REPUBLIC OF ZAMBIA

Ministry of Education, Science, Vocational Training and Early Education

JUNIOR SECONDARY SCHOOL

PHYSICAL DUCATION
SYLLABUS
GRADE 8-9

Prepared and Published by the Curriculum Development Centre

P.O. Box 50092

Lusaka
2013

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© Curriculum Development Centre 2013
All rights reserved. No parts of this document may be reproduced, stored in a retrieval system (such as recording), or transmitted electronically,
mechanical (such as photocopying), or any other means, without the prior expressed permission of the Curriculum Development Centre.

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VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems

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Table of Contents
© Curriculum Development Centre 2013...................................................................................................................................................................................... 2
VISION......................................................................................................................................................................................................................................... 3
PREFACE..................................................................................................................................................................................................................................... 6
ACKNOWLEDGEMENT............................................................................................................................................................................................................. 8
INTRODUCTION......................................................................................................................................................................................................................... 9
METHODOLOGIES..................................................................................................................................................................................................................... 9
RATIONALE.............................................................................................................................................................................................................................. 11
GRADE 8................................................................................................................................................................................................................................ 12
Topic........................................................................................................................................................................................................................................ 12
8.1 Perceptual.......................................................................................................................................................................................................................... 12
Motor....................................................................................................................................................................................................................................... 12
Learning................................................................................................................................................................................................................................... 12
2.2 Movement.......................................................................................................................................................................................................................... 12
8.3 Gymnastics........................................................................................................................................................................................................................ 13
8.4 Physical............................................................................................................................................................................................................................. 15
Education................................................................................................................................................................................................................................. 15
and Health................................................................................................................................................................................................................................ 15
8.5 Recreational and Traditional Games.................................................................................................................................................................................. 17
8.6 Combative....................................................................................................................................................................................................................... 17
Activities................................................................................................................................................................................................................................. 17

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8.7 Swimming.......................................................................................................................................................................................................................... 18
8.8 Sports................................................................................................................................................................................................................................. 18
Activities................................................................................................................................................................................................................................. 18
8.9 Fitness................................................................................................................................................................................................................................ 19
Activities................................................................................................................................................................................................................................. 19
8.10 Orienteering................................................................................................................................................................................................................... 19
8.11 Entrepreneurship in Sports (Professionalism In Sports)...................................................................................................................................................19
GRADE: 9............................................................................................................................................................................................................................... 20
9.1 Entrepreneurship In Sports................................................................................................................................................................................................ 20
9.2 Movement.......................................................................................................................................................................................................................... 21
9.3 Gymnastics........................................................................................................................................................................................................................ 21
9.4 Physical............................................................................................................................................................................................................................. 23
Education and Health............................................................................................................................................................................................................. 23
9.5 Recreational and Traditional.............................................................................................................................................................................................. 23
Games...................................................................................................................................................................................................................................... 23
9.6 Swimming.......................................................................................................................................................................................................................... 24
9.7 Sports................................................................................................................................................................................................................................. 25
Activities................................................................................................................................................................................................................................. 25
9.8. Fitness............................................................................................................................................................................................................................... 25
Activities................................................................................................................................................................................................................................. 25
Appendix 1.............................................................................................................................................................................................................................. 26
SCOPE AND SEQUENCE CHART FOR GRADES 8 AND 9..............................................................................................................................................26

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PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational Training
and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way back in 1999
when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the University of Zambia. These studies
were followed by a review of the lower and middle basic and primary teacher education curriculum. In 2005 the upper basic education National
survey was conducted and information from learners, parents, teachers, school managers, educational administrators, tertiary institutions
traditional leaders civic leaders and various stakeholders in education was collected to help design a relevant curriculum ,.

The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on
curriculum held in June 2009 guided the review process.

The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic, technological
and political developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to the attainment of
Vision 2030.

The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that
give learners skills to access, criticize analyse and practically apply knowledge that help them gain life skills. Its competences and general
outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge, skills, techniques and values which are
very important for the total development of the individual and the nation as a whole.

Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective designing,
setting high expectations for all learners and appropriate opportunities.

It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at junior secondary as defined and
recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework `2013.

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Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

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ACKNOWLEDGEMENT

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.

Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an opportunity
to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their
valuable contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank
the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human Resource
and Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of Zambia, schools
and other institutions too numerous to mention, for their steadfast support.

We pay special tribute to co-operating partners especially UNICEF for rendering financial technical support in the production of the syllabus.

C.N.M Sakala (Mrs)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

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INTRODUCTION
Physical Education aims at preparing the learner physically, socially, mentally, emotionally, intellectually and culturally so that she/he
contributes to national development. Physical Education gives appropriate alternatives to individual learning styles, interests and problems. The
subject includes among other things all practices that foster health promotion, character building and acceptable values and attitudes in the
society. It offers scope for experimentation skills, dramatization practices, excitement and freedom. This scope digs up the hidden and
undeveloped sources of inherent skills and ability in an individual so as to make him or her become aware of them and develop confidence in
their usage. The users of this syllabus should therefore, ensure that the learner develops positive attitudes towards physical education as an
activity in which the acquisition of skills and high standard of performance can enable him or her to go into the world of sport with confidence.
This includes the learners with Special Education Needs (SEN). They should be involved in physical activities according to their abilities.

METHODOLOGIES
The following are the suggested teaching methodologies:

 Demonstration
 Direct instruction
 Independent study
 Project work
 Enquiry/ exploration
 Observation
 Excursions
 Field work
 Research
 Practical
 Portfolio
 Group work
 Pair work

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TIME ALLOCATION

Junior Secondary 8 hours Six (12) periods per week

ASSESSMENT

Assessment is an integral part of the teaching and learning process. It helps to determine whether teaching and learning has taken place and whether outcomes
have been achieved. Assessment is meant to help the learner improve. It should however, be recognised that learners are different and thus will achieve the
outcomes according to their abilities. This assessment will be both Formative and Summative. The formative one will be done on a daily basis as Continuous
Assessment (CA), while Summative will be at the end of the learning process either termly or yearly based on a set examination. The summative assessment
will comprise of:

 Practical
 Theory
 Project

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RATIONALE
Physical Education (PE) provides opportunities for the individual and the group to learn activities that are invigorating, developmental and educational which
in turn lead to positive physical, social, mental and emotional growth. In Physical Education, movement, being the core component, is at the very centre of the
children’s learning process. Through movement they learn how to act, interact and react to the world around them. Movement also serves as the primary
vehicle by which they expand their knowledge of themselves and the world.PE serves to compliment other educational areas in promoting the desired
outcomes of education. In particular, PE helps to cultivate healthy habits, the spirit of team work, determination and resolve. Physical Education enables
learners to participate in sports and games both for leisure and competition and as a means of livelihood. The Physical Education syllabus takes into account
that there is a continuation and development of physical and sports skills already acquired at primary and junior secondary levels. In short, the purpose of this
syllabus is to give an equal opportunity to learners who are abled and differently-abled to develop to their highest potential.

GENERAL OUTCOMES

 Develop skills to improve neuromuscular coordination through participation in a variety of physical activities in order to improve physical fitness
(manipulation, co-ordination, correlation, observation, and self-expression)
 Develop and maintain physical health and fitness through regular participation in physical activities

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 GRADE 8
COMPETENCIES

 Develop and maintain health-related fitness: cardio-respiratory endurance, muscular strength, muscular endurance, flexibility and body composition;
and performance-related fitness: agility, co-ordination and balance.
 Demonstrate positive personal/social character traits such as fair play, teamwork and sportsmanship in a variety of physical activities;

GENERAL OUTCOME(S)

- Develop skills to improve neuromuscular coordination through participation in a variety of physical activities in order to improve physical
fitness(manipulation, co-ordination, correlation, observation, and self-expression)
- Acquire knowledge, skills, positive attitudes and values to demonstrate positive self-esteem through body awareness and control
Sub-Topic Specific Outcomes Content
Topic Knowledge Skills Values
8.1 Perceptual 8.1.1 Locomotor 8.1.1.1 Perform various - Balance - Analysis of - Appreciation of
Motor locomotor movements. - Manipulate various various
8.1.2 Non-Locomotor - Hop movements movements
Learning
8.1.2.1 Perform various non- - Flex using self- - Team work
8.1.3 Balancing locomotor movements. - Extend expression, through
- Strength creativity and cooperative
8.1.4 Manipulative psychomotor learning and
- Coordination
skills self-reliance.
8.2.1 Movement 8.2.1.1 Perform a combination of - floor movement - Analysis of - Appreciation of
2.2 Movement Exploration movement patterns - stationary exploration the use of
8.2.2.1 Explore a combination - motion movement exploration
8.1.3 Movement patterns of movement activities - Tempo - Problem movement
- Rhythm solving through - Cooperative
pivoting, learning through
twisting, rolling, movement
and curling patterns

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GENERAL OUTCOME(S):

- Develop skills to improve neuromuscular coordination through participation in a variety of physical activities in order to improve physical fitness
- Acquire attitudes, knowledge, skills and values to perform a variety of physical activities
Topic Sub-Topic Specific Outcomes Content
Knowledge Skills Values
8.3.1 Tumbling 8.3.1.1 Perform - Spatial - Assertiveness in - Self-confidence
8.3 Gymnastics gymnastic awareness executing and
activities. - Judge gymnastic Concentration
8.1.4 Stunts 8.1.4.1 Perform agility - direction activities in gymnastics
- Floor agility - Creativity in - Accuracy in
activities.
- Good posture gymnastic and creativity and
- Vaults agility self-expression
performance in agility and
gymnastic
activities

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GENERAL OUTCOME(S):
- Develop and maintain physical health and fitness through regular participation in physical activities
- Acquire knowledge, skills, positive attitudes and values to maintain health
Topic Sub-Topic Specific Outcomes Content
Knowledge Skills Values

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8.4 Physical 8.4.1 Health and 8.4.1.1 Demonstrate - Wellness - Application of - Appreciation of
Education Personal hygiene ways of (physical, knowledge on wellness
8.4.2 Health and Safety maintaining emotional, wellness to real - Responsibility
and Health personal social, mental) life situations in use of health
8.4.3 Environmental hygiene - Protection - Creativity in related
Protection 8.4.2.1 Participate in (Environment) the use and information
physical activities - First Aid sharing of - Safety and
8.4.4 First Aid with health - First aid kit health appreciation of
messages - Safety messages information on
reproductive
health in
8.4.3.1 State the - HIV and AIDS: - Correct use relation to sport
importance of (Causes, and application activities
environmental Prevention) of information
protection in - Reproductive on reproductive
the world of health
health
sport
- Puberty
8.4.3.2 Demonstrate
- Menstrual cycle
environmental
protection - Teenage
through sport pregnancy
8.4.4.1 Identify the - Early sex
basic contents of
a First Aid kit
8.4.4.2 Perform variety
of First Aid and
Safety activities.
8.4.4.3 Discuss ways
through
which HIV is
transmitted
8.4.4.4 Discuss basic
elements of

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reproductive
health

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GENERAL OUTCOME(S):

- Develop skills to improve neuromuscular coordination through participation in a variety of sports activities in order to improve physical fitness
- Acquire knowledge, skills, values and positive attitudes to perform various sports activities

Topic Sub-Topic Specific Outcomes Content

Knowledge Skills Values
8.5.1 Aerobics Dance 8.5.1.1 Demonstrate rhythmic - Tempo - Application - Appreciation
8.5 Recreational patterns and step patterns - Rhythm of of traditional
and Traditional of aerobics - Rules knowledge games and
Games 8.5.1.2 Perform leg and arm - Game songs ( e.g. in traditional activities
stretches, sidekicks and Leyaleya, Tindi, and - Responsibility
neck roll activities Ngeleyataata conventional for self and
8.5.1.3 Perform rhythmic dance Namuchelela games others during
Activities Lengu-lengu) Creativity in games
8.5.2 Traditional games 8.5.2.1 Perform traditional games Conventional Games use of step
and dances (Fireball, Fountain, patterns and
8.5.3.1 Participate in conventional Sheep-sheep, Dodge rhythmic
8.5.3 Conventional games games game) activities
8.5.3.2 Compose songs on HIV and
8.5.4 Step activities AIDS
8.5.3.3 Compose sports songs
8.6 Combative 8.6 Free combative 8.6.1.1 Perform combative - Push - Creativity - Discipline and
Activities activities. - Wrestle through Perseverance
- Pull pushing, in performing
- Hold holding and activities
- Judo, rugby, boxing Pulling - Team work
activities through
cooperative
learning

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- GENERAL OUTCOME(S):
- Acquire skills in swimming
- Develop and maintain physical health and fitness through regular participation in physical activities
- Acquire knowledge, skills, values and positive attitudes to perform various sports activities
- Develop skills to improve neuromuscular coordination through participation in a variety of sports activities in order to improve physical fitness

Topic Sub-Topic Specific Outcomes Content

Knowledge Skills Values

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 8.6.2 Basic Water safety 8.7.1.1 Demonstrate - swimming - Analysis of life - Responsibility
8.7 Swimming water safety - Water safety saving skills and for self and
8.6.3 Pool hygiene practices - Pool hygiene pool hygiene others through
8.7.2.1 Practice pool - Water games - Creativity in cooperative
Hygiene performing water learning
8.6.4 Survival skills 8.7.3.1 Perform games through - Accuracy in
lifesaving floating, Basic water games
activities skills (styles: - Appreciation of
8.7.4 Water games 8.7.4.1 Perform Free style/Crawl, knowledge in
various water back stroke) swimming and
games safety
8.8 Sports 8.8.1 Ball games 8.8.1.1 Identify and - Netball - Ability to - Leadership and
Activities perform - Football exchange Baton fair play in
8.8.2 Racket games sports - Racket games correctly sports
activities - Baseball - Creativity in - Discipline in
8.8.3 Board games 8.8.1.2 Perform - Hand-ball various sports games
8.8.4 Track and Field ballgames - Relays activities
events 8.8.2.1 Perform - footwork
racquet
games
8.8.3.1 Perform
board games.
8.8.4.1 Perform
skills in
track and
field events.

GENERAL OUTCOME(S):
- Develop skills to improve neuromuscular coordination through participation in a variety of physical activities in order to improve physical fitness
- Acquire attitudes, knowledge, skills and values to perform a variety of physical activities
- Demonstrate knowledge and practical skills in economic sports activities in the community
- Acquire knowledge, skills, positive attitudes and values in Entrepreneurship and Sports
Topic Sub-Topic Specific Outcomes Content
Knowledge Skills Values

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 8.8.5 Physical Fitness 8.8.5.1 Perform - Power - Exhibit Lifting’ - Sportsmanship
8.9 Fitness cardiovascular, - Coordination - Pressing, and in fitness
respiratory, - Reaction time - Carrying, activities
Activities muscular and - Respiration resilience - Perseverance
endurance - 5S’ (Strength, activities through
activities. Speed, Skill, individual and
8.8.5.2 Participate in Suppleness, cooperative
developmental Stamina) learning
activities in - Resistance
particular sports
and games
8.10.1 Mapping 8.10.1.1 Demonstrate - Navigation - Ability to use - Team work in
8.10 Orienteering ways of locating - Management Mapping, games
8.10.2 Direction, Scale and places. - Team building finding, and - Leadership and
Distance Map reading in respect through
games cooperative
learning
8.11.1 Portfolio making 8.11.1.1 Identify - Portfolio - Creativity in - Appreciation of
8.11 economic sports - Economic designing and knowledge in
Entrepreneurship activities in the value planning sports Entrepreneurship
in Sports community - Planning - Negotiation in - Discipline in
- Enterprise use of economic implementing
(Professionalism In 8.11.1.2 Design a sports
sports activities economic
Sports) portfolio activities

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 GRADE: 9
COMPETENCIES

 Demonstrate positive personal/social character traits such as fair play, teamwork and sportsmanship in a variety of physical activities.
 Demonstrate skills in decision making, problem solving, interpersonal relationships, effective communication and positive attitude change.
 Demonstrate team work, fair play, discipline, respect for human rights, moral and spiritual value; and true sportsmanship.

GENERAL OUTCOME(S):
- Demonstrate knowledge and practical skills in economic sports activities in the community
- Acquire knowledge, skills, positive attitudes and values in Entrepreneurship in Sports
Topic Sub-Topic Specific Outcomes Content
Knowledge Skills Values
9.1.1 Project work 9.1.1.1 Identify - Project - Creativity in - Appreciation of
9.1 economic sports - Economic project planning knowledge in
Entrepreneurship activities in the value - Analysis in entrepreneurship
In Sports community. - Planning designing - Curiosity through
9.1.1.2 Design and make - Project economic sports cooperative learning
a sports economic management - Use of - Adaptation of
project - Marketing Negotiating and management ideas
Marketing
abilities

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GENERAL OUTCOME(S)
- Develop skills to improve neuromuscular coordination through participation in a variety of physical activities in order to improve
physical fitness (manipulation, co-ordination, correlation, observation, and self-expression)
- Acquire knowledge, skills, positive attitudes and values to demonstrate positive self-esteem through body awareness and control
Topic Sub-Topic Specific Outcomes Content
Knowledge Skills Values
9.2.1 Movement 9.2.1.1 Perform warm ups and - Flexion - Creativity in use - Appreciation of
9.2 Movement Competences cool down activities - Extension of movement movement
9.2.2 Elements of 9.2.1.2 Perform various - Rotation competence competences
Training movement - Abduction - Self -expression - Cooperation
competences - Adduction in flexing through fair play
- Warm up extending and
- Cool down rotating

GENERAL OUTCOME(S):
- Develop skills to improve neuromuscular coordination through participation in a variety of physical activities in order to improve physical fitness
- Acquire knowledge, skills, positive attitudes and values to perform physical activities
Sub-Topic Specific Outcomes Content
Topic Knowledge Skills Values
9.3.1 Tumbling 9.3.1.1 Perform floor - Safety rules - Creativity in - Curiosity
9.3 Gymnastics 9.3.2 Stunts agilities - spring boards executing floor through
- Pommel horse agilities cooperative
9.3.2.1 Perform stunts - Vaulting box - Self-confidence in learning
on apparatus using stunts apparatus - Coordination in
gymnastic
activities

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GENERAL OUTCOME(S):
- Acquire knowledge, skills, positive attitudes and values in health including HIV and AIDS, drug and substance abuse
- Develop and maintain good health and fitness through regular participation in physical activities
Topic Sub-Topic Specific Outcomes Content
Knowledge Skills Values

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 9.4.1 HIV and AIDS 9.4.1.1 Identify risky - Prevention - Use critical - Responsibility over
9.4 Physical and Sports behaviours and - Protection thinking to self and others during
factors in sports - Effects of drugs identify risky sports
Education and activities. (including behaviours and - Empathy for others
Health 9.4.2 Drugs and 9.4.1.2 Describe ways addiction) factors in sports during sports
Substance abuse in which HIV - Drug and - Use Effective
and AIDS can substance abuse communication
be transmitted - Stigmatization in preventing
during sports drug abuse in
and games. sports
9.4.1.3 Identify ways in
which games
and sports can
be used as a
tool to prevent
the transmission
of HIV and
AIDS.
9.4.1.1 State the
dangers of drug
and substance
abuse in sports.
9.5 Recreational and 9.5.1 Aerobics 9.5.1.1 Perform - Aerobics - Creativity in - Appreciation of
Traditional rhythmic (Mambo jumble, games knowledge on games
9.5.2 Dance patterns using Diamond) participation - Sportsmanship in
Games equipment - Game songs - Application of managing games
9.5.2.1 Demonstrate (Kabushi kalila knowledge from
9.5.3 Traditional games steps and lila, Mung’anda games to real
patterns of yandi, life situations
aerobic dance Banabasikolo
9.5.3.1 Participate in kwatae)
organising and - Dances
managing games (Ching’ande,
Vimbuza,
Siyemboka

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GENERAL OUTCOME(S):
- Develop and maintain physical health and fitness through regular participation in physical activities
- Acquire skills in swimming
Topic Sub-Topic Specific Outcomes Content
Knowledge Skills Values
9.6.1 Strokes 9.6.1.1 Perform - Water - Creativity in - Responsibility on use
9.6 Swimming 9.6.2 Basic Competitive swimming confidence competitive of learnt swimming
Swimming and activities. - Types of swimming skills
diving 9.6.2.1 Perform basic swimming - Application of - Appreciation of
9.6.3 Survival skills competitive strokes various skills in information in
swimming and - Lifesaving swimming swimming
diving. skills
9.6.3.1 Perform basic - Breathing
water lifesaving techniques
skills.

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GENERAL OUTCOME(S):

- Demonstrate neuromuscular skills in a variety of sports and play activities.

- Acquire knowledge, skills, positive attitudes and values to perform various sports activities
- Develop skills to improve neuromuscular coordination through participation in a variety of physical activities in order to improve physical fitness
- Acquire knowledge, skills, positive attitudes and values to perform physical activities
Topic Sub-Topic Specific Outcomes Content
Knowledge Skills Values
9.7.1 Ball games 9.7.1.1 Perform - Volleyball - Creativity in ball - Discipline through
9.7 Sports basic - Basketball and board games cooperative learning
9.7.2 Board games competence - Rugby - Application of - Fair play during games
Activities in sports - Darts knowledge from
activities - Rules games to real life
situations

9.7.2.1 Perform - Circuit training - Application of - Curiosity in performing

9.8. Fitness 9.7.2 Physical Fitness cardiovascular, (Different knowledge in fitness activities
respiratory and exercises that endurance - Perseverance in fitness
Activities muscular are done in activities activities
endurance stations) - Creativity in
activities. - Breathing breathing
9.7.2.2 Design activities techniques techniques
for circuit training
cardiovascular,
respiratory and
muscular
endurance.

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Appendix 1

SCOPE AND SEQUENCE CHART FOR GRADES 8 AND 9

THEME/TOPIC GRADE 8 GRADE 9
Perceptual Motor learning  Various locomotion and non-locomotion  -
movements
Movement  Movement patterns  Movement competences (rotation,
 Movement exploration (Rhythm, Tempo) extension, flexion, abduction)
 Elements of training
Gymnastics  Gymnastic activities (Spatial awareness,  Safety rules
vaults, floor agilities)  Spring boards
 Pommel horse
Physical Education and Health  Wellness (physical, mental, emotional,  HIV and AIDS and Sports
social Drugs and substance abuse in Sports
 Physical activities with health messages (effects
 First Aid Kit
Recreational Games and Activities  Aerobics (Rhythmic patterns and steps, leg  Aerobics (Mambo jumble,Diamond)
and arm stretches, sidekicks, neck rolls )  Traditional games ( Kabushi kalilalila,
 Traditional games (leyaleya, lengu-lengu) mung’anda yandi, Banabasikolo kwatae)
 Conventional games (Fireball, fountain,  Dances (Ching’ande, Vimbuza,
dodge games, sheep-sheep) Siomboka)
 Step activities
Combative activities  Free combative (push, pull, hold wrestle)  -

Swimming  Water safety practices  Strokes

 Pool hygiene  Basic competitive swimming and diving
 Lifesaving activities  Survival skills
 Water games
Sports activities  Ball games (Netball, Football, racket  Ball games (Volley-ball, Basketball,
games, Baseball, hand-ball, Rugby, Board games (Darts,)
 Track and Field events (relays)

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Fitness Activities  Developmental activities  Circuit training
 Muscular and endurance activities Breathing techniques
 Coordination Reaction time
Orienteering  Navigation  -
 Management
 Team building
Entrepreneurship in Sports  Portfolio Making (Sports with Economic  Entrepreneurship in sports (Economic
value) sports activities, Planning, Project work,
Marketing)

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