Curriculum Reflections

When I began my research for this assignment, I asked my building principal for a copy of the Physical Education curriculum for Harrison High School.  He sort of chuckled and told me to call the Curriculum Coordinator.  I put in a call to the Coordinator and his reply to me was, "Oh, that was the one we got in trouble for during a state evaluation."  To make a long story short--we had NO curriculum for Health and Physical Education Grades 9-12.  How is this possible that an Abbott School District, frequently monitored by the state, does not have a curriculum?  I was flabbergasted to say the least.  Then my emotions began to change to that of being outraged.  It was like a slap in the face to me as a professional with thirty years of teaching experience that this omission could be possible.  Would this have occurred in the areas of English, Math, or Science?  I think not.  I certainly understand the importance of these fields, but Physical Education is no longer glorified recess!  There is nothing more vital than educating students in the life skills needed to sustain wellness throughout their lives.

So the "change" in our curriculum would begin from the ground up.  I went about establishing the curriculum by using the theory of essential questioning as in the UbD approach.  What would the students need to know in regard to learning how to formulate a personal fitness plan for life?

My new curriculum plan, which I will indeed present to the building principal and Central Office, will steer P.E. away from the predominance of team sports and games to one that stresses  more vigorous individual activities.

In researching this assignment, I have found model programs that exist in the United States that have integrated technology into the gymnasium.  These programs have taken advantage of grant money that exist for P.E. programs.  We should look into this.

Three years ago,the State of New Jersey built a new Harrison High School, with computers in every classroom, sixty-inch flat screen televisions in every classroom (except the Health class-- we just got a smaller television installed this year.)  In the P.E. wing they gave us an unfurnished weight room that cannot accommodate the average sized P.E. class.  Doesn't anybody realize that our students are at risk.  They are heavier and less active than ever before. Just as they employ all the tactics and techniques to enable our students to pass the HSPA, why can't we have the necessary tools and equipment to enable our students in P.E. to pass fitness assessments?

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Our readings in class sound the alarm for educators to adapt or we will perish in the global economy.  If our children do not get more fit, the economic price tag will be staggering from the health problems that obesity causes.