1. VDOE STANDARDS OF LEARNING: AN OVERVIEW October, 2015

2. Good Planning + Good Instruction = Student Success

3. WHY IS PLANNING IMPORTANT? Proper classroom planning helps teachers to be organized and on track while teaching, thus allowing them to teach more, help students reach objectives more easily, and manage less. Lesson planning: - provides a coherent framework for smooth efficient teaching. - helps the teacher to be more organized. - gives a sense of direction in relation to the learning outcomes. - helps the teacher to be more confident when delivering the lesson. - provides a useful basis for future planning. - helps the teacher to plan lessons which differentiate for different students. - provides documentation of the teacher’s commitment to student learning and achievement.

4. WHERE DO TEACHERS BEGIN IN PLANNING FOR INSTRUCTION? THE STANDARDS OF LEARNING

5. THE OVERARCHING CONTENT STRANDS 2008 PHYSICAL EDUCATION STRANDS2015 PHYSICAL EDUCATION STRANDS Skilled MovementMotor Skill Development Movement Principles and ConceptsAnatomical Basis of Movement Personal FitnessFitness Planning Responsible BehaviorsSocial Development Physical Active LifestyleEnergy Balance 2008 HEALTH EDUCATION STRANDS2015 HEALTH EDUCATION STRANDS Knowledge and SkillsEssential Health Concepts Information Access and UseHealthy Decisions Community Health and WellnessAdvocacy and Health Promotion

6. PHYSICAL EDUCATION STANDARDS OF LEARNING

7. MOTOR SKILL DEVELOPMENT Demonstrate competence in motor skills and movement patterns needed to perform a variety of physical activities  Students will have movement experiences that build competent and confident movers through acquisition, performance, and refinement of movement skills in a variety of developmental, tactical, and cooperative activities.  In the elementary years, students develop maturity and adaptability in the use of fundamental motor skills and patterns.  Motor patterns become more refined and proficient throughout the middle years, they can be transitioned into specialized skills and patterns and used in more complex learning settings.  High schools students will demonstrate a level of competence in several physical activities that they are likely to continue beyond graduation.

8. ANATOMICAL BASIS OF MOVEMENT Apply knowledge of the structures and functions of the body and how they relate to and are affected by human movement to learning and developing motor skills and specialized movement forms.  The goal focuses student learning on understanding basic anatomy and physiology and movement concepts and principles to improve motor skills. Active learning experiences will connect the anatomical content with activities being performed.  Elementary students establish a basic musculoskeletal vocabulary and use simple concepts as they develop their movements.  Middle school students learn and apply more complex concepts of human movement.  High school students develop a working knowledge of human anatomy and physiology concepts and principles, enabling them to apply concepts to acquire new skills and enhance existing skills.

9. FITNESS PLANNING Achieve and maintain a health-enhancing level of personal fitness  The intent of this standard is for students to explain the importance of fitness and active lifestyles, to be able to evaluate personal fitness levels, and to create an appropriate fitness plan.  Elementary students become aware of health-related fitness components (aerobic capacity, muscular strength & endurance, flexibility, and body composition) in a variety of physical activities, and to develop a basic fitness plan.  Middle school students continue to learn about the components of fitness, how they are developed and improved, and how they contributed to overall fitness to develop and implement a personal fitness plan.  High school students plan, implement, evaluate, and modify a personal, goal-driven fitness plan.

10. SOCIAL DEVELOPMENT Demonstrate the aptitude, attitude, and skills to lead responsible, fulfilling, and respectful lives.  Students will explain and demonstrate the importance of and ability to be safe in a variety of activities.  Elementary students recognize and use rules and procedures, focus on safety, realize similarities and dissimilarities, and cooperate with others.  Middle school students participate cooperatively with others and understand reasons for rules and procedures.  High school students initiate and exhibit responsible behaviors and positively impact the behavior of others in physical activity settings inside and outside of school.

11. ENERGY BALANCE Explain the importance of energy balance and nutritional needs of the body to maintain optimal health and prevent chronic disease.  This goal focuses student learning on energy balance (nutritional and fitness concepts) and explains the importance of energy balance for physical health. This includes: the components of fitness, nutrition guidelines, energy balance, and the importance of physical activity.  Elementary students understand basic nutritional and fitness concepts of energy balance.  Middle schools students will extend learning of energy balance to include nutrition, fitness concepts, physical activity, health-related components of fitness, nutrition guidelines, meal planning and sleep and will explain the connection to personal health and fitness.  The high schools students will explain the importance of energy balance and nutritional needs of the body to maintain optimal health and prevent chronic disease for the present and into the adult years.

12. HEALTH EDUCATION STANDARDS OF LEARNING

13. HEALTH STRANDS Essential Health Concepts  The goal is for students to recognize the relationship between personal behavior and personal health. Healthy Decisions  The goal is for students to demonstrate their ability to identify valid and accurate health information, products, and services. The information will raise awareness of long-term consequences of unhealthy decisions and enable students to make lifelong decisions. Advocacy and Health Promotion  Goal is for students to become responsible, health-literate citizens who understand how to create and maintain an environment that serves to protect and promote the health and wellness of individuals, families, and communities.

14. DRIVER EDUCATION Changes provide:  Clarification  Alignment  Update Terminology  Distractions clarified to Multi-tasking and Divided attention

16. LET’S REVIEW AND EXAMINE THE 2015 SOLS BY GRADE LEVEL