Welcome to Wellness at Gordon
	Wellness, as defined by the National Institute of Wellness, is the process of becoming aware and making choices towards a more successful existence. This definition of wellness anchors and guides Gordon School’s physical education and health curriculum. Through careful planning and attention to cognitive, affective, and psychomotor processes that promote self-exploration, self-responsibility, self-expression, intrinsic motivation, and inclusion, physical education classes become a rich environment in which students are empowered to shape their own experience with health and physical activity. The “wellness wheel,” a visual model identifying six interconnected dimensions of personal wellness (social, emotional, physical,environmental, spiritual, and intellectual), is introduced in middle school health classes to establish common vocabulary among students and new, expanded ways of looking at both personal well-being and societal health issues.

	Early Childhood curriculum
	Physical Education
	Movement goals in the affective domain Strengthen the way children feel about themselves  Develop motivation to become independent learners who confidently choose to be active Develop positive self-images and positive self-esteem Develop social skills Learn to share, cooperate, and take turns Learn to play safely and to speak kindly Develop awareness of basic health concepts Introduction to cardiovascular fitness, skeletal and muscular fitness Introduction to basic nutrition concepts Develop joyful and purposeful play   Movement goals in the cognitive domain Develop communication, language and literacy skills Learn basic rules and game play Learn to follow instructions Learn to recognize objects, colors, shapes Develop body awareness Identify body parts Identify movement concepts Effort (time, force, flow) Space (self-space, general space, levels – high, low) Relationships (of body parts, to objects – over, under, behind, etc)   Movement goals in the motor domain Learn rudimentary movement skills Learn fundamental movement skills Locomotor skills (walk, run, jump, gallop, skip, hop, leap) Object control (throw, catch, kick, strike, bounce) Stability (static and dynamic balance) Develop health related physical fitness Cardiovascular endurance Muscular strength and endurance Develop motor planning Develop functional and generalized adaptations of motor skills, as needed Learn to use recreational equipment

	Lower School curriculum
	Physical Education
	Classes are comprised of approximately 20-24 students.  Two classes occur simultaneously within the Nelson Field House and are sometimes combined depending upon the activity or game being played. Depending on the unit and the weather, classes may be conducted outdoors. Classes utilize individual, partner, small, and large group games/activities.   Classes are designed to: Encourage student creativity Pique student curiosity Provide opportunities for student choiceProvide consistent and clear feedback. Emphasize psychomotor (conscious movement), cognitive (information processing/curriculum integration), and affective (moods, feelings, attitudes) objectives.

	Middle School curriculum
	Physical Education
	Students participate in three 40-minute classes per week.   Class groupings, comprised of 20-23 students, are co-ed except in rare circumstances and are reorganized from unit to unit.   Classes, divided into two groups per unit, occur simultaneously within the gym space and may be combined depending upon the activity or game being played.   Depending on the unit and the weather, classes may be conducted outdoors.   Classes use individual, partner, small, and large group games/activities.   Classes are designed to: encourage student creativity, pique student curiosity, provide opportunities for student choice, provide consistent and clear feedback, emphasize psychomotor (conscious movement), cognitive (information processing/curriculum integration), and affective (moods, feelings, attitudes) objectives.   PE units alternate between personal fitness initiatives and the development of wellness concepts through cooperative and competitive game play, team sports and individual/dual sports, physical challenges, and recreational, life-long physical activities:   Personal fitness emphasizes physical, intellectual, environmental, emotional, and spiritual wellness concepts   Students will: Participate in a physical activity inventory Set goals, plan, and implement a personal fitness plan Explore issues related to: motivation, self-perception, body Image, healthy eating and nutrition, emotional safety and confidence, stress, anxiety, mood, values and character development, gendered behavior and stereotypes, risk-taking Develop an understanding of self as it relates to movement and physical activity. Consider the questions: What do they like to do? Why? How can they make time for that in their lives? What else might they try? Understand the need to be physically active outside of school!   Lifetiime sports and activities emphasizes wellness concepts in the psychomotor and affective domains especially physical and social health   Students will: Develop leadership skills and cooperative abilities Employ essential critical thinking skills and increase cognitive ability Discover multiple perspectives and creative solutions Develop effective verbal and non-verbal communication strategies Develop the concepts of team, respectful participation, and community agreement Recognize game dynamics and invent games that are fun, challenging, and inclusive Develop sportsmanship, self-awareness, and self-responsibility Explore a myriad of lifetime activities and fitness opportunities Improve their understanding of anatomy, physiology, disease and injury prevention, the consequences of a sedentary lifestyle, and the benefits of physical activity Learn and explore health and skill related components of physical fitness