Final objectives of the first and second year of the third grade of mainstream secondary education - BSO

Core Curriculum main page - Third grade mainstream secondary education

PHYSICAL EDUCATION

1 Development of motor skills

1.1 Moving sensibly and safely

The pupils are able to:

1 take responsibility in new situations involving movement by jointly applying the safety rules which have been agreed;

2 help fellow pupils when a situation involving movement requires this.

1.2 Learning independently

The pupils are able to:

3 adopt a suitable learning path from a range adapted to their potential, to tackle and solve the movement tasks;

4 independently carry out tasks to complete a movement exercise satisfactorily, taking their own abilities into account;

5 organise situations involving movement on their own or in a group, and adapt it to the participants;

6 examine whether they are making progress with regard to movement exercises and monitor their learning process in accordance with criteria drawn up in advance.

1.3 Reflecting on movement

The pupils are able to:

7 indicate for themselves and for others, on the basis of a limited number of criteria, why a movement exercise is or is not successful, and provide simple solutions;

8 give an opinion about situations involving movement, exchange experiences of movement and draw conclusions from this for their own performance.

1.4 Extending and expanding motor skills

selection of sound  form of mouvement from different areas: athletics, gymnastics, dance and expression, swimming, games and sport, self-defence, nature-bound activities or other sensible areas involving movement 

The pupils are able to:

9 apply skills learned previously in different areas involving movement, in other contexts;

10 use motor skills with insight, in combinations involving movement, with or without equipment, on their own or with others;

11 compose and perform a creative combination with motor skills which have been mastered, on their own or with others;

12 perform motor skills which have been mastered at a higher level of competence, such as:

• better control;
• a more aesthetic performance;
• a greater degree of difficulty;
• greater efficiency.

13 apply simple strategies of attack and defence in suitable forms of games involving goals;

14 * deal with the provisions for movement in their own environment in a critical way.

The pupils:

15 * experience a lasting sense of satisfaction in movement on the basis of competent participation in different activities involving movement.

2 Developing a healthy and safe lifestyle

 The pupils are able to:

16 make a link between movement, health and society;

17 use their knowledge of resuscitation in situations involving movement where there is risk;

18 provide first aid in accidents in situations involving movement;

19 integrate the basic rules of posture and back training in new situations involving movement and in situations of work and study;

20 determine their own goals with regard to fitness.

The pupils:

21 are prepared to integrate movement in their lifestyle and are aware of the different possibilities of doing this;

22 are aware of the importance of good physical condition.

3 Development of a concept of self and social functioning

The pupils are able to:

23 take charge in situations involving movement and accept the leadership of fellow  pupils;

24 discuss and make choices with regard to the school’s range of possible activities;

25 indicate which activities involving movement make them feel comfortable and which correspond best to their physical abilities and relationships.

---

Attitudes have been indicated by * in the margin, for checking by the inspectorate.

go to top