the - Running with the ball
foot, the instep) ` - Change of pace
- Stinking or shooting - Dummy pass
- Goal keeping - Kicking (drop pints, drop kick, grubber, goal kick)
- Tackling (standing tackle, slide tackle, throw in) - Fending
- Heading - Playing the ball
- Scrummages
3. Basketball skills 4. Volleyball skills

- Triple threat position (shoot, pass or dribble) - Passing (forearm, overhand, overhead)
- Passing (chest pass, Bounce pass, overhead pass, - Receiving
one arm pass, baseball pass) - Setting
- Catching - Digging
- Dribbling - Serving (the underarm serve, the overhead serve)
- Shooting (set shot, jump shot, lay up) - Attacking (Hitting/Spiking)
- Rebounding - Blocking (attack, defend)
- Defense
5. Netball skills 6. Softball skills

- Passing/throwing (bounce pass, chest pass, hook - Throwing (grip, overarm, underarm, sidearm)
pass, shoulder pass, flick pass) - Fielding (Infield, Outfield)
- Catching - Batting (The grip, stance swing)
- Footwork - Bunting (grip, stance)
- Dodging - Base running (Rolling start, single base hit, doubles,
- Pivoting triples and home run)
- Forward movement - Pitching
- Shooting - Sliding
- Stable body positioning

40
 Health & Physical Education Teacher Guide

7. Tennis skills 8. Cricket skills

- Court movement - Batting (the grip, stance swing)

- Ground strokes (the forehand, Backhand cues) - Hand-eye coordination
- The volley (Forehand, backhand) - Bowling (the grip, run up, release)
- The serve - Fielding
- Smash or overhead - Wicket – keeping
- Footwork - Throwing
- The lob` - Catching
- The approach shot - Balance
- The drop shot
9. Rugby Union skills 10. Hockey skills

- Ball handling skills (passing, receiving, catching, - Grip

picking up the ball, making the ball available) - Dribbling (ball carrying)
- Kicking skills ( the punt kick, the drop kick, drop - Trapping
kick, - Passing (The push, the hit, the flick, the scoop)
goal kick) - Hitting and sweep hitting
- Tackling - Tacking (jab tackle, combination tackling)
- The scrummages - Lifting the ball (forehand flick, reverse flick, flip/dinks
- The maul (sealing off, quick transfer) - Penalty corner(pull out/drag, trap, stick stop)
- Footwork agility
- The ruck
- The lineout
11. Handball Skills

- catching the ball

- throw-up’s catch
- passing - overhand pass, strokes, (underarm, overarm, sidearm)
- shooting
- receiving
- dribbling
- feint movement
- offensive and defensive movement
12. Touch

- Passing (Running pass, lateral pass, half pass, (long ball), half pass (pop), dummy pass, spiral pass)
- Effecting a touch (attacker (dump/roll ball)
- Scoring a touch down
- Effecting a touch (defender)
- Scoop

Warm up and cool down exercise in games and sports

A warm up gently prepare the body’s cardiovascular system by rising the
body temperature and increasing blood flow to your muscles before any
exercise or physical activity. Stretching the muscles prepares the body
for physical activity and prevents injuries. While cooling down after any
physical activity such as games allows a gradual recovery of heart rate
and blood pressure. Warm up and cool down exercises include;
• walking or running on the spot
• stretching
• jogging

Teachers are encouraged to take 5-10 minutes to conduct warm up and

41
Grade 7

cool down activities in their practical lessons before students participate

in any physical activities such as games or sports and after the games.

42
 Health & Physical Education Teacher Guide

1. Swimming
Aquatic sports refer to competitive swimming movements and styles on
and under water. Swimming is an activity that opens the door to other
aquatic sports such as water skiing, diving, rowing, surfing, sailing, scuba
diving, snorkeling and others. There are various styles of swimming in
different swimming competition such as; back stroke, butterfly stroke,
free style etc. However, it is a challenging content to teach and also risky
depending on the context and teacher’s competence of the subject. It is
important to teach water safety rules and First Aid measures before any
swimming lessons conducted at the swimming pool, lake, pond, river or
sea. Ensure that students master basic swimming skills and water safety
or survival skills in order to participate in any swimming competitions. It is
recommended for children and adults to learn to swim in order to be safe
in and around the water and, also to have fun or enjoyment.

2. Lifestyle and Fitness

A balanced lifestyle such as rest or sleep, eating healthy food,
practicing healthy habits as well as physical activities is the foundation
of good health. The various activities, amount of time and the choices
has an impact on the overall health of a person. Fitness not only has an
advantage on our physical health but also on our mental, spiritual, social
and emotional health.

Some physical health benefits of being physically active

43
Grade 7

3. Athletics and ball sports

Athletics provide variety of opportunities to engage students in natural
activities such as running, jumping and throwing. These movement
activities occur naturally and in formal play situations. They develop the
techniques of running, jumping and throwing as they progress through
elementary, primary school and secondary school.

Running activities challenge student performances by running faster or by

running over a longer distance. Jumping activities provide opportunities
for students to explore various jump techniques for height and distance.
In throwing activities, the student use implements of different shapes and
weights and develops a variety of throwing techniques for accuracy and
distance.

4. Various standard sports

Table of some categories of various sports

Name of sports Descriptions

Invasion sports Goal throwing - Team sports played using ball handling skills and goal between two
teams such as basketball and netball. Also known as ball and ring sports.

Goal striking - Team sports played using ball handling skills and goal between two
teams such as soccer, hockey, Australian Football League (AFL).

Try /Touch down scoring - Team sports played using ball handling skills and goal
between two teams such as rugby league, rugby union and touch.

Net sports Individual net sports - includes tennis, table tennis, badminton. Also known as
racket and net sports

Team net sports - includes volleyball, beach volleyball. Also known as court and net
sports.

Batting and fielding Team sports using ball and bat such as cricket, softball and baseball.

Aquatic sports Sports played or performed in or on water such as water skiing, diving, and
snorkeling, rowing, surfing, sailing, scuba diving and others

Athletics Field throwing - includes individual games or events such as discus, javelin, shot
put, hammer throw.

Field jumping - includes individual games or events such as long jump, triple jumps,
high jump and pole vault

Track - includes sprints in 100m, 200m & 400m, distance in 800m, 1500m, 5000m
and 10 000m. Relays in 4x100m and 4x 400m

Health & Physical Education career pathway

Teachers and parents play a very vital role and must support the students
in education and career/life planning by providing them with learning
opportunities. Students begin to ask few questions such as,
- Who am I?
- What are my opportunities?
- Who do I want to become?
- What is my plan for achieving my goals?

44
 Health & Physical Education Teacher Guide

These allow them to apply subject-specific knowledge and skills to

work-related situations; explore subject-related education and career/life
options; and become competent, self-directed planners. The
expectations in Health & Physical Education programs, particularly the
living skills expectations, provide opportunities to relate classroom
learning to education and career/life planning that will prepare students
for success in school, work and life. Developing self-awareness as part of
personal skills links closely to the question “Who am I?” The living skills
expectations that relate to critical and creative thinking support decision
making, goal setting, and planning for transitions – all of them are
important aspects of career/life planning.

Basic sports administration

In any sports organization administration and management is important
for the organization. There are various roles and responsibilities performed
by events officials such as;
• Judges
• Timekeepers
• Starter
• Marshals
• Announcer
• Manager
• Referees
• Umpires
• Scorers
• Bench officials
• Field event officials
• Coaches
• Volunteers
• Sports doctor etc.

There is a range of sporting clubs from the highest to the smallest. Most
sporting clubs are run by a committee of people who carry out necessary
functions such as;
• President
• Vice president
• Secretary
• Treasurer

This committee runs and manages the clubs or any sporting

organizations.

45
Grade 7

Guided Lessons
The guided lessons are sample lessons developed from the benchmarks
which are derived from the content standards prescribed in the syllabus.
The teacher is given an option to either follow the guided lesson to teach
or use the guided lesson sample to plan his or her own lessons
depending on their different context and the students learning needs.

Suggested yearly lesson titles

The guided lesson titles are to guide and direct the teacher to teach
the content of the lesson in a sequential manner providing appropriate
students learning activities. The lesson titles are suggested and can be
modified to suit your students’ needs and context. Teachers are
encouraged to keep the sequenced lesson titles and ensure that all the
lessons are delivered each week throughout the term.

Content
Terms Weeks Strand Unit Lesson Numbers & Titles
Standard
One (1) 1 School and Class Orientations

1. Safety 1. Safety in sports and 7.1.1 1. Injury prevention factors

First Aid and strategies Guided
Lesson

2 7.1.1 2. First Aid and Treatment

7.1.1 3. Situations that can cause
injuries
7.1.1 4. Survey of injuries
2. Growth and 1. Human 7.2.1 1. The Skeletal System and
Development Development, its functions
Growth and
7.2.1 2. How to care for the
Sexuality
Skeletal System
3
7.2.1 3. The Muscular System and
its function
7.2.1 4. How to care for the
Muscular System
3. Individual and 1. Health and Safety 7.3.1 1. Understanding the
Community concept of health
Health
7.3.1 2. Differences in the
4 perceptions of health
7.3.1 3. The benefits of healthy
lifestyle
7.3.1 4. Factors affecting health
4. Food and 1. Food and Nutrients 7.4.1 1. Let’s look at Nutritional
Nutrition facts
7.4.1 2. Diet for diabetes and
5 other diseases
7.4.1 3. Other food diets
7.4.1 4. Daily food requirements

46
 Health & Physical Education Teacher Guide

Content
Terms Weeks Strand Unit Lesson Numbers & Titles
Standard
Two (1) 5. Movement 1. Basic Movements 7.5.1 1. Movement Combinations
and concepts
7.5.1 2. Movement patterns and
concepts
6 7.5.1 3. Movement sequences
and body positioning
7.5.1 4. Movement directions and
pathways
6. Physical Activity 1. Games and Sports 7.6.1 1. Ball handling – Fielding
and Batting: Softball rules
(1)
7.6.1 2. Ball handling - Fielding
and Batting: Softball skills
(2)
7 7.6.1 3. Ball handling - Fielding
and Batting: Applying
softball rules and skills in
a game (3)
7.6.1 4. Ball handling - Goal
Throwing: Basketball
rules (1)
1. Safety 1. Safety in sport and 7.1.1 5. Injuries from motor and
First Aid games
7.1.1 6. First aid procedures
8
7.1.2 7. Causes and conditions of
injuries
7.1.2 8. Performing CPR
2. Growth and 1. Human 7.2.1 5. The Circulatory System
Development Development, and its functions
Growth and
7.2.1 6. How to care for the
Sexuality
Circulatory System
9 7.2.1 7. Misconceptions about the
muscular and Circulatory
systems
7.2.2 8. Challenges teenagers
face with growth changes

10 Assessment, Recording and Reporting Week

47
Grade 7

Content
Terms Weeks Strand Unit Lesson Numbers & Titles
Standard
One (2) 1 Planning and preparation

3. Individual and 1. Health and Safety 7.3.1 5. Disease prevention

Community
7.3.1 6. Communicable diseases
Health
7.3.1 7. Common health issues
2 in the school and the
community
7.3.1 8. Personal health and
hygiene promotion
strategies
4. Food and 1. Food and Nutrients 7.4.1 5. Weight reducing diet
Nutrition
7.4.1 6. Consequences of irregular
meals

3 7.4.1 7. Causes of obesity

7.4.1 8. Anorexia Nervosa (eating
disorder) intense fear of
gaining weight. energy
intake restrictions)
5. Movement 1. Basic Movements 7.5.1 5. Move and change
and concepts direction with same force
7.5.1 6. Move with speed and
force
4
7.5.1 7. Manipulative skills and
space concepts
7.5.1 8. Manipulative skills – body
concept
6. Physical Activity 1. Games and Sports 7.6.1a 5. Ball handling –Goal
Throwing: Basketball
skills (2)
7.6.1a 6. Ball handling - Goal-
Throwing: Applying
5 basketball skills (3)
7.6.1 7. Ball handling - Goal
Striking: Hockey rules (1)
7.6.1 8. Ball handling – Goal
Striking: Hockey skills (2)
1. Safety 1. Emergency and 7.1.2 9. Emergency safety
Risky Behaviour procedures
7.1.2 10. Positive risk taking
6 situations
7.1.2 11. Negative risk taking
situations
7.1.2 12. Avoiding risk taking

48
 Health & Physical Education Teacher Guide

Content
Terms Weeks Strand Unit Lesson Numbers & Titles
Standard
Two (2) 2. Growth and 1. Human 7.2.2 9. Teenage pregnancies and
Development Development, consequences
Growth and
7.2.2 10. People who can help
Sexuality
teenagers cope with
7 growth changes
7.2.2 11. Effects of emotions on
relationships
7.2.2 12. Effects of emotions on
physical health
3. Individual and 2. Alcohol and 7.3.2 9. Classification of drug use
Community Substance Abuse
7.3.2 10. Influences on drug use
Health
7.3.2 11. Effects of drug use on
8 health and wellbeing
7.3.2 12. Prevention strategies to
avoid addictive
substances
4. Food and 2. Food and Hygiene 7.4.1 9. Chronic disease
Nutrition
7.4.2 10. What is food poisoning

9 7.4.2 11. Rules to avoid food

poisoning
7.4.2 12. Resistance and carrier of
food poisoning

10 Assessment, Recording and Reporting Week

49
Grade 7

Content
Terms Weeks Strand Unit Lesson Numbers & Titles
Standard
Three 1 Planning and preparation
(3)
5. Movement 2. Movement and 7.5.1 9. Defensive play skills 1
game skills
7.5.1 10. Defensive play skills 2
2
7.5.1 11. Offensive play skills 1
7.5.1 12. Offensive play skills 2
1. Safety 2. Emergency and 7.1.2 13. Risk environment
Risky Behavior
7.1.2 14. Risk Behaviours – What
are they
3
7.1.2 15. Learning to avoid risks
7.1.2 16. Physical activities and
levels of risks
2. Growth and 2. Relationship 7.2.2 13. Negative effects of
Development emotions on decision
making and safe sexual
behaviors
7.2.3 14. Talking with family
members about
4 relationships
7.2.3 15. Talking with trustworthy
people and peers about
relationships
7.2.3 16. Distorted and misleading
media messages about
relationships
3. Individual and 2. Alcohol and 7.3.2 13. Positive communication
Community Substance Abuse strategies in avoiding
Health risky situations (1)
7.3.2 14. Legal and economic
5 consequences of drug
use (1)
7.3.2 15. Effects of other people’s
drug use (1)
16. Revision
4. Food and 2. Food and Hygiene 7.4.2 2. The nutritional meals
Nutrition 7.4.2 3. Basic safe hygiene
6 methods
7.4.2 4. Causes of food decay
7.4.2 5. Reasons for preservations

50
 Health & Physical Education Teacher Guide

Content
Terms Weeks Strand Unit Lesson Numbers & Titles
Standard
Three 5. Movement 2. Movement and 7.5.2 13. Body positioning in play
(3) game skills
7.5.2 14. Movement patterns and
body positions
7 7.5.2 15. Movement sequences
and body positions
7.5.2 16. Review lesson – Body in
play
6. Physical Activity 6. Lifestyle and fitness 7.6.1 13. Athletics – Throwing
for health events 1
7.6.1 14. Athletics – Jumping
8 events 1
7.6.1 15. Athletics - Track events 1
7.6.1 16. National and international
sporting events and heros
2. Growth and 2. Relationship 7.2.3 7. Setting personal
Development boundaries and values in
a dating relationship-
7.2.3 8. Respecting personal
boundaries of others in a
9 relationship
7.2.3 9. Setting personal
boundaries and values
in a dating relationship -
Guided Lesson
7.2.3 10. Revision

10 Assessment, Recording and Reporting Week

51
Grade 7

Content
Terms Weeks Strand Unit Lesson Numbers & Titles
Standard
Four (4) 1 Planning and preparation

1. Safety 2. Emergency and 7.1.2 17. Influences of risk

Risky Behavior behaviours
7.1.2 18. Risky and harmful
2 physical activities
7.1.2 19. Sports and risk behaviour
7.1.2 20. Revision
4. Food and 2. Food and Hygiene 7.4.2 17. Principles of preserving
Nutrition 7.4.2 18. Principles of preserving -
excursion/Awareness
3
7.4.2 19. Practical lesson on
preserving
7.4.2 20. Follow up
5. Movement 2. Movement and 7.5.2 17. Game skills and team
Game Skills sports
7.5.2 18. Game skills and individual
sports
4
7.5.2 19. Game skills for releasing
equipment
7.5.2 20. Game skills for receiving
equipment
6. Physical Activity 2. Lifestyle and fitness 7.6.2 17. Active an inactive lifestyle
for health activities
7.6.2 18. How the body works
during fitness activities
5
7.6.2 19. Benefits of fitness at
home for all
7.6.2 20. Ways on improving fitness
challenges
5. Movement 2. Movement and 7.5.2 21. Change position while in
Game Skills play
7.5.2 22. Manipulative skills and
body control
6
7.5.2 23. Movement responses and
equipment
7.5.2 24. Body position change and
control

52
 Health & Physical Education Teacher Guide

Content
Terms Weeks Strand Unit Lesson Numbers & Titles
Standard
Four (4) 2. Growth and 2. Relationship 7.2.3 21. Setting personal
Development boundaries and values in
a dating relationship
- Awareness/Guest
Speaker
7.2.3 22. Respecting personal
boundaries of others in a
7 relationship - Awareness/
Guest Speaker
7.2.3 23. Setting personal
boundaries and values in
a dating relationship
- Awareness/Guest
Speaker
7.2.3 24. Revision
3. Individual and 2. Alcohol and 7.3.2 21. Positive communication
Community Substance Abuse strategies in avoiding
Health risky situations
- Awareness/Guest
Speaker
7.3.2 22. Legal and economic
8 consequences of drug
use - Awareness/Guest
Speaker
7.3.2 23. Effects of other people’s
drug use - Awareness/
Guest Speaker
24. Revision

9 Assessment, Recording and Reporting week conclusion

10 Close of school year

53
Grade 7

Guided Lesson Template

The guided lesson template is used across Grades 6, 7 and 8. The guided
lesson shows how the guided lessons can be planned and is given for
your reference below.

Sample Guided Lesson

Strand: ________________________ Unit : ______________________

Lesson Title: ________________________________________________________________________

Content Standard: ____________________________________________________________________

Benchmark(s): _______________________________________________________________________

Lesson Objective: ____________________________________________________________________

Assessment Task_____________________________________________________________________

Materials: __________________________________________________________________________

Teaching Content
Knowledge Skills Attitudes/Values

Teacher's Notes

Teaching and Learning Activities

Part of the Lesson Teachers Activity Students Activity

Introduction
Body
Conclusion

Teacher's Reflection_______________________________________________________________
__________________________________________________________________________________
Reference:_______________________________________________________________
__________________________________________________________________________________

54
 Health & Physical Education Teacher Guide

Sample Guided Lesson Strand 1 - Safety

Strand 1: Safety Unit 1: Safety in sports and first aid

Lesson Title: Injury prevention factors and strategies Lesson No: 01

Content Standard: 7.1.1 Students will be able to determine that chances

of injuries occurring are high when performing complex motor and game
skills, therefore having prior knowledge of injury prevention strategies and
comprehending first aid procedures are important

Benchmarks:
7.1.1.1 Know injury prevention strategies and apply them in appropriate
play game situations
7.1.1.2 Recognize a risky behaviour in an emergency situation and take
action to reduce harm

Lesson Objective: By the end of the lesson the students will be able to;
• demonstrate a first aid procedure with a friend or a dummy list the
steps to performing CPR or EAR and use the first aid procedure in
appropriate context.

Assessment Task: Nil

Materials: Dummy for practice of CPR

Content

Knowledge Skills Attitudes /Values

• Common first aid • Handling injured • Cooperate with others

procedures • Demonstrate first aid • Encourage friends
• Process steps of first aid process steps • Share equipment and
procedure • Describe process step views for caring for
injured

Teachers Notes:
First aid is very important. It is the first stage of saving a life from life
threatening conditions of injuries, that may build on from injuries in
sports or other physical activities. The common first aid procedure is
one way you can use to minimise injuries from developing into serious
conditions.

55
 Grade 7

Teaching and Learning Activities

Part of the Lesson Teachers Activity Students Activity

Introduction Do these: Do these:

• Prepare handout on 3 possible first aid Discuss the
procedures CPR, EAR, DRABC • Initials of the procedures listed
• Guest from St. Johns or a trained • observe the demonstrations conducted
personnel to demonstrate the by experts
processes in the procedures

Body Do these: Do this:

• Organise students into groups for • Follow instructions of visiting fist aid
practice workers
• Do trial demonstrations for students • Practice the steps as instructed by the
with experts expert
• Drill the procedure steps demonstrate
the one of the first aid procedures

Conclusion Do this; Students respond:

• Commend the experts for their sessions • Voluntary groups to demonstrate a
• Encourage students to visit St Johns process of the first aid procedure
Centre or trained personnel.

Teacher’s Reflection
Generally, summarise the importance of saving lives where there is no
medical expert on site of injury or accident. Point out;
• Positive behaviour when applying first aid procedure
• Moving of injured person
• Resources for use in different first aid procedures.
 
Reference: Sport Lifestyle & Recreations (Heinemann 2004 Edition) Page
56-64

56
 Health & Physical Education Teacher Guide

Sample Guided Lesson Strand 2 - Growth and Development

Strand 2: Growth and Development Unit 2: Relationship

Lesson Title: Setting personal boundaries and values in a dating

relationship

Content Standard: 7.2.3 Students will be able to examine the

characteristics of a caring andhealthy relationship and identify strategies
for developing, fostering and maintaining it

Benchmarks:
7.2.3.2 Explain how to maintain and manage healthy dating relationships
7.2.3.3 Analyse the characteristics of caring and healthy relationships
7.2.3.4 Critically reflect on the characteristics of uncaring relationship and
suggest ways of transforming these characteristics to create and sustain
a healthy relationship

Lesson Objective:
By the end of the lesson the students will be able to;
• identify personal boundaries and personal values in a dating
relationship
• analyse the consequences of not setting personal boundaries and
not having clear personal values in a dating relationship

Assessment Task:
• This assessment task must be given after the lesson is taught
• See Assessment Task Description in the assessment, reporting and
recording section

Materials:

57
Grade 7

Knowledge Skills Attitudes /Values

• Personal boundaries in a dating relationship for • Communicating clearly • Being honest of

example when to go for date, who to date, certain and effectively your non-verbal actions that
people to get approval from to go for a date, how long boundaries in a dating are used to
one should be out on a date, what sort of activities to relationship especially communicate personal
agree to for a date to the person taking you boundaries
out on a date
• Personal values in a dating relationship that • Self-awareness of
communicates their personal boundaries to the • Listening carefully to the situations or actions
person taking them out on a date requests made by the that makes you feel
person asking them out your personal
• Knowing when to start a relationship and when to end on a date
boundaries are being
it
• Asking for clarification trespassed
• Knowing when to say yes and no to go out on a date for messages not clearly
• Sensitivity to their own
communicated by their
• Identify signs and queues that it is the right time to emotions if they feel
dates
start or end a relationship e.g. feeling of being their personal
exploited or personal space being intruded boundaries have been
intruded in a date
• Cautious and being
self-aware of

Teachers Notes for the activity in the lesson: Scenario

Your childhood friend has asked you out on a date. You have agreed to go out with him/her. She/he
has suggested that you go alone to the movies.

Teaching and Learning Activities

Part of the Lesson Teachers Activity Students Activity

Introduction 1. Introduce the lesson title 1. Choose a friend they feel

2. Ask students to turn to a friend they feel comfortable working with. They
comfortable working with. Allow students to move can move places if they wish
5 mins
places to work with who they will be comfortable to.
with in this lesson.
3. Ask the students to discuss with their friend this
questions:

a. How would you feel if your childhood friend 2. Work in pairs and discuss the
asked you out on a date? given question

58
 Health & Physical Education Teacher Guide

Part of the Lesson Teachers Activity Students Activity

Body Activity: Group or in Pairs In pairs or groups discuss and
provide responses to the ques-
30 mins 1. Ask students to answer the following questions tions provided
based on the scenario provided in the Teachers
notes for the Lesson
Report their discussions
a. Identify and describe some personal
boundaries and values that you would like to Question and try to debate their
communicate to your date. peers points of view
b. Identify both good and bad things that are
most likely to happened to you if you decide
to go alone with your date
c. Do you think it is a good idea to go alone with
your date to the movies? Why or why not?
d. What happens if you cannot communicate
effectively and clearly your personal
boundaries and values to you date on your
first date?

2. Ask students to present or report their

discussions to the class

3. Allow students to ask questions to their peers

after their presentations
Conclusion How would you feel if your date has disrespected Allow for quick responses from
your personal the class
5mins boundaries during your date, even after you have
clearly communicated them?

How would you feel if your date or was inconsiderate

of your personal boundaries and disrespected you?

Concluding Notes:
Emphasize on the KSAVs most important for this
lesson

Teacher’s Reflection
......................................................................................................................
......................................................................................................................
.......................................................................................................................

59
Grade 7

Sample Guided Lesson Strand 3 - Individual and community health

Strand 3: Individual and Community Health Unit 1: Health and Hygiene

Lesson Title: Disease prevention

Content Standard: 7.3.1 Students will be able to investigate health

issues that have an impact on people and analysis data from reliable
sources

Benchmark: 7.3.1.2. Investigate factors that affect people’s health (for

example, genetics, environment, lifestyle, lifestyle diseases, and medical
conditions) and evaluate the impact.

Lesson Objective: By the end of the lesson the students will be able to;
• identify different types of diseases
• Identify the signs, symptoms and risk factors and discuss ways to
prevent these diseases.

Materials: notes on lung cancer & oral cancer either on charts, A4

papers or other resources like books, pictures, posters.

Knowledge Skills Attitudes /Values

Types of life style diseases. Research and identify • Be considerate in personal

health and safety at all times.
E.g.: cancer, • Identify different types of life style diseases
Oral cancer, • Identify the signs, symptoms and risk
Care for personal health and
Lung cancer factors for health conditions common in safety
young people

Teaching and Learning Activities

Part of the Lesson Teachers Activity Students Activity

Introduction Question: How do you think lifestyle diseases come Students quickly discuss
to people? answers in pairs and report
Explain what lifestyle disease is. back to whole class.

Body Teacher asks students to identify and list some Students get into groups of 4
common lifestyle diseases and their symptoms that and list all the diseases and
are in their community symptoms that are found in
Activity 1 their community

60
 Health & Physical Education Teacher Guide

Part of the Lesson Teachers Activity Students Activity

Activity 2 Inform students that they will discuss how people Students fill in a table with their
get mouth/oral cancer and lung cancer responses.

Symptoms

Prevention
Disease

method
Causes
Activity 3. Teacher gives some handout notes on lifestyle Students will read through and
diseases, (lung & oral cancer) ways of getting them compare their answers on
and ways of preventing. charts.

Conclusion Use students’ answers to fill table on the board Students copy notes.
Give short summary notes.
Students can write something
Teacher asks students to write one rule they can try about being careful, being
to follow after learning about these diseases. health conscious, etc…

Teacher’s Reflection
......................................................................................................................
......................................................................................................................
.......................................................................................................................

Sample Guided Lesson Strand 4 - Nutrition

Strand 4: Nutrition Unit 2: Food Hygiene

Lesson Title: Rules to avoid food poison

Content Standard: 7.4.2 Students will be able to examine rules for

avoiding food poisoning and probe the résistance and carriers to the
diseases of food poisoning.

Benchmarks:
7.4.2.1 Identify and examine the rules for avoiding food poisoning
7.4.2.2 Analyze the causes of food poisoning and propose preventive
measures to improve the situations experienced

Lesson Objective: By the end of the lesson the students will be able to;
• Describe how to maintain high hygiene standard and apply hand
hygiene in food preparation.
• Explain how to keep food safe and cook meat well to avoid
poisoning.

Materials: Poster of hand wash, pictures and list of catering

embellishments. Rules to avoid food poisoning.

61
Grade 7

Knowledge Skills Attitudes /Values

• Maintain high hygiene standard cooking and • Describe high hygiene standard • Being careful when
cleaning • Explain how to keep food safe handling food
• Thorough cooking of meat and avoid eating • Demonstrate hand hygiene • Being health conscious
warm food and keep all food covered
• Hand hygiene using detergent

Teachers Notes:
Six simple steps to avoid food poisoning:
1. Wash hands thoroughly when cooking, cleaning and handling food.
2. Hygienic kitchen with clean equipment when preparing food.
3. Wash all vegetables and fruits.
4. Make sure meat is thoroughly cooked and well fone.
5. Serve food immediately and avoid eating warm food.
6. Store ingredients and food at the correct temperature. Throw food rubbish into the bio-waste.

Teaching and Learning Activities

Part of the Lesson Teachers Activity Students Activity

Introduction Question: Why is it essential to maintain Answer: These are places where frequent
high hygiene standard in, catering food preparation is taking place. If not
establishments and household kitchens? cleaned well bacteria and germs will breed
and spread.

Body Activity 1: Maintain high hygiene Describe high hygiene standard in

standard cooking, cleaning and handling food
• The students will be informed that • Name places that need to maintain
there are certain places that need to hygiene standard such as catering places.
maintain hygiene standard. • How can these places maintain
cleanliness?
Activity 2: Thorough cooking of meat
• In catering establishments such as Explain how to keep food safe
shops, hotels and in household
• Name and discuss these places where
cooking, make sure that meat is food such as meat is prepared and how to
prepared and done well for eating. make sure it is clean and safe to eat.
• Display certain places for catering to • How food is kept safe for eating to avoid
students. dirt and germs.

Activity 3: Hand hygiene using Demonstrate hand hygiene

detergent • Discuss on the importance of hand
• Show the poster of hand washing to washing when handling food referring to
them. picture shown.
• Why do they wash hands? • Gather into groups of five to show proper
• Name the products used for cleaning ways of hand wash when handling
hands. different types of food to avoid food
poison.

Conclusion • Go through the summary notes on • Students respond to discussions on the

rules to avoid food poison. summary.
• Provide feedback to the student’s • Copy the notes rules to avoid food poison.

Teacher's Reflection
......................................................................................................................

62
 Health & Physical Education Teacher Guide

Sample Guided Lesson Strand 5 - Movement

Strand 5: Movement Unit: 1 Basic Movement skills and concepts

Lesson Title: Movement Combinations Lesson No: 27

Content Standard: 7.5.1 Students will be able to demonstrate confidently

a range of locomotor, non-locomotor and manipulative skills with
emphasis on application of different concepts of movement skills,
patterns and sequences

Benchmarks:
7.5.1.1 Differentiate between loco-motor, non-locomotor and manipulative
skills
7.5.1.2 Demonstrate a range of loco-motor, non-locomotor and
manipulative skills

Lesson Objective: By the end of the lesson the students can explain the
differences between movement concepts and skills.

Assessment Task:
......................................................................................................................

Materials: Open playing field

Knowledge Skills Attitudes /Values

• Three (3) types of Movements; Loco motor, • Demonstrate 3 movement • Support partners
non-loco motor, and manipulative skills types of combinations • Share ideas with class mates
• Combinations of movement

Teachers Notes:
Movement skills are building blocks for the develpment of the various games skills. the three types of
movements are combined together to develop a game skill. They are also used to develop
movements combinations.
ie, locomotors + non-locomotors + manupulative skills.
Run fast - sudden stop, bend forward straighten body and perform an overarm throw action.

Teaching and Learning Activities

Part of the Lesson Teachers Activity Students Activity

Introduction • Introduce the term movement • Follow instruction on the actions of

combination movement to form the movement
• Take class outdoors on soft padded combinations
grass • Identify area for performing of movement
• Give a demonstration of movement combinations
combination

63
Grade 7

Part of the Lesson Teachers Activity Students Activity

Body • Discuss movement terms such as • Trial and error practices of the movement
movement combination, sequences combinations
and patterns • Identify and create own movement
• Supervise students combinations eg: use 3 types of
• Point out safety in movement movements-loco motor-non- loco motor
performance – no unsafe moves and manipulative skills- run stop and pivot
and catch a ball in flight pass a ball.
• Repeat the process in bullet two for
different groups or individuals

Conclusion Give direction to: Students respond:

- stop after 20 minutes of practice - Stop on signal
- select best students to finish of the - Volunteers demonstrate
lesson - Do cool down exercises
- warm down and stretch for 3 minutes - Refresh and return to classroom
- relax and wash of sweat on body at
taps
- return back into classroom.

 
Teacher’s Reflection
From observation of each group or individual performance of the
movement combinations ask volunteers to do a demonstration of their
created combination. Commend all for the efforts displayed.

Sample Guided Lesson Strand 6 - Physical Activity

Strand: Physical Activity Unit: 1- Games and Sports

Lesson Title: Throwing events -1

Content Standard: 7.6.1 Students will be able to explain the importance

of values, attitudes and interest in sports and demonstrate these in sports
game situations in various sporting events.

Benchmark(s):
7.6.1.1 Examine the importance of values, attitudes and interest in sports
7.6.1.2 Demonstrate the required values, attitudes and interest in sports
game situations in a variety of sports
7.6.1.5 Show self -discipline, self-determination and perseverance in skills
in track and field events

Lesson Objective: By the end of the lesson the students will be able to;
Demonstrate the skills of running, balancing, controlling and throwing in
javelin.

Assessment Task: Demonstrate the skills of running, jumping, landing

and throwing in various track and field events. Record the accuracy of the
skills practiced using a checklist for peer assessment

64
 Health & Physical Education Teacher Guide

Materials: javelin, cones, checklists

Knowledge Skills Attitudes /Values

• Track events are races such as sprints, middle and • Running with a javelin • Respect for each other
long distance running
• Throwing a javelin • Appreciate each other’s
• Field events are competitions are races such as effort
sprints, middle and long distance running, discus, • Hand and eye
javelin, long jump, triple jump, high jump, hammer coordination during the • Equal participation
throw etc. throw
• Team cooperation
• Jumping is a locomotor skill performed when the • Balance and control
body takes off with balance and control and is lifted during and after the throw
off the ground and lands on a surface
• Running is a locomotor skill performed when a
person is in motion heading into a certain direction
• Throwing is an action done when an object such as
the ball is passed or thrown to or into a direction

Teachers Notes:
Ensure that all the necessary equipment and materials are available before the lesson. Assess and
assist students with special needs and provide opportunities for them to fully participate.

Teaching and Learning Activities

Part of the Lesson Teachers Activity Students Activity

Introduction • Do safety checks • Be in correct sports gear
• Introduce the different skills to be practised • Listen attentively and ask
in this lesson questions where necessary
• Organize students in groups • In organized groups
Body • Conduct warm up exercises • Carry out warm up exercises
• Explain and demonstrate the different skills • Demonstrate the skills of jumping,
• Instruct, supervise and guide students running, throwing and landing
Conclusion • Conduct warm down exercises • Carry out warm down exercises
• Review on the lesson • Discuss and answer questions

Teacher’s Reflection
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………

65
Grade 7

Suggested Knowledge, Skills, Attitudes, Values (KSAV)

The section guides the teacher to plan and program their lessons. It
provides the teachers the topics, key concepts or knowledge, skills,
attitudes and values to develop relevant teaching and learning activities
and lesson objectives. The KSAV’s are all linked to the content standards,
benchmarks and assessment tasks designed for each unit in a strand.

Knowledge, Skills, Attitudes and Values (KASV) Template

Strand: Name of strand - Copy from syllabus

Unit: Name of unit- Copy from syllabus

Content Standard: Copy from syllabus the prescribed content standard

Benchmark(s): Copy from syllabus the prescribed benchmark(s)

Content Standard Description of content standard –Copy from syllabus

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
List of lesson List or set of ideas, List of skills the Necessary attitudes and
numbers and titles concepts and content of learner will demonstrate values learned and
the lesson(s) the learner in the lesson displayed in the lesson
will acquire in the lesson

66
 Health & Physical Education Teacher Guide

KSAV Strand 1 - Safety

Strand 1: Safety
Unit 1: Safety in Sports and First Aid

Content Standard: 7.1.1 Students will be able to determine that chances

of injuries occurring are high when performing complex motor and game
skills, therefore having prior knowledge of injury prevention strategies and
comprehending first aid procedures are important.

Benchmark(s):
7.1.1.1 Know injury prevention strategies and apply them in appropriate
game situations
7.1.1.2 Recognize a risky behavior in an emergency situation and take
action to reduce harm
7.1.1.3 Analyze injury prevention strategies in ball games and athletics
7.1.1.4 Examine unsafe and emergency situations in the school and
community

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #01 Injury • Importance of injury • Describe injury prevention • Encourage each
prevention factors prevention factors factors for motor skills other’s to be careful in
and strategies • Importance of injury • Describe injury prevention identifying
prevention strategies strategies for game-skills appropriate strategies

Lesson #02 First • Importance of first aid • Demonstrate how to apply first • Cooperate with team
Aid and Treatment treatment aid treatment members to give first
• Various first aid treatments • Sort and arrange first aid aid to the injured
for various injuries treatment facility

Lesson #03 • Different situations that • Describe situations that have • Encourage individuals
Situations that can have potential to effect potential to cause injury/ to watch out for
cause injuries injuries of any type injuries in motor and game situations that can
plays cause injuries

Lesson #04 Survey • Types of injuries received • Conduct survey in Grade 7 • Share ideas and
of injuries and their causes, classes work as a team in the
• Report findings survey.

Lesson #05 Injuries • Injuries caused by complex • Describe common injuries re- • Encourage each other
from motor skills and motor skills and game ceived from performing com- to move with
games performances. plex motor skills and games instructions and care

Lesson #06 First aid • Differentiate between • Demonstrate the steps of first • Be careful when
procedures various first aid procedures aid procedures handling injuries on
yourself and other

Lesson #07 Causes • Specific causes of injuries • Identify and describe causes of • Be aware of causes
and conditions of • Conditions injuries and the conditions and conditions of
injuries injuries

Lesson #08 • Process steps of • Demonstrate the process steps • Cooperate with team
Performing CPR performing CPR of Performing CPR in groups or mates to perform the
pairs CPR process.

67
Grade 7

Strand 1: Safety
Unit 2: Emergency situation and risky behaviour

Content Standard: 7.1.2 Students will be able to establish that in any

environment there is some level of risk involved in all physical activities
individuals participate in

7.1.2.1 Recognize a risky behavior in an emergency situation and take

action to reduce harm.
7.1.2.2 Examine unsafe and emergency situations in the school and
community
7.1.2.3 Investigate the types of risks involved in a variety of physical
activities and draw appropriate conclusions

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #09 Risk • Causes of risk • Identify and describe • Share ideas about risk
environment environment causes of risks in environment
physical activities

Lesson #10 Risk • Importance of behavior • Demonstrate sensible • Be helpful and

Behaviours – What are and attitude in physical behavior in role plays of concerned for one
they? activities motor skills or game skills another when
performance participating in physical
activities

Lesson #11 Learning to • Important things to do in • Discuss and describe in • Cooperate in groups
avoid risks the environment to avoid groups things to be done and make the
risks in the environment to environment risk free.
avoid or reduce risks

Lesson #12 Physical • Types of physical • Discus and identify the • Careful in selecting
activities and levels of risks activities and their levels types of physical physical activities to
of risks activities with low and participate in
high risk levels

Lesson #13 Influences of • Different influences of • Identify and demonstrate • Have a caring attitude
risk behaviours risk behaviors risk behaviors used in towards others in the
selected physical team
activities

Lesson #14 Risky and • Differences between risky • Compare and sort out • Encourage one another
harmful physical activities and harmful physical physical activities into low to choose physical
activities and high risk categories activities carefully

Lesson #15 Sports and risk • Specific sports that • Demonstrate risky • Be aware and share
behaviour require risky behavior for behavior in a chosen sport knowledge of low and
good results or other physical activities high risk physical
activities to the
community

68
 Health & Physical Education Teacher Guide

KSAV Strand 2 - Growth and Development

Strand 2: Growth and Development

Unit 1: Development and Sexuality

Content Standard: 7.2.1 Students will be able to investigate the different

body systems, their importance, functions and analyze the consequences
of not caring for them.

Benchmark(s):
7.2.1.1 Identify and describe the basic functions of the muscular systems
and suggest ways to care for the systems
7.2.1.2 Identify and describe the basic functions of the circulatory
systems and suggest ways to care for the system
7.2.1.3 Investigate the different body systems and analyse the
consequences of not caring for them

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #01 The Skeletal • Main parts of the • Drawing diagrams and • Find enthusiasm in
System and its functions skeletal system labeling parts of the learning about the
• Functions of the skeletal system correctly muscular system
Skeletal System • Identifying the basic • Enjoy learning about
• 2 parts function for the skeletal the skeletal system
system and the major as part of them being
• Major Organs
organs human
• Bone or blood marrow
• Relate body parts to • Appreciate the skeletal
• Cartilage, ligaments, their body parts system and its
tendons
• Recognizing the importance to humans
• Joints,
relationship between the • Appreciate the
• Types of joints skeletal and muscular functions of the skeletal
• How the system relates system system
to other systems
• Have respect for the
skeletal system
Lesson #02 How to care • Main parts of the • Evaluate that the • Responsibility of
for the Skeletal System skeletal system skeleton system is individuals to care for
• Functions of the important to the body the system
Skeletal System
• How the system relates
to other systems and is
to be cared for

69
Grade 7

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #03 The • Functions of the • Drawing diagrams and • Find enthusiasm in
Muscular System and its Muscular System labeling the muscular learning about the
function • 2 main types of system correctly muscular system
Muscles • Identifying the basic • Enjoy learning about
• Types of Muscles function for the the skeletal system
• Skeletal Muscles muscular system and as part of them being
the major organs human
• Smooth Muscles
• Relate body parts to • Appreciate the
• Cardiac Muscles
their body parts muscular system and
• How the system relates
• Recognizing the its importance to
to other systems
relationship between the humans
muscular and skeletal • Appreciate the
system functions of the
muscular system
• Have respect for the
skeletal system
Lesson #04 How to care • Seek medical help if you are experiencing; • Responsibility of
for the Muscular System individuals to care for
1. Shrinking of muscles (atrophy) consult a doctor
the system
for help. You could be suffering from an inherited
muscle disease that leads to chronic, progressive • Self-awareness of what
muscular atrophy. is harmful to the
individual system
2. Contracture-Severe tightening of a flexor muscle • Care and respect for
resulting in bending (scrunching up) of a joint their body
3. Muscle spasms-sudden, painful, involuntary • Appreciate their body
muscle contractions and have respect for
the muscular system
4. Strain-overstretching of or injury to a muscle and/ • Confidence to choose
or tendon. S/S includes myalgia, swelling, and medical help over
limited movement: rest, ice, compression, and believing in sorcery and
elevation ignoring the need to
seek medical help
• Ways to care for the muscular system
• Identifying medical issues and seeking medical
advice
• Isolating sorcery related beliefs from medical
conditions of the muscular system
• Identifying the right kind of activities and ways of
doing them to avoid straining the muscles
Lesson #05 The • What is the circulatory • Drawing diagrams and • Find enthusiasm in
Circulatory System and system labeling the circulatory learning about the
its functions • Main parts of the system correctly circulatory system
circulatory system • Identifying the basic • Enjoy learning about
• Functions of the function of circulatory the circulatory system
circulatory system system and the major as being human
organs • Appreciate the
• Relate body parts to circulatory system
their body systems and its importance to
• Recognizing the humans
relationship between • Appreciate the
the circulatory and other functions of the
body systems circulatory system
• Have respect for the
circulatory system

70
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #06 How to care • Cardiovascular related • Identifying medical • Responsibility of
for the circulatory system diseases are diseases issues and seeking individuals to care for
of the circulatory advice the system
system • Isolating sorcery related • Self-awareness of what
• Cardiovascular related beliefs from medical is harmful to the
diseases are mostly conditions of the individual system
caused by people’s life circulatory system • Care and respect for
styles; bad eating • Identifying and their body
habits, less or no scheduling appropriate • Appreciate their body
exercise, smoking and rest times and have respect for
use of alcohol and • Timetabling and the muscular system
other drugs planning for daily • Confidence to choose
• Medical Conditions exercise medical help over
relating to the believing in sorcery and
cardiovascular system ignoring the need to
such as cancer of the seek medical help
blood • Boldness and
• Healthy food choices self-discipline in food
• Healthy and safe eating choices
habits
Lesson #07 • Health problems of the • Identifying health • Self-awareness of the
Misconceptions about the circulatory system that problems relating to the misconceptions of what
muscular and circulatory are often mistaken for circulatory system their people have about
systems sorcery • Identifying medical cardiovascular diseases
• Traditional beliefs about issues and seeking • Being sensitive about
the heart being medical advice misconceptions
attacked by spirits • Isolating sorcery related • Have the courage to
• Only a medical beliefs from medical encourage and
laboratory test can conditions of the convince family
confirm health circulatory system members and relatives
problems relating to the • Differentiate between who have a strong
circulatory system scientific, (clinical or belief in sorcery to also
• Misconceptions about medical) facts and belief do medical checks
the functions of main when problems are
organs of circulatory encountered with
system organs of the
circulatory system

71
Grade 7

Strand 2: Growth and Development

Unit 1: Development and Sexuality

Content Standard: 7.2.2 Students will be able to identify and examine

the physical, social, mental and emotional changes that occur during
puberty and analyze how to cope with the issues that result from these
changes

Benchmark(s):
7.2.2.1 Identify and discuss, people who can help teenagers cope with
physical, social and emotional growth changes in both boys and girls
7.2.2.2 Evaluate the effects of emotions on relationships and physical
health
7.2.2.3 Examine the physical, social, mental and emotional changes that
occur during puberty
7.2.2.4 Analyze the different ways boys and girls cope with issues that
result from physical, social, mental and emotional changes

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #08 Challenges • Sources of change • Identifying body • Appreciate their body
teenagers face with and challenge such changes changes
growth changes as schools, families, • Identifying fears and • Appreciate that they are
friendships feelings growing and changing
• Dealing with conflicting • Exploring and into another stage from
demands investigating their puberty to adolescence
• Experiences that can challenges to • Respect the opposite
result in loss and grief understand the changes sex
• Ways of giving support • Developing a realistic • Be sensitive and
to others sense of their ability to considerate when
• Difficulties associated cope with challenges discussing sensitive
with physical changes • Describe current issues
• Difficulties associated challenges that may • Confidence to ask
with social lifestyle face young people questions about any
changes • Predicting and preparing growth changes issues
• Difficulties relating to for future challenges • Willingness to discuss
emotional changes • Accept grief reactions openly
that can result from a • Have tolerance and
range of experiences understanding to others
such as death, war, who are finding the
natural disaster changes more
• Discussing and asking challenging than
questions themselves
• Discussing sensitive
issues openly
• Describing options and
taking appropriate
actions
• Identifying strategies for
coping with loss

72
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #09 Teenage • Causes of teenage • Decision making and • Self-awareness on the
pregnancies and pregnancies refusal skills consequences of
consequences a. Drinking alcohol and • Effective communication teenage pregnancies
entering into sexual skills on making
activity decisions
b. Misconceptions that • Problem solving skills on
having sex once is the consequences faced
not enough to make through decision making
one pregnant and refusal skills
c. Accepting social
favor for financial
benefits
d. Accepting sexual
favors for financial
benefits
• Consequences
a. Personal health risks
b. Disrupted education
c. Being deserted by
boyfriend who may
not be prepared
to settle down and
raise family
d. Stress
e. Suicidal tendencies
f. Rejection by family
members
g. Embarrassment to
family members
• Risky sexual behaviors
that can put them at
risk of intended
pregnancy and also
STIs
• Abstinence and
delaying sex

73
Grade 7

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #10 People who • Trusted people and • Identifying trusted • Be vigilant and
can help teenagers cope services that can people and service sensitive to people who
with growth changes provide the support providers that they go to are not genuine and
they need seek help can abuse them
• Strategies for seeking • Distinguishing between • Appreciate people who
help trusted people and offer them support
• Seeking help from those not genuine that to cope with growth
people who can help could take advantage changes
them and abuse them • Enhance their ability to
• The benefits of support • Analyzing the benefits of seek help
they get from people support from the
who help them to cope different support service
with growth changes providers
• Accessing the support, • Establish individual
they need support networks of
• Supporting others to adults and peers
seek help • Practicing ways of
• Barriers to accessing accessing help such
support from these as role play and use
people of internet to access
information
• Identifying barriers to
seeking help such as
lack of confidentiality
(the fear that people we
get help from will tell
other people about us)
• Proposing strategies to
overcome barriers
Lesson #11 Effects of • Emotions that are • Ability to recognize the • Respect those who are
emotions on relationships sometimes difficult changes in their moods in their relationships
to manage such as • Identify different mood including family, friends,
moodiness, anxiety, changes and their classmates etc.
wary, anger causes • acceptance of mood
• Pressures to conform • Use good skills in changes as part of
to a stereotypical body relationship growing up
images which are often • self-awareness of the
unrealistic such as different emotions they
“being skinny and slim experience in different
is sexy” or “being fat is situations
ugly” • trust and confidence to
• Expectations from other talk to someone they
people as they mature trust
• Expectations of
other people in their
relationships
• Lack of awareness of
moods and emotions
can have a negative
impact on their
relationship

74
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #12 Effects of • Emotions such as • develop the habit of • interest in daily oral
emotions on physical anger, wary and anxiety washing daily after health practices
health can lead to disturbed physical activity • appreciation and
sleep, loss of appetite, • practice oral health acknowledge different
stress hygiene mood changes
• Pressures to conform • awareness of situations
such as trying to keep that may cause harm to
with dressing and their physical health
technology can be
stressful to their health
especially distressing to
their mind
• Difficulty to deal with
emotions can lead to
problems in oral health,
personal hygiene,
• Can cause them to
refuse to wash daily
after physical activity
Lesson #13 Negative • Emotions that can have • Listening well before • Confidence and
effects of emotions on negative effects of deci- speaking courage to boldly
decision making and safe sion making and safe • Potential and ability to refuse
sexual behaviors sexual behaviors such say “No” • Courage to speak your
as anger, fear, envy, • Refraining from sex until moral values to people
confusion ready for a committed who pressure you to do
(confused identity), and faithful relationships things against your will
pride, low self-esteem, with marriage or moral principles
lack of confidence and • Use refusal skills • Patience to listen well
self-awareness • Use good
• Negative effects these communication skills to
emotions can have on communicate their views
oneself: clearly and precisely
-- can cause you not to • Use reversal skills to
think well while mak- reverse the pressure to
ing decisions the person exerting it on
-- Wanting to be like you
-- everyone else can
result in bad sexual
decisions (having
multiple sex partners
because
-- everyone else is doing
it)
-- Confusing sex with
love
-- Disrupted education
-- Teenage pregnancy
-- Risk of contracting
HIV or other STIs
-- Loss of integrity and
self-worth
-- A bad sexual decision
can alter the entire
course of one’s life

75
Grade 7

Strand 2: Growth and Development

Unit 2: Relationship

Content Standard: 7.2.3 Students will be able to examine the

characteristics of a caring and healthy relationship and identify strategies
for developing, fostering and maintaining it

Benchmark(s):
7.2.3.1 Explain the importance of talking with a family member, a friend, a
peer and other trusted adults about relationships
7.2.3.2 Explain how to maintain and manage healthy dating relationships
7.2.3.3 Analyse the characteristics of caring and healthy relationships
7.2.3.4 Critically reflect on the characteristics of uncaring relationship and
suggest ways of transforming these characteristics to create and sustain
a healthy relationship

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #14 Talking with • Emotions that is difficult • develop common helpful • openness to be able to
family members about to deal with while goals in relationship speak to family
relationships making an attempt to • being able to identify members
talk to parents about opportunities and • courage and
relationship matters situations that they confidence to ask
such as being can use to comfortable questions
uncomfortable, shame, speak to an adult or a • understanding for
fear, anxiety, insecurity, parent family members bad
etc. • listening and tempers and mood
• Parents may probably comprehension skills changes
find it difficult too and • communication skills
maybe wanting their • social skills
children to initiate the • question skills
discussions about
changes in their
children including
relationships
• Parental knowledge
about their children,
teen friends and stay
involved with teens
• Opportunities in the
family for open and
honest conversations
with teens about sex
and relationship
• Opportunities in
family activities that
make children feel
connected to other
family members
• Situations that foster
easy conversations
between parents and
children

76
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
• A positive family
environment with huge
parental support
• Opportunities that
family members can
use to discuss freely
relationship issues
Lesson #15 Talking with • Trustworthy people: • Listening carefully • Being sensitive to
trustworthy people and individuals, groups, • Speaking clearly and trustworthy people
peers about relationships organizations, peers precisely • Trust someone that is
and family members • Asking questions really worth trusting
• Levels of confidentiality relating to relationship • Appreciation for the
of people that one can • Decision to talk with availability of such
confide in when talking trusted people trustworthy people
about relationships
• Qualities of trustworthy
people
• Services available to
young people where
they can get help with
regard to tokening
about relationships
• Times individuals and
organizations are
available to young
people for talks about
relationships

77
Grade 7

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #16 Distorted • Consequences of • question the • appreciation and
and misleading media distorted misleading genuineness and reality respect for oneself
messages about media messages about of messages • be sensitive to media
relationships relationships • develop and follow rules messages that make
• Promoting unhealthy about what to watch them feel insecure
relationship behaviors and read in media and inferior or become
• The promotion of • distinguish between envious that may cause
premarital sex and facts and lies them to be easily
having multiple sex • distinguish between real trapped into believing
partners in media (TV, and unrealistic sex and or falling for the
movie magazines) is relationship messages messages
misleading and defeats portray in movies and communication in
or contradicts the safe media media about
messages about relationships
faithfulness in
relationships
Media portrays false
emotional appeals of
sex, security,
friendship, power, pride
and courage etc.
• Media presents
practice of
inconsideration of the
other person in a
relationship when
breakups happen
• Misleads by
representing marriage
in marriages acted by
people to be couples
when they are not
actually married in real
life
• Teens bombarded with
messages that glorify
sex, violence and high
risk behaviors
Lesson #17 Setting • Knowing when to start • Communicating clearly • Being honest of
personal boundaries and and to end a and effectively your non-verbal actions that
values in a dating relationship boundaries in a dating are used to
relationships • Knowing when to say relationship especially communicate personal
yes or no to go out on to the person taking you boundaries
a date out on a date
• Identify signs and • Listening carefully to the
queues that it is the requests made by the
right time to start or person asking you to go
end a relationship e.g. on a date
feeling of being • Asking for clarification
exploited for messages not clearly
communicated on their
dates

78
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #18 Respecting • Own personal • Knowing when to say • respect own and others
personal boundaries of boundaries in “yes no” personal boundaries
others in a relationship relationship • Communicate clearly • be sensitive to other
• Other personal and precisely personal people’s discomfort
boundaries boundaries to others when their personal
• Actions of saying “No” boundaries have been
• Personal space on how
must be consistent with violated or intruded
they feel when other
people come into their verbal communication of
personal space saying no
• How close they can • Avoid non-verbal actions
allow people into their that could imply a “yes”
personal space for a response but was
intended to be a “No”
• People can become
defensive and angry if
they feel their personal
space is being intruded
• Boundaries of different
categories of
relationships e.g. being
just a friend, a casual
friend, acquaintance, a
sexual friend etc.
• Time when they are
ready to be in a
relationship especially
when it involves having
sex
Lesson #19 Setting • Personal boundaries in • Communicating clearly • Being honest of
personal boundaries and a dating relationship and effectively your non-verbal actions that
values in a dating for example when to go boundaries in a dating are used to
relationship for date, who to date, relationship especially communicate personal
certain people to get to the person taking you boundaries
Guided Lesson approval from, how out on a date • Self-awareness of
long one should be out, • Listening carefully to the situations or actions
what sort of activities to requests made by the that makes you feel
agree person asking them out your personal
• Personal values in a on a date
boundaries are being
dating relationship that • Asking for clarification trespassed
communicates their for messages not clearly
• Sensitivity to their own
personal boundaries to communicated on their
emotions if they feel
the person taking them dates
their personal
out on a date •
boundaries have been
• Knowing when to start
intruded in a date
a relationship and when
to end it • Cautious and being
self-aware of
• Knowing when to say
yes or no to go out on
a date
• Identify signs and
queues that it is the
right time to start or
end a relationship e.g.
feeling of being
exploited or personal
space being intruded

79
Grade 7

KSAV Strsnd 3 - Individual and Community Health

Strand 3: Individual and Community Health

Unit 1: Personal Health and Hygiene

Content Standard: 7.3.1 Students will be able to investigate health

issues that have an impact on people and analyse data from reliable
sources

Benchmark(s):
7.3.1.1 Use basic research skills to review data on people who have been
impacted by health issues and draw relevant conclusions
7.3.1.2 Investigate factors that affect health affect people’s health (for
example, genetics, environment, lifestyle, lifestyle diseases and medical
conditions) and evaluate the impact
7.3.1.3 Examine a health issue that has or is having an effect on people
(for example, polio, HIV/AIDS, cancer) and suggest ways of addressing it

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #01 • Nature of health • Construct a meaning • Value the components
Understanding the • Differences in of health by exploring a of health
concept of Health perceptions of health range of community and • Appreciate and value
• Health as a constantly accepted definitions. the importance of
changing state healthy lifestyle
Lesson #02 Differences • Misconceptions of • Examine the relationship • Care for personal health
in perceptions of health physical aspects of between cognitive,
health and other physical, social,
domains emotional and spiritual
components of health
Lesson #03 The benefits • Benefits of a healthy • Differentiate between • Choose to do medical
of healthy lifestyle lifestyle medical facts and beliefs checks over believing in
sorcery/witchcraft and
bad spirits
• Have the courage to
encourage relatives
to do medical checks
when problems are
encountered with any
body system

80
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #04 Factors • Influences of genetic • Examine the relationship • Appreciate that
affecting health and environment on between cognitive, lifestyle behaviors
health physical, social, which impact on health
• Lifestyle and lifestyle emotional and spiritual can be formed during
diseases components of health childhood and
• Communicable and adolescence.
chronic diseases • Value each body part
• Signs and symptoms and system
and risk factors related
Lesson #05 Disease • Identifying different • Be considerate in
to diseases
Prevention types of diseases personal health and
• Identify the signs, safety at all times.
symptoms and risk • Care for personal health
factors for health and safety
Lesson #06 conditions common in • Choose to do medical
Communicable Diseases young people checks over believing in
• Differentiate between sorcery/witchcraft and
medical facts and beliefs bad spirits
• Demonstrate ways to • Have the courage to
reduce risk factors encourage relatives
related to disease to do medical checks
when problems are
encountered with any
body part
Lesson#07 Common • Lifestyle illnesses, such • Identify common • Appreciating each of
health issues in the as obesity and drug lifestyle illnesses in the 11 body systems
school and community addiction adolescent and other • Value self-image and
• Influences from the people wellbeing
environment such as • Describe the causes of • Care of the health
diseases and infection health issues services
• Poor health related • Looking after the health • Choose to do medical
decisions services checks over believing in
• Unwanted actions and • Plan health issues sorcery/ witchcraft and
behaviours awareness bad spirits
• Poor diet • Have the courage to
• Non availability of encourage relatives to
health services do medical checks
Lesson #08 Personal • Nutritional principles – • Discuss and stress the • Appreciate the healthy
health and hygiene balance diet importance of eating self-image
promotion strategies • Weight management – balance meals • Care for personal health
diet and eating habits • Discuss healthy and and well being
• Stress and anger harmful eating habits • Understand the medical
management – social • describe the techniques facts and myths
support, relaxation to avoid risky situations
techniques
• Community support
• Good hygiene practices
• Positive communication
• personal and social
relationships

81
Grade 7

Strand 3: Individual and Community Health

Unit 2: Alcohol and Substance Abuse

Content Standard: 7.3.2 Students will be able to assess the short term
and long term health consequences of alcohol, tobacco and other drug
use

Benchmark(s):
7.3.2.1 Analyse the consequences of prolong use of use of drugs such as
cannabis on personal well-being and health
7.3.2.2 Explain the effects of tobacco products on its users and evaluate
the consequences on personal health
7.3.2.3 Use basic research skills to survey different drug users and report
on the effects drugs have or are having on the user’s health

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #09 Classification • Classification of drug • Identify and name the
of drug use category: types of drugs
• Prescription drugs according to the use.
• non-prescription drugs • describe and classify
• Stimulants them into their category
• Depressants of harmful and non-
• hallucinogens, harmful
• Narcotics
• Licit (legal) drugs
• Illicit (illegal) drugs
• Inhalants
• cocaine,
Lesson #10 Influences on • Types of drugs that • Identify and use problem • Be considerate in
drug use people can consume solving skills to make making decisions
• Reasons why people decisions • Care for personal
use and do not use • Identify and use refusal wellbeing
drugs and coping skills
Lesson #11 Effects of • Physical, emotional and • Describe the short-term • Choose to do medical
drug use on health and social effects of the fol- and long term effects of: checks over believing in
wellbeing lowing drugs: -- misuse of prescribed sorcery/witchcraft and
• Prescription drugs medicines bad spirits
• Crystal -- tobacco • Have the courage to
• Methamphetamine -- alcohol encourage relatives
• ‘date- rape drug” -- cannabis to do medical checks
when problems are
• Performance –
encountered with any
enhancing drugs body system
• Marijuana
• Over- the -counter
drugs
• Other dangerous drugs
• Tobacco
• Alcohol
• Cannabis
• Short term and long
term effects of drug use

82
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #12 Prevention • Ways to resist peer • Making wise decisions • Able to distinguish
strategies to avoid pressure between making right
addictive substances • Wise decisions and wrong decisions
Lesson #13 Positive • Refusal skills • Report the negative • Making wise judgments
communication strategies • Assertive behavior to the trusted during the risky
in avoiding risky communication to avoid people situation
situations drug addicted person • Making wise decisions
• Positive behavior
• Trusted people for
personal safety
Lesson #14 Legal and • What are the financial • Discuss the financial • Prioritize needs and
economic consequences implications? implications of drug use wants
of drug use • What are the social • Name and describe the • Take precautions of the
effects? consequences of how dangers of drug use
• Short and long term the drugs affect the lives • Respect the rights of
effects of people in the the family needs
community
Lesson #15 Effects of • Relationship between • Explore the relationship • Respect and care for
other people’s drug use the person, the drug between the person, the oneself and others
and the environment drug and the • Care for personal health
environment in and wellbeing
determining the impact
of drug use.

83
Grade 7

KSAV Strsnd 4 - Nutrition

Strand 4: Nutrition
Unit 1: Food and Nutrition

Content Standard: 7.4.1 Students will be able to classify different types

of foods by food groups and investigate the nutritional values contained
in them

Benchmark(s):
7.4.1.1 Classify different types of food groups
7.1.1.2 Profile a group of foods or one food in a food group in terms of
their productions, processing, nutritional values and health benefits

7.4.1.3 Investigate the nutritional values of food in the different food

groups

7.4.1.4 Examine availability of valid and reliable nutritional information,

products, and services and how to access them

7.4.1.5 Investigate certain diseases that are related to nutritional

deficiency and propose strategies for improvement

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson # 01 Nutritional Values in the • Explore the nutrition Appreciate nutritional
Let’s look at Nutritional foods facts values contained in foods
facts • Nutrition facts • Identify the calories
• calories

Lesson # 02 Diet for diabetes • Explore how to control Take extra care on
Diet for diabetes and • Controlling diabetes diabetes making choices of food
other diseases • Choices of food • Identify blood glucose Making sure to keep
• blood glucose level level and physical physically fit and healthy
• Physical activity activity

Lesson # 03 • Other types of diets • Explain the reasons for Appreciate the types of
Other food diets • Reasons for other diets diet food that are eaten in
• Follow each diet plans • Explore the diet plans. each diet.

Lesson # 04 • food requirements in a • Identify and list the Being assertive in food
Daily food requirements diet foods selection in a diet.
in a diet • Reasons for taking • Explain the reasons
these foods. • List other inclusions
• Other inclusions such as water required
required in the diet. in the diet.
Lesson # 05 • Foods to reduce weight • Describe how to reduce Have respect for oneself
Weight reduction diet • Plan ways to reduce weight and eat food that help to
weight • Develop weight reduce weight
reduction diet plan

84
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #06 Irregular meals affect • Discuss the effects for • To make sure food is
Consequences of health irregular meals taken at the right time
irregular meals • Tips for eating habits to be healthy and avoid
throughout the day. • Explain the health threads
Consequences of consequences of
skipping meals skipping meals.
• Poor performance
• Brain damage
• Loading calorie
Lesson #07 • Factors of obesity • Identify the factors of • Being sensitive of
Causes of obesity • Consequences of obesity becoming obese and
obesity • Discuss the avoid bad eating habits
• Ways to overcome consequences of • Desire to overcome
obesity obesity obesity
• Describe ways to
overcome obesity
Lesson #08 • Types of Anorexia Role play • Have self-esteem to
Anorexia Nervosa (eating Nervosa • Identify the types of take appropriate food
disorder) • Causes of Anorexia Anorexia Nervosa when eating
Nervosa • Discuss and role play • Have positive values
• Ways to overcome the cause for causes of about self-image
Anorexia Nervosa Anorexia Nervosa
• Describe the ways to
overcome Anorexia
Nervosa
Lesson #09 • Chronic diseases • Research the chronic • Show empathy to
Chronic disease • Conditions of these diseases others with chronic
diseases • Discuss and set goals diseases
• How to treat or take to take preventive • Self-Respect to be
preventive measures measures health conscious

Strand 4: Nutrition
Unit 2: Food and Hygiene

Content Standard: 7.4.2 Students will be able to examine the rules for
avoiding food poisoning and probe the résistance and carriers of diseases
of food poisoning.

Benchmark(s):
7.4.2.1 Identify and examine the rules for avoiding food poisoning
7.4.2.2 Analyse the causes of food poisoning and propose preventive
measures to improve the situations experienced
7.4.2.3 Discuss the resistance and carriers of food poisoning
7.4.2.4 Investigate the different methods of food preservations that
prevent food contamination and poisoning

85
Grade 7

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #10 • Rules to avoid risks • Research and identify • Caring attitudes to-
Rules to avoid food • involved in food the rules to avoid food wards cleanliness of the
poison • poisoning poison environment

Lesson #11 • Take preventive • Do a presentation on • Caring attitudes

Prevent food Poisoning measures for food • preventive measures on towards cleanliness of
poison food poisoning the environment
Lesson #12 • Types of carrier of food • Develop a relationship • Caring attitudes
Carrier of food poison poison between the types of towards cleanliness of
• How carriers spread the carrier of food poison the environment
poison onto food and how it is spread
Lesson #13 • Hand washing • Discuss and evaluate • Being careful and
Safe ways of preparing • Storing and preparing proper ways of hand proactive to ensure that
food meat washing food is prepared well
• Making sure food is • Analyse food well and safe
prepared well before before eating it
eating
Lesson #14 • Sanitation and personal • Apply the methods of • Make sure to use
Personal hygiene and hygiene for safe food sanitation and hygiene hygiene tips to be safe
food preparation keeping. • Analyse the tips of • Being responsible in the
• Food handlers- Hygiene handling food hygiene practice.
tips • Explain the kitchen
• Kitchen hygiene hygiene
Lesson #15 • Food Spoilage • Describe the food • Being cautious of food
Causes of food spoilage • What causes food spoilage storage to keep food in
spoilage? • Explain how to avoid good condition
• How can food decay be the food spoilage • Being creative to avoid
avoided? • Discuss the food food spoilage
• How to tell when food is spoilage and tell when it
spoilt? is spoilt
Lesson #16 • Reasons for food • Investigate and explain • Being careful to manage
Reasons for preservation preservation the reasons for food food properly
• Names of preservation. • Appreciate good quality
microorganism • Categories of the food foods.
that cause food microorganism
deterioration
Lesson # 17 • Principles of preserving • Recognise and analyse • Being responsible for
Principles of preserving food the importance of keeping food safe for
food • Methods of preserving preserving food eating
food • Explore and apply these • Appreciate food
methods of preserving preserving methods
food

86
 Health & Physical Education Teacher Guide

KSAV Strsnd 5 - Movement

Strand 5: Movement
Unit 1: Basic movement skills and concepts

Content Standard: 7.5.1 Students will be able to demonstrate

confidently, a range of loco-motor, non-loco-motor and manipulative skills
with emphasis on application of different concepts of movement skills,
patterns and sequences.

Benchmark(s):
7.5.1.1 Differentiate between loco-motor, non-locomotor and manipulative
skills
7.5.1.2 Demonstrate a range of loco-motor, non-locomotor and
manipulative skills
7.5.1.3 Explain and demonstrate movement concepts confidently in
performing movement patterns and sequences.
7.5.1.4 Examine game skills I Demonstrate with confidence a game skill
with control in changing positions of the body

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #01 • Types of Movement • Demonstrate movement • Encourage friends to
Combinations of combinations combination keep on doing
movement • run slow/fast, stop, stretch movement
forward jump and land on combinations
two feet/one foot
Lesson #02 • Variety of movement • Organise different • Share ideas with
Movement patterns patterns and concepts – movements to form friends and enjoy
and concepts spatial awareness patterns creating movement
• perform movement patterns
patterns
Lesson #03 • Variety of movement • Organize different • Co-operate in the
Movement sequences and concepts movements to form team and appreciate
sequences and body –body awareness sequences participation of others
positioning • perform movement
sequences
Lesson #04 • Directions of movements • Perform movement • Share ideas to move
Movement direction on curved, straight or directions of a chosen on pathways
and pathways zigzag pathways pathway
Lesson #05 • Moving with force • Apply change of direction • Encourage each other
Move and change • Change direction whilst as in a game situation to play safely
direction with some moving • run forward, receive ball,
force (merge 33 & turn and play the ball
34) backwards/sideways
Lesson #06 • Moving forward and • Plan movement actions • Applaud partners play
Move with speed backward with speed or with a friend. moves
and force force • Performing movement
actions

87
Grade 7

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #07 • Recognize manipulative • Perform manipulative skills • Share ideas to identify
Manipulative skills skills in marked or unmarked marked or unmarked
and space concepts • Different sizes of space for space space
moving
Lesson #08 • Manipulative skills with • Perform manipulative skills • Appreciate own
Manipulative skills body concepts with equipment or partner performance
body concept
Lesson #09 • Defensive play in team • Apply defensive play skills • Support and
Defensive Play skills sports in sports encourage each other
1 to perform the skills
correctly
Lesson #10 • Defensive play in individual • Apply defensive play skills • Support and
Defensive Play skills sports in individual sports encourage each other
2 to perform the skills
correctly
Lesson #11 • Offensive play skills in • Apply offensive play skills • Support and
Offensive play Skills team sports in team sports encourage each other
1 to perform the skills
correctly
Lesson #12 • Offensive play skills in • Apply offensive play skills • Support and
Offensive Play skills individual sports in individual sports encourage each other
2 to perform the skills
correctly

Strand 5: Movement
Unit 2: Movement and Game skills

Content Standard: 7.5.2 Students will be able to examine and perform a

range of manipulative and sports drills that are suitable for circuit
activities

Benchmark(s):
7.5.2.1 Examine manipulative skills that are suitable for selected sports

7.5.2.2 Explain and illustrate movement concepts confidently in

performing movement patterns and sequences

7.5.2.3 Demonstrate game skills with confidence, showing coordination

control in changing positions of the body

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #13 • Different body position in • Balancing on one, two • Appreciate individual
Body positioning in play body parts participation
play • Perform arm and leg
Lesson #14 • Body positions in • Perform whole body • Appreciate individual
Movement patterns movement patterns movement patterns participation
and body positions

88
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #15 • Body positions movement • Applying movement • Appreciate individual
Movement sequences sequences to body shapes participation
sequences and body
positions

Lesson #16 • Special body positions in • Perform various gameplay • Appreciate individual
Review lesson – play participation
Body position in play
Lesson #17 • Manipulative skills for team • Identify manipulative skills • Cooperate with
Game skills and sports for a chosen team sport partner team mates
team sports 1 • Demonstrate a and follow rules
manipulative skill identified • Have fun and enjoy
team sport in groups each other’s
participation
Lesson #18 • Manipulative skills for • Identify manipulative skills • Cooperate with
Game skills and individual sports for a chosen individual partner team mates
Individual sports sport and follow rules
• Demonstrate a • Have fun and enjoy
manipulative skill identified each other’s
in the individual sport in participation
pairs/individual skills
Lesson #19 • Manipulative skills for • Demonstrate skills of two • Cooperate with
Game skills for throwing and batting handed throw, strike and partner team mates
throwing and batting bat in pairs/or 3s and follow rules
• Have fun and enjoy
each other’s
participation
Lesson #20 • Manipulative skills for • Demonstrate skills of two • Cooperate with
Game skills for catching and hitting handed catch, one handed partner team mates
catching and hitting catch, strike and bat pairs/ and follow rules
or 3s • Have fun and enjoy
each other’s
participation
Lesson #21 • Changes in stance body • Perform changes in stance • Praise efforts of indi-
Change position position and direction and body position when viduals
while in play executing the skills
Lesson #22 • Control of body and stance • Demonstrate body control • Take care when using
Manipulative skills in manipulative skills and stance when moving sports equipment with
and body control with an equipment/partner/ a partner
stance opponent receiving and • Handle equipment
releasing ball or bat with care
Lesson #23 • Moving in response to • Demonstrate movement • Take care when using
Movement receiving or releasing in receiving, releasing and sports equipment with
responses and dodging from sports a partner
equipment • Handle equipment
with care
Lesson #24 • Position of the body when • Follow instructions and • Take care when
Body Position - changing direction Control demonstrate following instructions
change of direction of body when moving or in • Position of body when to perform a task
and control flight changing direction as in an individually with an
instep kicking object or partner.

89
Grade 7

KSAV Strsnd 6 - Physical Activity

Strand 6: Physical Activity

Unit 1: Games and Sports

Content Standards: 7.6.1 Students will be able to explain the importance

of values, attitudes and interest in sports and demonstrate these in sports
game situations and various sporting events.

Benchmark(s):
7.6.1.1 Examine the importance of values, attitudes and interest in sports
7.6.1.2 Demonstrate the required values, attitudes and interest in sports
skills in a variety of sports events
7.6.1.3 Enjoy by performing a range of combined movement skills in
sequences, patterns and concepts in different modified games and sports
7.6.1.4 Participate and show creativity in ball handling skills in ball sports
7.6.1.5 Show self -discipline, self-determination and perseverance in skill
in track and field track
7.6.1.6 Show enterprise in defensive and attacking skills and tactics in
various modified games and sports

90
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #01 • Softball game has rules • Demonstrate the softball • Demonstrate the
Ball handling – that all players must follow skills during the lessons following individually
Fielding and Batting: during the game. and overtime; or in a team;
-- Softball rules (1) • Softball equipment and -- Throwing - Appreciation
facilities include; -- Catching - Respect
Lesson #02 - bat, softball, makers, -- Running - Pride
First Aid kit, softball -- Batting - Responsibility
Ball handling -
gloves, base mats, -- Handling equipment
Fielding and Batting: - Harmony
softball protective masks
-- Softball skills (2) -- Problem solving during - Cooperation/
and chest protection,
score sheets, softball -- challenges in games participation
Lesson #03 field • Demonstrate the basketball - Team work
Ball handling - • Softball skills enable a skills during the lessons • And build overtime for
player to; and overtime; oneself, others,
Fielding and Batting:
- Follow the game rules of -- Triple threat position equipment, facilities
-- Applying softball
rules and skills in the game -- Passing and for career
a game situation - Handle the game with -- javelin and baseball pass) development
less difficulty -- javelin
Lesson #04. - Build softball game -- baseball
Ball handling, Goal techniques and tactics -- Basic principles (chest
Throwing and pass, bounce pass,
Basketball rules (1) • Basketball has rules that all -- overhead pass, one arm
players must follow during pass)
Lesson #05 the game. -- Catching
Ball handling – • Basketball equipment and -- Dribbling
facilities include; -- Shooting (set shot, jump
Basket shooting:
- basketball, basketball shot, lay up)
-- Basketball skills
court, basketball rings, -- Rebounding
(2)
First Aid kit, score -- Defense
sheets,
Lesson #06. Ball
• Basketball skills enables a
handling – Basket
player to;
shooting:
- Follow the game rules of
-- Applying
the game
basketball skills
- Handle the game with
(3)
less difficulty
- Build basketball skills,
techniques and tactics

91
Grade 7

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #07 • Hockey game has rules • Demonstrate the following • Demonstrate the
Ball handling - Goal that all players must follow skills during the lessons following individually
Striking: Hockey during the game. and overtime; or in teams;
rules (1) • Hockey equipment and -- the grip - Appreciation
facilities include; -- passing - Respect
Lesson #08 - Hockey stick, ball, face -- pushing - Pride
Ball handling – Goal mask, helmet, padded -- receiving (trapping) - Responsibility
Striking: Hockey gloves, chest pad, leg -- ball carrying (dribbling, - Harmony
skills (2) guards hitting, sweep hitting) - Cooperation/
• Hockey skills enable a -- tackling (jab tackling, participation
Lesson #09 player to; combination tackling) - Team work
Ball handling – Goal -- Follow the game rules of -- lifting the ball (forehand And build overtime for
Striking: Applying the game flick, reverse flick, flip self, others, equipment,
hockey skills (3) -- Handle the game with nick) facilities and for career
less difficulty -- penalty corner ((pullout, development
Lesson #10 -- Build hockey game drag, trap/stick stop)
techniques and tactics • Demonstrate the rugby
Ball handling – Try
Scoring: Rugby • Rugby league has rules skills during the lessons
league rules (1) that all players must follow and overtime;
during the game. - Passing
• Rugby league equipment - Tackling
Lesson #11
and facilities include;
Ball handling – Goal - Running with the ball
-- Rugby ball, head guards,
Scoring: Rugby - Side stepping
shoulder pads, shin pads,
league skills (2) - Hit and spin
field
• Rugby league skills enable - Swerve
Lesson #12 a player to; - Dummy pass
Ball handling – Goal -- Follow the game rules of - kicking
Scoring: Applying the game - Fending
Rugby league skills - Playing the ball
-- Handle the game with
(3)
less difficulty - Scrummages
-- Build rugby game tech- - Change of pace (swerve,
niques and tactics side step)

92
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #13 • The four standard throwing • Demonstrate the following • Demonstrate the
Athletics – Throwing events include; skills during the lessons following individually
events 1 - Shot put and overtime; or in teams;
- Discus Shot put skills include; - Appreciation
Lesson #14 - Javelin - Start - Respect
Athletics – Jumping They involve the use of - Spin or glide - Pride
events 1 equipment of various shapes - Movement and balance - Responsibility
and weights that are hurled - Throwing position - Harmony
Lesson #15 for distance - Push/delivery - Cooperation/
Athletics - Track • The four standard jumping - Recovery position after participation
events 1 events include; the throw, strength - Team work
- Long jump Discus skills include; And build overtime for
- Triple jump - Pivots on the ball self, others, equipment,
- High jump - Arm/hand position facilities and for career
- High Pole vault - Twist and turn development
Equipment consists of the - Foot position
use of `runway, take- off - Balance, strength
board layouts, jumping
(If throw with right arm, they
uprights and landing pit. pivot on their left foot)
• Track events are; Javelin skills include;
- Sprints - Grip
- Middle distance - Run up
- Hurdles - Throw
- relay events - Balance
- long distance - Movement/speed
- Standards track - Strength
distances
Long/triple and high jump
- 100m skills include;
- 200m - Run up, take off, the
- 400m step, the jump,
- 800m - Hop, step and jump
- 1500m Track skills;
- 4 x 100m - Running, speed,
- 4 x 400m endurance, hurdle skills
All involve standard running of jumping and running
tracks, start and finish lines, - 3 or 5 stepping
equipment such as hurdles,
relay batons.

93
Grade 7

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #16 • Sport is an industry • Demonstrate the following • Demonstrate the
National and • Sport unify diversity skills during the lessons following individually
international • Sporting events occur at and overtime; or in teams;
sporting events and different levels in PNG - discuss and analyze - Appreciation
heroes such as in the; sporting events - Respect
- District - discuss and analyze - Pride
- Provincial sport elite heroes - Responsibility
- National - designing plans for - Harmony
• Sporting events in the sporting programs - Cooperation/
country include; - perform leadership roles participation
- District tournaments - critical thinking and - Team work
- Provincial tournaments reasoning And build overtime for
- PNG Games - problem solving skills good ambassadors and
- National Championship - decision making process career development
etc. skills
• Region and international
sporting events include;
- Pacific Games
- Oceania Championships
- Commonwealth Games
- Youth Commonwealth
Games
- Olympic Games
- Youth Olympic Games
- Winter Olympic Games
- Paralympic Games
- World Championships
etc.
• Sports have a career
pathway. And as such elite
sportsmen and women
are known as national or
international sports heroes
or ambassadors

Strand 6: Physical Activity

Unit 2: Lifestyle and fitness for health

Content Standards: 7.6.2 Students will be able to examine and

demonstrate the physical functions of the body during physical fitness
activities in relation to strength, cardio vascular endurance, agility and
evaluate their benefits to life

Benchmark(s):
7.6.2.1 Examine the physical functions of the body during physical fitness
activities’ in relation to strength, cardio vascular endurance and agility
7.6.2.2 Evaluate the benefits of strength, cardio vascular endurance and
agility to life. Practice fitness activities at various settings which can
benefit them
7.6.2.3 Practice personally beneficial fitness activities in various settings

94
 Health & Physical Education Teacher Guide

Lesson Numbers
Knowledge Skills Attitudes/Values
and Titles
Lesson #17 • Active lifestyle leisure and • Demonstrate the following • Demonstrate the
Active and inactive recreational activities such skills during the lessons following individually
lifestyle activities as playing games, outdoor and overtime; or in teams;
physical activities and - performing fitness drills - Appreciation
others which people - critical thinking and - Respect
like to do for enjoyment, reasoning - Pride
relaxation and pastime - problem solving skills - Responsibility
• Inactive lifestyle in leisure - coping skills - Harmony
and recreational lifestyle - decision making - Cooperation/
include activities such
participation
as reading, watching
TV/ Movie, video games, - Team work
gardening etc And build overtime for
good citizenship and
career development
Lesson #18 • The body depends on the • Demonstrate the following • Demonstrate the
How the body works effective functioning of the skills during the lessons following individually
during fitness body organs and systems and overtime; or in teams;
activities such as; - performing fitness drills - Appreciation
- Muscles - critical thinking and - Respect
- Heart function reasoning - Pride
- Lungs functions - problem solving skills - Responsibility
- Skeletal - coping skills - Harmony
• In fitness activities care has - decision making - Cooperation/
to be taken to avoid; participation
- straining the muscles - Team work
- Over-working the body And build overtime for
etc. self, others, equipment,
facilities and for career
development
Lesson #19 • Benefits of fitness at home • Demonstrate the following • Demonstrate the
Benefits of fitness at include; skills during the lessons following individually
home for all - normal body system and overtime; or in teams;
functions - performing fitness drills - Appreciation
- healthy and active - critical thinking and - Respect
lifestyle reasoning - Pride
- strength/energy to do any - problem solving skills - Responsibility
physical activities - coping skills - Harmony
- long life - decision making - Cooperation/
- enjoyment participation
- positive social - Team work
interactions And build overtime for
self, others, equipment,
facilities and for career
development

95
Grade 7

Lesson #20 • Challenges in fitness • Demonstrate the following • Demonstrate the

Ways on improving include; skills during the lessons following individually
fitness challenges -- ignorance and overtime; or in teams;
-- food choices - performing fitness drills -- Appreciation
-- time constraints - critical thinking and -- Respect
-- habits e.g. smoking etc. reasoning -- Pride
-- culture differences and - problem solving skills -- Responsibility
backgrounds - coping skills -- Harmony
-- lack of support - decision making -- Cooperation/
-- lack of discipline particpation
-- sickness -- Team work
-- coping etc. -- build overtime for
• Ways on improving these self, others,
challenges include; equipment, facilities
-- self-discipline and for career
-- self-determined development
-- seeking assistance and
support from others
-- overcoming negative
challenges
-- change of mindset

96
 Health & Physical Education Teacher Guide

Assessment, Recording and Reporting

Assessment and reporting is an integral part of the delivery of any
curriculum used in the schools. In Standard-Based Curriculum,
assessment encourages the use of benchmarks derived from the content
standards and recommended types of assessment that promote
standards for a range of purposes.

Assessment is the process of identifying, gathering and interpreting

information about students’ learning. It is purposely conducted to provide
information on student’s achievement and progress.

Effective and meaningful assessment must be maintained at all times.

Assessment strategies’ must help students use a range of skills
including decision making, problem solving and critical and high order
thinking skills. And therefore, assessment must be on-going.

On - going classroom assessment is done to;

• support student learning
• monitor student learning
• diagnose student learning needs
• inform student reporting process
• evaluate teaching and learning strategies and
• evaluate teaching program.

Benchmarks
The standards-based curriculum introduces a form of assessment called
benchmarks. Benchmarks set the basis of the expectations in achieving
standards. It draws from the existing curriculum content standards
knowledge, skills, values and attitudes a learner must achieve at the end
of grade level. Senior primary school students must demonstrate
proficiency in the following knowledge, skills, values, and attitudes to
prepare them for junior high school.

Evidence outcomes
When students learning are demonstrated and achieved through
reaching the benchmarks. It indicates progress learning and referred to
as ‘evidence outcome’. Evidence outcomes are indicators that indicate
students’ progress towards meeting an expectation at the mastery level.
They measure students’ mastery and application of knowledge, skills,
values, and attitudes at grade and cluster levels.

Health & Physical Education subject has benchmarks and evidence

outcomes to measure students learning progress for each grade level as
well as level of schooling. For example, the bench marks and evidence
outcomes of the subject are the overall standards the Grade 7 students
must achieve and master to qualify them to progress to the next grade
level.

97
Grade 7

Assessment Methods and Strategies

Assessment must be systematic and carefully planned, developed,
designed, administered and monitored. Standards-Based Assessment
involves various assessment methods directly to the standards students
are expected to attain and by applying a range of assessment strategies
to obtain information and provide feedback about student learning.
Students’ progress of learning is determined by providing a variety of
assessment opportunities to measure their achievements. Heath &
Physical Education methods and strategies include;
• Tests
- practical
- written
• Observations of students
- informal observations
- checklist and notes
- watching work in progress
- systemic observation
- presentation to the class or classes at assembly
• On-going students’ records
- Students profile
- Checklists
- Running record sheets
- Students dairies
- Students journals
• Questionnaires
- Oral
- Written
• Conferencing or talking with students
- Informal conversation
- Interview
- Questioning individual and small groups
- Asking open ended questions
- Telling stories
- Listening to student explanations
• Keep a record of practical work/tasks
- Models
- Display of work samples
- Class and group samples
• Student self-assessment
- Group discussions
- Concept mapping
- Peer and self-assessments

• Research
- Small group or independent research
- Conducting surveys, interviews or case studies
• Presentations
- Debates
- Presentation of work
- Presentation of findings
- Interviews

98
 Health & Physical Education Teacher Guide

- Plays and role plays

- Sharing findings and observations with other classes
• Writing
- Essays
- Explanations
- Case study
- Completing activity sheets
- Concept maps
- Assignments
- Projects
- Articles for newspaper
• Visual representations
- Posters, drawings, flow charts, diagrams, maps, tables, graphs,
paintings and tables
• Processes and procedures
- Observing, identifying, recognizing and investigating
- Classifying, questioning, comparing and predicting
- Drawing conclusions, taking measurements and putting forward
possible solutions
- Solving problem, applying concepts, evaluating

Assessment Plan
Content standards and benchmarks are the starting points in the process
of identifying and planning assessment tasks.

Assessment tasks must be planned before delivery. In the process of

writing and planning an assessment task, the following are some points
that you may consider;
• choose assessment methods suitable for the assessment task
• develop assessment criteria by breaking down the knowledge, skills,
attitudes and values that the students will need to demonstrate to
complete the activity successfully and
• consulting Bloom’s Taxonomy as per the students’ cognitive levels.

Teachers are the best assessors of the students and must ensure that all
assessment tasks are;
• clearly stated in language students can interpret
• link to the content standards
• aligned and must meet the benchmarks
• balanced, comprehensive, reliable, fair and
• engages the learner.

According to the suggested Grade 7 content overview and yearly plan,

a suggested yearly assessment plan for assessment tasks has been
planned and placed according to the number of teaching weeks in the
school year.

Assessment Tasks
Assessment tasks are learning activities created from the content
standards which are directly aligned to the benchmarks. These are written

99
Grade 7

and specifically designed and planned before administering. It is

important to plan assessment tasks for the whole year using the content
overview and the yearly or term plans.

Assessment tasks form the basis of the assessment processes of

assessing each learner in relation to the content standards and
benchmarks. They contain key knowledge, skills, attitudes and values that
must be achieved at the end of performing the assessable tasks.

Grade 7 Assessment Tasks Overview

This is an assessment task overview planned for teachers in Grade 7 for
the year. Teachers are expected to carefully plan, design, conduct and
monitor assessments accordingly to standards and as per their school
assessment programs. Assessment is important to monitor student’s
academic performances, knowledge, skills, creativity, behaviors, attitudes
and values. Assessment results and evidences also provide information to
teachers, the school and other stakeholders towards the achievement of
benchmarks.

The information in the table below contains suggested assessment tasks

and methods under the respective strands, units, content standards and
benchmarks. Note also that, the suggested assessments prescribed are
broad and designed for conducting summative assessment or provides
an opportunity for the teacher to expand on the tasks depending on the
needs of the students and the context.

It is compulsory that teachers conduct a range of assessment tasks and

methods planned for the whole school year. Ensure to outline and explain
to the students the yearly assessment tasks overview in order to prepare
them prior to the actual date of handing them the assigned tasks.

Grade 7 Suggested Assessment Task Overview by each strand and unit

Strand Unit Content Benchmarks Suggested Suggested

Standard Assessment Task Assessment
Method
Safety 1. Safety in 7.1.1 7.1.1.1 – 7.1.1.4 Demonstrate with Role play
sports and a partner the first Checklist/Rubrics
First Aid aid procedure on
or of RICER, CPR,
DRABC
Growth and 1. Human 7.2.1 7.2.1.1 -7.2.1.3 1. Make a poster Project
Development Development, of muscular or Assignment
Growth and circulatory Awareness
Sexuality system and Work samples
describe ways Presentation
to care for them
and how these
systems can be
harmed.

100
 Health & Physical Education Teacher Guide

Strand Unit Content Benchmarks Suggested Suggested

Standard Assessment Task Assessment
Method
Individual 1. Personal 7.3.1 7.3.1.1 -7.3.1.3 1. Construct Project
and Commu- Health and personal plans Assignment
nity Health Hygiene with preventive Awareness
strategies for Work sample
personal health
Presentation

2. Research and
identify local
resources that
provide health
services for
situations
requiring health
care for people
who are
vulnerable
Nutrition 1. Food and 7.4.1 7.4.1.1 -7.4.1.5 Describe the Project
Nutrients benefits of the Assignment
different nutrients Awareness
and how it Work sample
contributes to good Presentation
health
Movement 1. Basic 7.5.1 7.5.1.1-7.5.1.4 1. Demonstrate Checklist
movement a sequence of Work sample
skills and movements Presentation
concepts in a ball game Demonstration
situation. For
example; bat,
catch and throw
as in softball
Physical 1. Games and 7.6.1 7.6.1.1-7.6.1.6 1. Demonstrate ball Checklist
Activity Sports handling skills/ Work sample
track and field Presentation
events 2. Demonstration
Research and
report to the class
a national or
international sport
ambassadors
Safety 2. Emergency 7.1.2 7.1.2.1-7.1.2.3 Describe and Project
Situation research common Assignment
and Risky safety procedures Awareness
Behaviour applied in risk-taking Work sample
situations
Presentation

101
Grade 7

Strand Unit Content Benchmarks Suggested Suggested

Standard Assessment Task Assessment
Method
Growth and 1. Human 7.2.2 7.2.2.1-7.2.2.4 1. Draw and Project
Development Development, describe a flow Assignment
Growth and chart of the Awareness
Sexuality pregnancy cycle Work sample
from fertilization
Presentation
to birth
2. Discuss and list
the importance
of learning about
their reproductive
system.
Growth and 2. Relationships 7.2.3 7.2.3.1-7.2.3.4 Investigate resources Project
Development for support when Assignment
dealing with difficult Awareness
emotions Work sample
Presentation
Individual 2. Alcohol and 7.3.2 7.3.2.1-7.3.2.3 Develop preventive Project
and Substance measures or Assignment
Community Abuse strategies that can Awareness
Health save an individual Work sample
and community from Presentation
health threats
Nutrition 2. Food and 7.4.2 7.4.2.1-7.4.2.4 1. Identify the Project
Hygiene causes of food Assignment
poison and Awareness
recommend ways Work sample
to improve them.
Presentation
2. Identify 3
preservative ways
to keep food
safe from food
poisoning.
Movement 2. Movement 7.5.2 7.5.2.1-7.5.2.3 Demonstrate a Checklist
and Game sequence of Work sample
Skills movements in a net Presentation
and court team sport Demonstration
Physical 2. Lifestyle and 7.6.2 7.6.2.1-7.6.2.3 Investigate and Checklist
Activity Fitness for demonstrate various Work sample
Health health related fitness Presentation
activities associated Demonstration
in improving body
functions

Assessment Sample Plans and Rubrics

Below are sample assessment plans and rubrics the teacher can use to
plan and conduct assessments.

Sample Assessment Tasks Plan

There are different ways to plan assessment tasks and the types of
methods teachers can use in classrooms. The sample assessment tasks
given are examples for teachers can use to plan catering for the learning
needs of the grade. The sample plans are explicit and direct the teacher
102
 Health & Physical Education Teacher Guide

to the content of learning.

Teachers need to;

• identify valid and reliable assessment tasks from the learning
activities
• develop specific assessment criteria that describe what a student
must do in order to perform the assessable task
• ensure the students are aware of and understand the assessment
criteria and rubrics
• give feedback to the students on their performances in each of the
assessment task.

Sample Assessment Task Rubrics

Rubrics are great means to communicate standards-based performance.
The teacher can use a rubric when you wish to score a student’s
performance or product for a range of proficiency or competence levels in
relation to criteria drawn from identified standards.

Sample Assessment Task Plan – Task 1

Strand: Safety
Unit 1: Safety in Sports and First Aid

Content Benchmarks Assessment Assessment Criteria Assessment Recording

Standard Task Method & Reporting
Method
7.1.1 7.1.1.1 Demonstrate with 1. Correct demonstra- Observation Checklist with
a partner the first tion on one of the comments
aid procedure on procedures (RICER, on individual
or of RICER, CPR, CPR, DRABC) student
DRABC 2. Correct First
Aid knowledge,
skills, values and
attitudes applied on
the casualty
3. Time, effort and
participation in the
overall activity

103
Grade 7

Sample Assessment Rubric Task: 1

Strand: Safety
Unit: 1 Safety and First Aid

Marking key

Needs to
Excellent (E) Very Good (VG) Good (G) Fair (F)
improve(NI)
10 8 6 4 2

Name(s): ……………………………………
Total Mark: /40

No: Marking criteria E VG G F NI

01 Correct demonstration on one of the procedures
(RICER,CPR,DRABC)
02 Correct First Aid knowledge, skills, values and attitudes
applied on the casualty
03 Time, effort and participation contributed in the overall activity

04 Overall individual behaviour

Total

Grand Total
/40

Assessment Task for Lesson Number 34 - Setting Personal Boundaries and

Values in a dating relationship

Sample Assessment Rubric Task: 02

Reasons for Rubrics
• Students immediately know what is expected of them
• Rubrics make judging more clear, consistent and equitable
• Rubrics raise the quality of work produced
• Rubrics save time
• Rubrics judges teaching and learning

Things to Note
• The Assessment Rubric must be given at the time the assessment
begins. Before this Lesson is being taught, the students must be
reminded of the Assessment Task that must be done after the lesson
is taught. Ensure that the Assessment Task must be assigned in the
beginning of the Term that this lesson is going to be covered.

Instruction
In your own words, provide a response for these questions.
1. Why is it important to set personal boundaries and values in a dating
relationship?
104
 Health & Physical Education Teacher Guide

2. Identify consequences of not setting personal boundaries and

values in a dating relationship and provide solutions to minimize the
consequences
3. Provide an analysis of the benefits of setting personal boundaries
and values in a relationship

“Setting Personal Boundaries and Values in dating Relationships”

No Criteria 4 marks 3 marks 2 marks 1 mark 0 mark

Meets Criteria Meets Approaching Minimal No attempt
at a high Level Criteria understanding Understanding on task
of task of tasks
1 Explain the Explains the Provides Demonstrates Demonstrates No evidence
importance of importance some some correct some evidence of attempting
setting personal and supports explanations thinking about correct thinking the task
boundaries and his/her on the the importance about the
values in dating argument very importance importance but
relationships well and provides shows little
some understanding
support for
his/her
argument
2 Identifies Identifies the Identifies Demonstrates Struggling to No evidence
consequences consequences some con- little identify the attempting
of not setting and provides sequences understanding of consequences the task
personal very good and and provides the consequenc- and provides
boundaries and correct some es and struggling minimal or no
values in a solutions solutions to provide solutions
dating solutions
relationship
3 Analyze the Identifies Identifies Tries to identify Offers little No evidence
benefits of the benefits, some the benefits and explanation of attempting
setting personal explains and benefits, finds it hard his/her thinking the task
boundaries in a justifies his/ explains and to explain and and does not
dating relations her thinking justifies his/ justify his/her make sense
thoroughly and her thinking thinking
clearly

Marking Matrix
(Both the Assessment Rubrics and Marking Matrix must be attached to
the students marked assessment task after marking and recording)

Student Name: __________________________Class: __________________

Assessment No and Title:__________________________________________

Criteria Mark Awarded Comments

1 /4

2 /4

3 /4

Total Marks Awarded for / 12

Assessment Task

105
Grade 7

Sample Assessment Task Plan – Task 3

Strand: Movement
Unit 1: Basic movement skills and concepts
Lesson No: 3
Lesson Title: Movement sequences and body shapes

Content Benchmarks Assessment Task Assessment Criteria Assessment Recording

Standard Method & Reporting
Method
7.5.1 7.5.1.3 Perform a sequence of Order of movements Peer Checklist with
movements (‘run, jump, Flow of movements Assessment comments
catch a fly ball, and Confidence of from individual
land on both feet) in a performer student
game play situation and
Control of the body
describe body shapes
during performance.

Assessment Rubric for Assessment Task 3 - Movement sequences and body

shapes

Criteria 4 Marks 3 Marks 2 Marks 1 Marks 0 Marks

Order of All 4 skills Last 3 skills Last 2 skills 4 skills not Poor or no
movements performed in performed in performed in performed in attempt to
correct order correct order correct order order perform any
skill
Flow of Very good and Performed skills Some flow shown Little flow with 3 Flow not
movements smooth flow in with good flow in the first 3 skills stops observed
performing skills with 1 stop
without stops
Confidence of Very confident Performed with confidence Little confidence No
Performer performing all some confidence shown in the last shown in the last confidence
skills shown in the first 3 skills 3 skills observed
3 skills
Control of the Very good body Some good body Good body Little control No control
Body control in control in the control in the shown in the last observed in
performing all performance performance 3 skills the unsteady
skills in the first 3 skills in the last 3 skills performance

106
 Health & Physical Education Teacher Guide

Recording and Reporting

The recording and reporting of student achievements in the classroom is
very important. Teachers use a range of tasks to ensure that commended
content standards are equally assessed, recorded and reported. This
helps the teacher to reflect the effectiveness of their teaching.

Teachers should keep accurate records of how well the students achieved
the knowledge, skills, attitudes and values in the content standards in
Grade 7.

Recording

Teachers can record the evidence of students’ demonstrations of

achieving the content standard statements, using assessment
instruments that are manageable. Here are some recommended recording
methods;
• individual or class checklist, or class grid to record observations
• comments on students’ work indicating what they have done well
and where they need to improve
• work samples being added to a portfolio
• test marks
• students’ assessments of their own performance using the
assessment criteria
• students’ assessment of their peers using the assessment criteria.

Students are given constructive feedback by the teacher on what they

can do well and what they need to do to improve. Likewise, teachers are
focused on the content they are assessing and are able to apply fair and
consistent judgment.

Reporting

Teacher should report what students have done well and how they can
improve further. Formal reporting through written reports and interviews
are done to inform parents and guardians of the students learning
progress and other related areas such as behaviors. Teachers must
ensure that the student has demonstrated and achieved the content
standards independently on a number of occasions. These can be done
formally or informally.

The achievements are reported to the respective stakeholders in relation

to;
• weaknesses in the learner
• strengths in the learner
• parent and guardian support and
• evaluation of the content of learning.

107
Grade 7

Recording and Reporting Strategies

Students must be informed of their achievements in the assessment
tasks they participated in. They feel responsible for their own learning and
can use the experience to take up the challenge to improve on their own
weaknesses based on the assessments.

Suggested assessment recording and reporting tools

Keeping informed records of student performances on formal
recording tools is very important both for the students, guardians, parents
and teachers of the next grade level. Some recording tools are shown
below as samples for teachers to use apart from those currently used
in the classroom. Assessment recording and reporting tools are used to
identify where a student is in relation to the standard. Examples of these
tools include checklists, generalized and specific rubrics, answer keys,
scoring templates and observation sheets.

Sample 1: Anecdotal Notes – Class Grid

- record the dates of assessment tasks
- write comments on the performance observed as per the criteria
given
- one box is for a student
- this same grid can be used for a term depending on the type and
number of assessment tasks prepared

Class: Anecdotal Notes- Group No:

May June July August September October

Content Standard: 7.6.1
Benchmarks: 7.6.1.1-7.6.1.6
Nunty
20/05/17
Assessment Task 1
Performed criteria 1&2
satisfactory
Meico
20/05/17
Assessment Task 1
Satisfactory but criteria 1
was incomplete
Thomas
20/05/17
Assessment Task 1
Performed criteria 2
satisfactory but did not
attempt criteria 1

108
 Health & Physical Education Teacher Guide

Class Checklist Recording for Peer Assessment

This form of recording can occur formally and informally. The emphasis is
on constructive observation and critical feedback. It is particularly a useful
strategy for skill assessment for formative purposes.

After observing each other’s movement skills performance or other role

plays, students are asked to give formal or informal feedback to each
other focusing on positive comments and areas that might need further
attention.

Strand: Individual and community health Marking Code Keys:

Unit: 1 Personal health and hygiene A: Achieved
Content Standard: 7.4.1
PA: Partly achieved
Benchmarks: 7.3.1.1-7.3.1.3
NA: Not achieved
Assessment Task: Describe the benefits of the different
NI: Needs to improve
nutrients and how it contributes to good health
Assessment method: Presentation - Awareness
Group Names Criteria 1: Correct outline of Criteria 2: Knowledgeable of Criteria 3: Display of
the benefits of food nutrients the content, presentable and creativity, behavior and
to healthy wellbeing strategy applied overall effort
1. Apisai
2. Rino
3. Hosy
4. Jacobline
5. Pombi
6. Eldie

7. Gregy

109
Grade 7

Monitoring and Evaluation

Monitoring and evaluation are the processes in which teachers will gather
and use assessment information to make judgments about the
effectiveness, efficiency and impact of their teaching, students learning,
assessment programs and resources.

This information can be used by teachers to evaluate the effectiveness

and the quality of health - physical education lessons taught throughout
the year.

Similarly, a whole school can analyze results of the subject by strands and
content standards or by grades, and identify areas of strengths and
weaknesses. For example, if a whole school is not performing well in
Health & Physical Education, then the subject could become the focus for
school based in-service and resource development for the next year. In
this way, assessment information serves three purposes;
• to improve students’ learning
• to improve the quality of teaching and
• to improve the content.

110
 Health & Physical Education Teacher Guide

Glossary
Explanations of terms used in this Teacher Guide are provided for subject
specific and general terms.

Word Definitions

adolescence the period following the onset of puberty during which a young person
develops from child into adult
agility the ability of the body to move and to change direction easily, quickly and
efficiently, for example to dodge or weave
AIDS acquired immune deficiency syndrome

alcohol a drink that contains ethanol a type of alcohol produced by fermentation of

grains, fruits or other sources of sugar
aquatic sports sports played or performed in or on water such as water skiing, diving,
snorkelling
ART antiretroviral treatment

assertiveness is a healthy way of communicating. it is the ability to speak up for ourselves

in a way that is honest and respectful
athletics a collection of sporting events that involve competitive running, jumping,
throwing and walking. Common types of athletics events in track and field
include sprints, distance running and jumps and throws
back stroke a style of swimming on the back in which the swimmer makes circular
backward movements with each arm alternately while kicking the legs
rhythmically up and down
badminton a racket sport where players use small rackets to hit a ball like objects with
feathers or nylon (a shuttle cork) over a net – singles or doubles are played
balance the ability of the body to move itself in a steady position while moving or
when standing still. for example, controlling the body after chasing the ball
ball and ring sports team sports played using a ball and rings such as basketball and netball

ball handling skills the control of the ball as in basketball or soccer or any ball sports by skilfully
dribbling and accurate passing management
basic sports admin- to ensure the smooth management of a sports organisation this may range
istration from sporting clubs, fitness centres, sports facilities etc. There are also
sports opportunities in sports funding bodies and local authority for sports
development
bat and ball sports team sports played using ball and bat such as softball

breast stroke a breast stroke style of swimming where a swimmer begins on the chest in a
stretched out, horizontal position. The arms are pulled outwards, downwards
and back. the head is lifted up as the arms are pulled in towards the chest.
bullying when a person is picked on over and over again by individual or group with
more power either in terms of physical strength or social standing. Main
reasons people are bullied are because of appearance and social status
butterfly stroke a swimming style in which both arms are lifted simultaneously above and
over the head while both feet are kicked up and down

111
Grade 7

caffeine a chemical mainly found in coffee, tea, and cola

cardio –respiratory refers to the efficiency of the heart and lungs in taking up and delivering
endurance adequate amounts of oxygen to the working muscles. It is particularly
important in a sustained activity, such as jogging that will have a direct effect
on muscular endurance or aerobic capacity
career pathways a sequence of courses within your area of interest. it will connect your career
interests from high school to college or to pursue your dreams formally or
informally
cholesterol fatty substance which circulates in blood and may be deposited into walls of
arteries
circuit activities physical fitness activities where a variety of exercises are performed at
different stations such as push-ups, sit ups, shuttle runs and frog runs
code of conduct an approved and accepted set of principles as guidelines for athletics,
officials and spectators in games and sports. these guidelines help promote
fair play
communicable disease that is spread from one person to another through a variety that
diseases include, contact with blood and bodily, breathing in an airborne virus or by
being bitten by an insect
cool down easy exercise done after a more intense activity to allow the body (heart rate,
muscles, temperature, breathing) to return to normal or resting state
coping skills methods a person uses to deal stressful situation. obtaining and maintaining
good coping skills does take practise. however, utilizing these skills become
overtime. most importantly good coping skills make for good mental health
wellness
CPR cardiopulmonary resuscitation

cricket is a bat and ball game/sport played between two teams for eleven players
on a field at the centre of which is a 20m pitch with a wicket at each and,
each comprising two bails balanced on each stumps
defensive play favouring defence as playing strategy concentrating more on preventing the
other team from scoring
dental health taking care of your mouth, teeth and gums is a worthy goal in and of itself.
good oral and dental hygiene can help prevent bad breath, tooth decay and
gum diseases and can help you keep your teeth as you get older
diet in nutrition diet is the sum of food consumed by a person. It implies to the
use of specific intake of nutrition for health or weight management reasons
diseases abnormal condition that negatively affects the structure or function of part or
all of an organism and that is due to any external injury
DRAB danger, response, airway, breathing

drug addiction a distinct concept from substance dependence, is define as compulsive out
of control drug use, despite negative consequences. an addictive drug is a
drug which is both rewarding and reinforcing
drugs a drug is any substance (other than food that provides nutritional support)
that when inhaled, injected, smoked, consumed, absorbed via a pitch on
the skin, or dissolve under the tongue causes a temporary physiological/and
often psychological change in the body

112
 Health & Physical Education Teacher Guide

ejaculation is the release of semen from the penis at orgasmic (sexual climax). when a
man is stimulated, the brain sends signals to the genital area through nerves
in the spinal cord to make the pelvic muscles contract
emotional wellbeing the implications of disease emotion wellbeing are related to mental health
concerns such as stress, depression and anxiety. these in turn can
contribute to physical –ill-health such as digestive disorder sleep,
disturbance and generally lack of energy
endurance ability to bear prolonged hardship the ability or power to bear prolonged
exertion, pain, or hardship without giving way
F.I.T.T frequency. intensity. time. type (relates to physical activity)

fair play describe attitudes and behaviours established to allow every person an
equal opportunity to participate in a game, follow the rules of the game,
respect each other, play safely and accept umpire’s decision.
family planning the practice of controlling the number of children one has and the intervals
between their births, particularly by means of contraception or voluntary
sterilization
fertilization the action or process of fertilising an egg involving the fusion of male and
female gametes to form a zygote
field and goal sports team sports played using ball and goal between two teams such as soccer,
rugby league and rugby touch
field events throwing or jumping competition: an athletics event in a track-and-field meet
that takes place on an open grass area not on a track, e.g. the discus,
javelin, long jump, or high jump
First Aid help given to a sick or injured person until full medical treatment is available

fitness the ability to take part in physical activity without getting too tired

flexibility the ability to move the joints through their full range of motion

food poisoning illness from food contaminated with bacteria, virus, parasites or toxins

food pyramid is a triangular diagram representing the optional number of servings to be

eaten each day of the basic food groups
free style a stroke in swimming where a swimmer lies on top of the water on the
stomach. the arms are around in a circular motion while the legs kick up and
down in a flutter kick.
fundamental building blocks of movements that other movements for specific purposes
movement are build or developed from

game skills skills performed in playing games with objects or partners e.g., catch, kick,
volley, shooting
GBV gender based violence

gender equity the different behaviour aspiration and needs of women and men are
considered valued and favoured according to their respective needs. it does
not mean that they have to become the same but their rights and
responsibilities and opportunities will depend on whether they are born male
or female
general space open space where students move and share with others

113
Grade 7

gymnastics the name given to a range of activities in which the body is moved from one
position to another in a variety of ways that requires balance, strength,
flexibility, coordination and endurance. it develops skills to support, transfer
and manage body weight. gymnastics is done both with and without
equipment
HAMP hiv aids management and prevention

hand-eye skill of using the hand and eye at the same time through movement in games
coordination and sports

harassment when someone behaves in a way which offends you or makes you feel
distressed or intimidated. this could be abusive comments or jokes, graffiti
or insulting gesture.
hazardous situation a situation that poses a level of potential threat or risk to people. it has the
potential to cause harm or can harm if active
heart/lung this is the capacity of the lungs to breathe greater amounts of air and the
endurance heart to circulate as greater amount of blood through the system. the more
effective the heart and lungs are, the fitter the person is
herbs any plant with leaves, seeds or flowers used for flavouring, food, medicine or
perfume
HIB harassment, imitation and bullying

high intensity an activity that requires lots of energy and force

exercise

HIV human immunodeficiency virus

human anatomy a complementary basic medical science which deals with scientific study of
the structure of human body
hygiene conditions or practices conducive to maintaining health and preventing
disease especially through cleanliness
inherited something you receive from your parents, grandparents or other family
characteristics members is inherited whether it’s a personality trait or inherited genetically

interpersonal occurs when a person or group of people frustrates or interferes with

conflicts another person’s effort at achieving a goal

leg-eye coordination skill of using the ley and eye at the same time through movement in games
and sports
LGBT lesbian, gay, bisexual transgender

lifestyle diseases include atherosclerosis, heart disease and stroke, obesity and type 2
diabetes and disease associate with smoking and alcohol and drug abuse.
also lack of physical activity and unhealthy eating
long jump a track and field event in which competitors jump as far as possible along
the ground in one leap from a take-off point with combine speed, strength
and agility
malnutrition a disease caused by an improper or insufficient diet. not having enough to
eat and not eating enough of the right food
movement concepts how movements are performed, they are speed, effort, level sand
relationships to an object or partner
movement sequence locomotor or non-locomotor movements performed in a sequence smoothly

114
 Health & Physical Education Teacher Guide

muscular endurance the ability of muscles to keep working for an extended period of time

netball a ball sports played by two teams of seven players. A game based on pass-
ing, catching and shooting a ball using the hands where body contact is not
permitted
non – prescription any drug that you can buy over the counter without a doctor’s prescription.
drugs these drugs can interact with other medicine and can sometimes cause
serious health problems
non-communicable a medical condition or disease that is not caused by infectious agents
diseases (non- infectious or non-transmissible. Non-communicable disease refer to
chronic disease which last for long periods of time and progress slowly
nutrition deficiencies occurs when the body is not getting enough nutrients such as vitamins
and minerals. There are number of conditions that are caused by nutritional
deficiency such as anaemia. The body requires vitamins to stay healthy and
functional properly
offensive play is the action of attacking or engaging an opposing team with the aim of
scoring points or goals
over-arm throw game skill performed by the movement of arm raised above the shoulder.
commonly used in sports for throwing far and for quick accurate passes
peer pressure direct influence on people by peers

physiology the way in which a living organism or bodily part functions

pivot keeping one foot on the ground while moving another

playing field area for organized team games. an area of level ground used for organized
sporting activities
preservatives a substance used to preserve food stuff against decay

puberty the period during which a adolescent reach sexual maturity and become
capable of reproduction
racket and net team sports played using racket and net such as badminton, table tennis
sports and tennis

relationships a strong deep or close association or acquaintances between two or more

people
resilience the capacity to recover quickly from difficulties or toughness

RICER rest, ice, compression, elevation, referral

risky behaviour are those that are potentially exposed people to harm or significant risk of
harm which will prevent them reaching their potential. some risky behaviour
is normal and is part of growing up
safety skills skills that one must be aware of for protection to avoid injuries during
physical activities
sanitation conditions relating to public health especially provision of clear drinking
water and adequate sewage disposal
self-space space enough for an individual marked and not shared

sensory impairments is when one of your sense of sight, hearing, smell, touch, taste and spatial
awareness is no longer working or normal

115
Grade 7

soccer a form of football played by two teams of 11 players with a ball which may
not be handled during play expect by goal keepers. a game based on
passing, controlling and shooting a ball with the feet, legs, chest and head
social changes the improvement of human and social condition and the betterment of
society. such change can occur at many levels including individuals, families,
communities, organisation and the government
social exclusion exclusion from the prevailing social system and its rights and privileges
typical as a result of poverty or the fact of belonging to minority social group
social inclusion is the process of improving the terms of which individuals and groups take
part in society improving the ability, opportunity and dignity of those
disadvantaged on the basis of their identity
social media websites and applications that enable users to create and share content or
participate in social networking
softball a sport similar to baseball played on a small diamond with a ball larger than
baseball and that is pitched underarm.
spatial awareness the ability to be aware of oneself in space. It is an organised knowledge of
objects in relation to oneself in that given space
spike the act of scoring a point by slamming the ball over the net into the
opposing court effectively and aggressively
sportsmanship positive behaviours and attitudes of players showing respect for the rules of
the game and for other players and officials
standard games/ games/sports performed or played with standard rules accepted worldwide
sports by IF’s

static balance able to maintain a stationary position throughout the movement

STI sexually transmitted infections

submerging skills of swimming that requires a person to go under the water

tackling attempt to take the ball away from the opposition

TB tuberculosis

techniques specific details or actions performed within a skill

techniques skill or method to perform a particular task

technology is comprised of products and processes created by engineers to meet our

needs and wants and improves accessibility, time and effort
tobacco contains nicotine which go through the process of drying and fermentation
for smoking and chewing
track events athletic events that take place on a running track in sprints and distance
running
triple jump the competitor runs on the runway and performs a hop from a running start
and a step and swing jump onto a sand pit
VCT voluntary counselling and training

volley ball a game/sport based on hitting a medium sized light ball with fingers, hands,
wrist and forearms. It is a team sport in which two teams of six players are
separated by a net

116
 Health & Physical Education Teacher Guide

warm up series of dynamic activities usually including a general body activity such as
a jog, walk, skip with stretching while moving and skills rehearsal to prepare
the body for the game or activity to follow

117
Grade 7

Resources
Health & Physical Education lessons require resources both for the
student and the teacher. Physical Education is a practical subject
therefore requires resources and specific equipment. All classrooms must
be fully equipped with relevant resources in order for the learning content
to be planned and delivered effectively Teachers are encouraged to use
improvised teaching and learning materials.

These suggested resources are listed to guide teachers to select

materials that students must handle comfortably and access cheaply.

Suggested equipment and other learning materials

no Teacher Resource Student Resources Type of resource

Improvised Manufactured

1 Sports equipment kit balls, bats, rackets, batons nets, Improvised Manufactured
rings
2 Skipping ropes Skipping ropes Improvised Manufactured

3 Cones Cones Improvised Manufactured

4 Witches hat Witches hat Improvised Manufactured

5 Whistle Whistle Improvised Manufactured

6 Goal posts Improvised Manufactured

7 Nets and rings Improvised Manufactured

8 Safe playing field Safe playing field Community oval

9 Sports men and women Sports men and women Local personnel

10 Softball gloves Manufactured

11 Bases Manufactured

12 Sports clothing/shoes Manufactured

13 First Aid Kit Plasters, stretch bandage, Manufactured

dencorub
14 Physical Education Improvised Manufactured
posters
15 Safety mats/crash mats Improvised Manufactured

16 Health posters/charts Improvised Manufactured

17 Health brochures Improvised Manufactured

18 Health booklets Improvised Manufactured

19 Health pamphlets Improvised Manufactured

20 Health and Physical Manufactured

Education audio and
visual aids

118
 Health & Physical Education Teacher Guide

References
https://www.healthline.com/nutirion /how-to-lose-weight-as-fast-as-possible

National Department of Education 2003, Upper Primary Personal

Development Outcomes Based Syllabus, NDOE, Waigani. Papua New
Guinea

National Department of Education 2003, Upper Primary Personal

Development Outcomes Based Teachers Guide, NDOE, Waigani. Papua
New Guinea

National Department of Education 2017, Junior Primary Grades 3,4 &5

Physical Education Standards Based Syllabus, NDOE, Waigani. Papua
New Guinea

National Department of Education 2017, Junior Primary Grades 3,4 &5

Physical Education Standards Based Teacher Guides, NDOE, Waigani.
Papua New Guinea

Plant.S, Woolcock.R BE Physical, Phys ED and Health for Junior Students

Book 1(1995) Longman Australia

Ready-to-Use P.E. Activities for Grades 7-9

Sport Lifestyle & Recreations (Heinemann 2004 Edition) Pages 56-64

Sports Education Coaching Manuel, Training Sessions 5 pack Format.

Macmillan. Australia

Stasos.A, Fedel.F, Grego.V, Eussen.A, Johnston D, Liley.N, (2001) Sports,

Lifestyle & Recreation Heinemann. Australia

119
Grade 7

Appendices
Appendix 1: Bloom’s Revised Taxonomy

Creating Generating new ideas, products or ways of viewing things by:

(High order thinking) • Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
• Making
Evaluating Justifying a decision or course of action by:
(High order thinking) • Checking
• Hypothesizing
• Critiquing
• Experimenting
• Judging
Analyzing Breaking information into parts to explore understanding and relationships by:
(High order thinking) • Comparing
• Organizing
• Deconstructing
• Interrogating
• Finding
Applying Using information in another familiar situation by:
• Implementing
• Carrying out
• Using
• Executing
Understanding Explaining ideas or concepts by:
• Interpreting
• Summarizing
• Paraphrasing
• Classifying
• Explaining
Remembering Recalling information by:
• Recognizing
• Listing
• Describing
• Retrieving
• Naming
• Finding

120
 Health & Physical Education Teacher Guide

The table shows examples of guided questions for each of the levels
of the Bloom’s taxonomy.
Remembering How many ways can you travel from one place to another? List and draw all the
ways you know. Describe one of the vehicles from your list, draw a diagram and
label the parts. Collect “transport” pictures from magazines- make a poster with
information
Understanding How do you get from school to home? Explain the method of travel and draw a
map. Write a play about a form of modern transport. Explain how you felt the first
time you rode a bicycle. Make your desk into a form of transport.
Applying Explain why some vehicles are large and others small. Write a story about the uses
of both. Read a story about “The Little Red Engine” and make up a play about it.
Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with
modern forms of transport and their uses- write a report. Use a Venn
Diagram to compare boats to planes, or helicopters to bicycles.
Evaluating What changes would you recommend to road rules to prevent traffic accidents?
Debate whether we should be able to buy fuel at a cheaper rate. Rate transport
from slow to fast etc.
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of
transport will there be in twenty years’ time? Discuss, write about it and report to
the class. Write a song about traveling in different forms of transport.

121
Grade 7

Appendix 2: 21st Century Skills, Knowledge, Values and Attitudes

The 21st century skills movement, which broadly calls on schools to

create academic programs and learning experiences that, equips
students with the most essential and in-demand knowledge, skills and
dispositions they will need to be successful in higher-education programs
and modern workplaces.

The term 21st century skills refers to a broad set of knowledge, skills,
work habits, and character traits that are believed by educators, school
reformers, college professors, employers, and others—to be critically
important to success in today’s world, particularly in collegiate programs
and contemporary careers and workplaces. The 21st century skills can be
applied in all academic subject areas, and in all educational, career, and
civic settings throughout a student’s life.

The skills students will learn will reflect the specific demands that will be
placed upon them in a complex, competitive, knowledge-based,
information-age, technology-driven economy and society.

The following list provides a brief illustrative overview of the knowledge,

skills, work habits, and character traits commonly associated with 21st
century skills:
• Critical thinking, problem solving, reasoning, analysis, interpretation,
synthesizing information
• Research skills and practices, interrogative questioning
• Creativity, artistry, curiosity, imagination, innovation, personal
expression
• Perseverance, self-direction, planning, self-discipline, adaptability,
initiative
• Oral and written communication, public speaking and presenting,
listening
• Leadership, teamwork, collaboration, cooperation, facility in using
virtual workspaces
• Information and communication technology (ICT) literacy, media and
internet literacy, data interpretation and analysis, computer
programming
• Civic, ethical, and social-justice literacy
• Economic and financial literacy, entrepreneurialism
• Global awareness, multicultural literacy, humanitarianism
• Scientific literacy and reasoning, the scientific method
• Environmental and conservation literacy, ecosystems understanding
and
• Health and wellness literacy, including nutrition, diet, exercise and
public.

122
 Health & Physical Education Teacher Guide

Appendix 3: STEAM or STEM

What is STEAM?

The acronym of STEAM denotes Science, Technology, Engineering,

Arts, and Mathematics (STEAM). STEAM refers to teaching and learning
which make up the scope of preferred teaching and learning in the actual
learning environment in both formal and informal classroom settings.
STEAM is an educational concept introduced to meet the envisioned
knowledge, skills, values and attitudes in particular preferred teaching and
learning fields of Science, Technology, Engineering, Arts, and
Mathematics.

STEAM education integrates concepts that are usually taught as separate

subjects in different classes and emphasizes the application of knowledge
to real-life situations, and to the understanding of how STEAM disciplines
shape our material, intellectual, cultural, economic, social, and
environmental contexts.

STEAM education emphasizes the teaching, learning, and the application

of essential concepts, ideas, processes, high level thinking skills, and 21st
century knowledge, skills, values and attitudes in understanding and
solving physical and natural problems rather on in-depth teaching and
learning of STEAM content.

STEAM education focuses on providing the learners real life experiences

of how STEAM related skills, concepts, processes, ideas, principles,
values, and attitudes are applied and used to identify problems and
questions in real life situations, explain the natural and physical world,
and draw evidence-based conclusions.
• By exposing students to STEAM and giving opportunities to them to
explore STEAM-related concepts, they will develop a passion for it
and, hopefully, pursue a job in a STEAM field.
• Providing real life experiences and lessons, e.g., by involving
students to actually solve a scientific, technological, engineering, or
mathematical, or arts problem, would probably spark their interest
in a STEAM career path. This is the theory behind STEAM education.
• By integrating STEAM content and real life learning experiences at
different levels of the curriculum process (e.g., Curriculum
frameworks, content standards, benchmarks, syllabi, teachers’
guides and students’ books, curriculum design and development,
annual and term school programs and lesson plans, teaching
methodologies.
• Teaching methodologies – Problem and project-based learning,
partnerships with external stakeholders e.g., high education
institutions, private sector, research and development institutions,
and volunteer and community development organizations.
• They underpin STEM education. They are the main enablers of
STEM education.

123
Grade 7

In general, the 21st century skills can be applied in all academic subject
areas, and in all educational, career, and civic settings throughout a
student’s life.

The skills students will learn will reflect the specific demands that will be
placed upon them in a complex, competitive, knowledge-based,
information-age, technology-driven economy and society.

124
 Health & Physical Education Teacher Guide

Appendix 4: Sample Time Analyses and Sample Time Table for

Grade 7

Sample Time Analyses

No: Subjects Prescribed No: of lessons x Suggested + minutes - minutes

Time minute/lesson Minutes
Allocation
1 English 280 7x40 280

2 Mathematics 240 6x40 240

3 Science 200 5x40 200

4 Social Science 160 4x40 160

5 Arts 120 3x40 120

6 HPE 160 4x40 160

7 MAL 160 4x40 160

8 CCVE 120 3x40 120

10 Assembly 60 5x10 50 10

11 RI 60 1x40 40 20

12 Sports 60 2x40 80 20

13 Block Time/Study 30 1x40 40 10

TOTAL 1650 40 (instructional 1650 30 30
lessons weekly) +
assemblies

125
Grade 7

Weekly Timetable Sample

No: Minutes Time Monday Tuesday Wednesday Thursday Friday

- 10 8:00-8:10 Assembly Assembly Assembly Assembly Assembly

1 40 8:10-8:50 English English English English English

Math
2 40 8:50-9:30 English Math English Math

Study
3 40 8:30-10:10 Math Math Math Science
(Contact)

- 30 10:10-10:40 Recess Recess Recess Recess Recess

4 40 10:40-11:20 Science S/S S/S S/S CCVE

5 40 11:20-12:00 Science Science Science HPE HPE

- 60 12:00-1:00 Lunch Lunch Lunch Lunch Lunch

6 40 1:00-1:40 S/S HPE CCVE CCVE MAL

7 40 1:40-2:20 HPE MAL Arts Sports MAL

8 40 2:20-3:00 Arts MAL Arts Sports RI

330 (330 instructional minutes’ x 5 days = 1650 minutes)

126
‘FREE ISSUE - NOT FOR SALE’