Switzerland 1. Klasse School Syllabus (Canton of Zurich) - Movement and Sport (Bewegung und Sport)
This syllabus is based on the Lehrplan 21, enacted by the Canton of Zurich Education Council on March 13, 2017.
Movement and Sport's Contribution to Holistic Education:
- Contribution to the Educational Mandate: Movement and Sport expands the educational mandate to include physical and motor dimensions, enabling students to participate in movement and sport culture, improving body awareness, promoting interaction with others, and recognizing the benefits of physical activity for health and well-being.
- Participation in Movement and Sport Culture: Students expand their individual movement and sport competence by learning movement sequences, game forms, sports, and competition formats. They acquire skills for active and responsible participation in sport culture beyond their school years.
- Education through Movement and Sport: Students improve motor skills, physical performance, and develop emotional, social, cognitive, motivational, and volitional aspects of their personality. They experience various movement situations, perform basic movements, and develop a conscious approach to their bodies. The curriculum contributes to reflecting on and realistically assessing one's own performance capabilities. Through movement, students gain social and emotional experiences, contributing to the development of interdisciplinary skills.
- Movement and Sport's Contribution to School as a Design, Learning, and Living Space: Movement and Sport supports schools in creating a movement-friendly and health-promoting school profile. Schools should cater to the natural need for movement in children and adolescents. Teachers can contribute to active break design and support the concerns of a moving school. Beyond lessons, sports events and camps allow students to expand and apply acquired skills and promote identification with the school community.
Didactic Notes:
- Movement and play are primary needs that support learning.
- A variety of movement experiences and sports facilitates access to sport and the development of personal interests.
- Movement and sport education promotes both subject-specific and interdisciplinary skills, with a focus on personal (self-reflection, independence), social (cooperation, conflict resolution, dealing with diversity), and methodological (problem-solving) skills.
- Pedagogical perspectives (performance, togetherness, expression, impression, risk, health) are integrated into the six skill areas.
- Physical, psychological, and cognitive prerequisites, as well as gender, social background, talents, and interests, are considered in lesson planning.
- Gender-sensitive teaching promotes the potential for movement, play, and expression through a conscious approach to the characteristics of girls and boys.
- Tasks in movement and sport lessons are challenging and address both subject-specific and interdisciplinary skills.
- A high target-oriented learning time is an important quality feature of every lesson.
- When learning movements, the movement action should be experienced as a meaningful whole.
- Clearly communicated performance expectations and assessment criteria are hallmarks of good movement and sport teaching.
- Teachers take necessary measures to ensure safety in class.
- For outdoor teaching, teachers consider the time of day, weather, and sport-specific conditions.
- Recommendations for swimming lessons are provided.
- Movement rituals and activities are part of daily lessons in the 1st cycle.
- From playful gathering of movement experiences, the focus shifts towards the targeted acquisition of individual skills towards the end of the 1st cycle.
- Attention is paid to the child's self-concept.
Competency Areas (1st Cycle - Kindergarten & 1st/2nd Grade):
- BS.1 Running, Jumping, Throwing: Students develop basic running, jumping, and throwing skills. They practice fast and long running, running over obstacles and cross-country. They learn to jump for distance and height, as well as throwing and pushing for distance and accuracy.
- BS.2 Moving on Equipment: Students gain experience in dealing with gravity and improve strength and flexibility. They expand their movement repertoire on various equipment and design harmonious movement sequences. They learn to assess risks and overcome fears. Joint movement design, helping, and securing contribute to the development of cooperation skills.
- BS.3 Performing and Dancing: Students can move in harmony with rhythm and music and improve perception. They expand and deepen their rhythmization, design, and expressive abilities and can perform movement arts with various materials. Respectful interaction leads to constructive group processes. They learn to expose themselves through presentations.
- BS.4 Playing: Students experience the joy of play and excitement. They discover diverse play possibilities, develop game ideas, and make agreements for joint games. They learn to deal with victory and defeat. They improve game-spanning and sport-specific tactical and technical action patterns. In competition, they learn to adhere to given rules and rituals and to respect their opponents. There are opportunities to address dealing with emotions, improve conflict resolution skills, and introduce aspects of fair play.
- BS.5 Sliding, Rolling, Riding: Students expand their skills in sliding, rolling, and riding. This particularly promotes balance skills. Depending on local conditions, they gain experience on bicycles, inline skates, ice skates, skis, or snowboards. Aspects of safety and sustainability are promoted.
- BS.6 Moving in Water: Students can assess situations in, on, and around water in terms of safety and behave appropriately. Safe swimming is central. In addition to learning swimming techniques, they acquire selected skills in other swimming sports such as diving or life-saving.
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