Growth and Development addresses the study of the structure and function of body systems, including how human body systems function as a whole and their interdependence, throughout the human life cycle.
Students will learn the basic characteristics of physical growth and development, including body functions and systems throughout the life cycle, and will acquire skills to promote and maintain positive growth and development.
(Massachusetts Department of Elementary and Secondary Education, 1999 Massachusetts Comprehensive Health Curriculum Framework)
Physical Activity and Fitness focuses on individual competence and versatility in movement skills, understanding movement concepts and body dynamics, and relating physical activity to lifelong health. Wellness captures the combination of activity and fitness and a healthy lifestyle.
Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives.
(Massachusetts Department of Elementary and Secondary Education, 1999 Massachusetts Comprehensive Health Curriculum Framework)
Reproduction/Sexuality involves physical development, emotions, and social elements. Instruction incorporates aspects of biology, psychology, sociology, literature, the arts, and philosophy.
Students will acquire the knowledge and skills necessary to make effective personal decisions that promote their emotional, sexual, and reproductive health.
*According to the Parental Notification Law, parents of Grade 5 students will be notified and given the opportunity to opt out prior to the formal program.
(Massachusetts Department of Elementary and Secondary Education, 1999 Massachusetts Comprehensive Health Curriculum Framework)
Mental Health includes information to increase the development of knowledge and skills specific to one’s inner life, as well as social awareness as it relates to attitudes and conduct. Mental Health is a multidimensional area involving all aspects of living, and is manifested in terms of emotional and social well being. Personality, character, heredity and environmental factors, self-esteem, and decision-making influence mental health.
Students will acquire knowledge about emotions and physical health, the management of emotions, personality and character development, and social awareness; and will learn skills to promote self-acceptance, make decisions, and cope with stress.
Family Life focuses on the importance of the family as a basic unit of society and the many responsibilities within a family. Family Life highlights the diverse perspectives, needs, and characteristics of families and the internal and external supports that families rely on throughout the family life cycle. Family Life addresses parenting in a world where technology and research provide new information and options on a regular basis.
Students will gain knowledge about the significance of the family on individuals and society and will learn skills to support the family.
Interpersonal Relationships focuses on the importance of sound and stable relationships with other people with whom individuals share their lives, such as family, friends, and community members. Communication skills are an essential component to help build safe and long-lasting relationships throughout the life cycle. Equally important are character attributes such as respect and responsibility, which are essential for healthy personal development, caring interpersonal relationships, and a humane and democratic society.
Students will learn that relationships with others are an integral part of the human life experience and the factors that contribute to healthy interpersonal relationships, and will acquire skills to enhance and make many of these relationships more fulfilling through commitment and communication.
Disease Prevention and Control addresses methods for detection and strategies for prevention of chronic and communicable diseases. Maintaining good health is a topic of importance in Disease Prevention and Control.
Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain skills related to health promotion, disease prevention, and health maintenance.
Safety and Injury Prevention includes information to promote knowledge and skills for personal safety for the prevention and treatment of intentional or unintentional injury.
Students will gain the knowledge and skills to administer first aid, and will avoid, recognize, and report verbal, physical, and emotional abuse situations, and will assess the factors that contribute to intentional and unintentional injury, including motor vehicle accidents, fire safety, and weapons safety.
Tobacco, Alcohol, and Other Substance Use/Abuse Prevention addresses safe and unsafe substances and effects on the body and health.
Students will acquire the knowledge and skills to be competent in making health-enhancing decisions regarding the use of medications and avoidance of substances, and in communicating about substance use/abuse prevention for healthier homes, schools, and communities.
Violence Prevention addresses actions that bring harm to a person’s body, feelings, or possessions.
Students will learn how their actions affect others, will understand the power that positive character traits can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to adults in the school and community, will avoid engaging in violence, and will identify constructive alternatives to violence, including how to discourage others from engaging in violence.
Consumer Health and Resource Management addresses obtaining and evaluating health-related information, services, and products. Information on the management of the home, the workplace, and resources is included in Consumer Health and Resource Management.
Students will acquire the knowledge and skills necessary to obtain, manage, and evaluate resources to maintain physical and mental health and well being for themselves, their family, and the community.
(Massachusetts Department of Elementary and Secondary Education, 1999 Massachusetts Comprehensive Health Curriculum Framework)
Community and Public Health focuses on characteristics of a healthy community, the contribution of public health, the functions and purposes of community and public health agencies, and skills for health promotion and collaboration.
Students will learn the influence of social factors on health, the contribution of public health, and will gain skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive communities.
“Physical fitness is not only one of the keys to a healthy body, it is the basis of dynamic and creative intellectual activity.” - John F. Kennedy
The goal of the Hopkinton Public Schools Wellness Department is to provide a sequential, standards based K-12 program that supports the development of Health and Physical Literacy. In the Physical Education component we focus on the development of motor skills, physical fitness, teamwork and sportsmanship, movement competence and confidence in skills. In the Health Education component, students will learn about a wide range of topics such as nutrition, mental health, interpersonal relationships, disease prevention, safety, human sexuality, substance abuse, and violence prevention. We will help students develop skills such as accessing valid information, interpersonal communication, decision making, goal setting and advocating for their health. In every class, at every level, our goal is to help your child create balance and improve their physical, social, emotional and mental health.
Grade Level Outcomes in Physical Education: National Standards - Grade Level Outcomes (SHAPE)
By the end of high school, students should be able to:
Develop and implement a personal fitness program
Demonstrate competency in two or more lifetime activities
Describe key concepts and benefits of engaging in daily physical activity
Model responsible behavior when engaged in physical activity
Identify one or more physical activities that they can engage in that will meet their need for self-expression, social interaction, challenge and enjoyment.
By the end of grade eight, students should be able to:
Apply tactics and strategies to modified game play
Demonstrate fundamental movement skills in a variety of activities
Demonstrate an understanding of basic fitness concepts
Cooperate with and encourage classmates
Accept individual differences and demonstrate inclusive behavior
Engage in physical activity for enjoyment and expression
By the end of Grade 5, students should be able to:
Demonstrate competence in fundamental motor skills and selected combination of skills
Use basic movement concepts in Dance, Gymnastics, and small sided practice tasks
Identify basic health related fitness concepts
Exhibit acceptance of self and others in the physical activity setting
Identify benefits of being physically active
It is our goal for students to experience as many activities in each of these categories as possible.
Outdoor Pursuits - may include but are not limited to hiking, orienteering/geocaching, snow shoeing, archery, adventure activities.
Fitness Activities - may include but are not limited to Yoga, Zumba, STEP aerobics, resistance training, running, fitness walking, cardio kickboxing and proper use of cardiovascular equipment.
Dance and Rhythmic Activities - may include but are not limited to Creative, Hip Hop, Line, Ballroom, Square, Latin, Modern and Ethnic/Folk.
Individual Performance Activities - may include but are not limited to gymnastics, skating, track and field, multi sport events, in line skating and self defense.
Games and Sports - includes the categories of Invasion, Net and Wall, Target, Fielding and Striking
Lifetime Activities - Includes the category of Outdoor Pursuits, selected individual performance activities, net and wall, and target games.
Perhaps you're wondering about the Elmwood School Replacement Project.
If you have questions, the Elementary School Building Committee has ANSWERS!
Please join us for an interactive webinar on Tuesday, April 4th, at 6:30 PM.
