Argentina Educación Secundaria Ciclo Básico - Educación Física

The Educación Física curriculum for the Ciclo Básico (1st, 2nd, and 3rd years) of Educación Secundaria in Argentina is guided by the Núcleos de Aprendizajes Prioritarios (NAP), which establish a common learning base for the entire country. These NAP were developed through a collaborative process involving technical work, regional consultations, and federal agreements between the Ministry of Education, provinces, and the Autonomous City of Buenos Aires.

The overarching goals of the Educación Física curriculum throughout the Ciclo Básico are to foster students' understanding of the subject's purpose, encourage participation in inclusive and healthy physical activities, promote appreciation for diverse cultural and motor expressions, develop problem-solving skills in various motor experiences, and encourage critical thinking about body image and physical practices as portrayed in the media.

First and Second Year

Focus on Individual Development:

• Develop motor skills through problem-solving in specific practices, including selective use of combined and specific motor skills, reading motor situations and making appropriate decisions, and recognizing one's physical condition and need for improvement.
• Identify and perform tasks to improve motor skills, adapting them to individual needs.
• Recognize the impact of participating in diverse popular, urban, and rural cultural and physical activities in different environments.
• Recognize and value healthy ways to perform physical and motor practices.
• Develop positive self-perception through satisfying experiences.
• Record and evaluate personal feelings and emotions related to different physical practices.

Focus on Interaction with Others:

• Understand the collaborative, cooperative, inclusive, and enjoyable aspects of group physical activities.
• Develop an understanding of school sports, including participation in diverse sports, understanding competition as a component of interaction, differentiating between competing for play and competing to win, adapting rules for inclusion, understanding the elements of different sports, assuming specific roles and functions in games, and participating in collective actions to resolve game situations.
• Appreciate and value expressive body practices from urban and/or rural popular culture.
• Create individual and group choreographic sequences, promoting free expression.
• Practice and appreciate traditional, indigenous, and games from other cultures.
• Experience objects and facilities related to physical practices in non-school settings.
• Integrate with peers in recreational physical activities, participating in their organization and development.

Focus on Interaction with the Environment:

• Participate in organizing and implementing projects in natural environments, including agreeing on and respecting interaction, hygiene, and safety rules; exploring and experiencing the environment; creating and experimenting with different motor activities; ensuring equitable participation; performing safe group movements; contemplating and appreciating the landscape; and using appropriate equipment and procedures for natural environments.

Second and Third Year

The second and third years build upon the first and second years, emphasizing further development of motor skills, critical thinking about physical practices, and engagement with the environment. Specific areas of focus include:

• Motor Skill Development: Anticipating and resolving problems in specific practices, experimenting with sequences of tasks to improve motor skills, and self-assessing the impact of participation in diverse cultural and physical activities.
• Interaction with Others: Further developing understanding of school sports, including constructing critical arguments about athletic and sports practices in different contexts, and appreciating and recreating expressive body practices from popular culture.
• Interaction with the Environment: Taking on greater responsibility in environmental projects, including respecting agreed-upon rules, developing critical awareness of environmental issues, and planning and carrying out safe group movements in natural settings.