Question 1 and 2

1. I am fortunate enough to be in a position where I am given freedom to create and fine tune a curriculum because my supervisors have faith in me as an educator. I admit that being a health and phys ed teacher might have some more leaniency than math or english, but we are still required to perform our job, just like any other professional. When we develop curriculum we take into account three major factors. They are: the goals and philosophies of the distrcit, the NJ state health CCCS, and most importantely, what we think is neccessary for the mental, physical, and social development of the students.
For example, our phys ed curriculum is based greatly around personal fitness. I know that this is a big component of the CCCS, but we do everything in our power to incorporate fitness into all lessons that is practical, relevant, and up to date. Majority of our budgeted material is spent on equipment that will solidify our belief that fitness needs to be incorporated constantly into a great phys ed curriculum. Our district goals have backed our beliefs. In fact we had a building goal that was created, monitored, and completed within the last three years that was based on tracking students fitness levels from when the entered 6th grade until they left 8th grade. These fitness tests were self developed with similarities to that of the Presidential Physical Fitness Test. This monotoring of fitness levels throughout their middle school years becomes a test within itself. We are always coming up with ways to improve these levels through varies techniques, procedures, and implimentation.

2. Being in Phys Ed. there is no standardized test developed for this subject. I do empathize with the teachers that have to deal with these demands. I guess phys ed teachers are lucky, in this sense. Even though we are not part of a standardized test, we measure students scores by means mentioned above. So therefore, our curriculum is somewhat assessment centered. Our curriculum is equally knowledge centered in that we require them to know somekind of knowledge that is based around our PE goals. Most of this knowledge has to do with various techniques, guidelines and rules inolved in our PE units. our curriculum is centered mostly on the learner. It is our main goal for the individual to become better as a whole, not just physically. Sure the physical part is huge, but we encourage all students to learn how to interact with everybody, use teamwork skills, problem solving skills, and challenge yourself to become better in all areas of your life. Understanding yourself and how you can improve becomes a focal point of our curriculum.
We have the students design a fitness program that they think will improve their personal fitness and help others achieve higher levels. Every student is put into a leadership osition so they learn to accomodate all individuals working for a common goal. The students are put into a position of authority as well when they are required to act as referees. Here they learn to be vocal, take command, and resolve any conflicts. It is an uncomfortable position at first, but then they understand what it feels like to be on the other side.
I think the number one thing I would want to change is the way in which the higher level athlete progresses during their years in our curriculum. Just like Math has high level thinkers, PE has high level achievers. I believe we do a great job of allowing the "lesser" athletes to improve. In fact, statistically, the greatest amount of improvement occurs from people who came in with a lesser fitness level. What I believe we fall short on, is the progress of the students who come in with higher levels of fitness. I think by incorporating more complex activities for the higher level student, we can change this for the better.