PISCATAWAY MAGNET SCHOOL
HEALTH AND PHYSICAL EDUCATION SYLLABUS
Programs, Policies and Procedures
The Health and Physical Education Program is a four-making period course. All students must be enrolled in Health/Physical Education every year of enrollment as required for graduation by the State and Board Policy. The Health class is one marking period (Driver Education in 10th grade), and the Physical Education classes are three marking periods.
Team Sports: Basketball, Softball, Speedball, Floor Hockey, Soccer, Volleyball, Badminton, Pickleball, Team Handball, Ultimate Frisbee, Tchoukball and Flag Football.
Individual Sports: Weight Training, Golf, Step Aerobics, Yoga, CKO
Physical Fitness: Cardio Endurance, Strength, and Flexibility
As per the Board Policy on Student Attendance, students who exceed 20 days of unexcused absences in PE will be required to attend Enrichment Intervention program. Any absence from class may require you to make up all the work that you miss.
Unexcused tardies will result in an UNPREPARED for the class period.
1st time EXCUSED tardies will result in a warning. 2nd time EXCUSED tardies will result in an UNPREPARED.
Anyone leaving class early without permission will be issued a cut.
Students are not excused from PE to work in other classes, without the teacher's permission.
Passes from other Teachers will NOT be accepted for missing class.
Students are to enter the gym from outside of the locker room door and may enter the Gym only when directed by a teacher.
Students are to remain in the locker room until the bell rings at the end of the period.
We run on Piscataway time, not your cell phone time.
Students will not be allowed to enter the locker room after the late bell.
Parent Note - A parental note may be accepted by the PE teacher for a 1 DAY excuse only, but the student must still get changed for Physical Education class. No more than 2 notes a Marking Period.
Nurse Note - In order to go to the nurse, a student must be prepared for PE(dressed) and given a pass by the PE teacher. The nurse and teacher will determine if you will be excused. If you go directly to the nurse it will result in being marked unprepared. No Exceptions.
Doctor Note - Students must have a doctor’s note for an extended excuse, and you do not change for PE. The doctor’s note must specify the diagnosis and the length of the excuse. The nurse will obtain the documentation and follow up on the status of the student's duration from being excused.
Students are required to bring in their own lock from home. The locker you choose to use is only available during your gym class. You must remove the lock and bring it with you after class. Locks that are left on the locker after class will be cut at the end of the day.
Students in Physical Education will be evaluated based on three criteria: Affective (Preparation), Psychomotor (Skills Assessment) and Cognitive (Test)…….You start with a 100% A+” and it’s up to you to keep it.
Affective - Preparation (50%)
Preparation includes promptness to class, being on time for attendance, participating in warm-ups/stretches/activities and wearing appropriate clothing.
PE Dress Code
Students will be given 5 minutes to get changed before and after class. After changing you do not leave the locker room till dismissed by a teacher. This goes for entering the gym or leaving the locker room going to your next class.
White T-Shirts, PE Shorts or sweats and sneakers are the only attire required for PE. School attire is permitted.
Shop pants, clothing, soffe style shorts are not appropriate.
Pajamas and cargo shorts are not permitted. Clothes under your sweats will not be permitted.
Tank tops, sleeveless or low V-neck shirts are unacceptable.
All hoodies, hats or any other head covering shall be removed, unless for religious purposes.
Other ways to receive an unprepared include:
unable to dress for class due to tardiness with a pass (one warning given)
arriving late without a pass.
staying in another class or shop without teacher permission.
refusing to follow ANY other PE teacher instruction or rule.
Psychomotor - Skills Assessment (35%)
Students will be assessed on three skills during each PE Marking period. The skill will be determined by the teacher for whichever activity of their choosing. Students must show growth in their assessed skill, knowledge, and importance.
Cognitive - Test (15%)
Students will be given three written tests for each activity after three weeks have been completed in each activity. The tests will contain questions regarding rules, regulations, and terminology of the activities played.
District Grading Scale: A+ (98-100) B+ (86-89) C+ (76-79) D (65-69)
A (92-97) B (82-85) C (72-75) F (64 or below)
A- (90-91) B- (80-81) C- (70-71)
PE teachers will not secure student jewelry. The district is not responsible for injury due to wearing jewelry. The district is also not responsible for the lost, stolen, or misplaced jewelry. Students who do not remove any jewelry deemed unacceptable for PE class will be considered unprepared for class.
For each unprepared CLASS PERIOD, your grade drops 6%. For each unprepared BLOCK, your grade drops 12%.
1st unprepared - warning to student 2nd unprepared - teacher calls home
3rd unprepared - teacher warning to counselor 4th unprepared - submits interim in danger of failure
5th unprepared - teacher notifies counselor on potential failure of class 6th unprepared - student fails for marking period.
Cell phones, headphones, earbuds shall not be worn, seen, or used.
1st OFFENSE: WARNING and -10 points from affective category
2nd OFFENSE: Phone call home to parent and referred to administration
Pursuant to N.J.S.A. 18A:35-4.7, any child whose parent or guardian presents to the school a signed statement that any part of instruction in health, family life education, or sex education is in conflict with his or her conscience or sincerely held moral or religious beliefs shall be excused from that portion of the course. Parents and guardians seeking to exercise this option should contact their local school principal directly.
N.J.S.A. 18A:35-4.7 Parent’s Statement of Conflict with Conscience
Please return the bottom after it has been reviewed by student/Parent or Guardian, to your PE Teacher. Please keep the Syllabus as a reference.
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Throughout the school year, your child may be videotaped or have his/her picture taken and displayed on the school or Phys. Ed. Depat. Website to promote Physical Fitness. I agree to have my child videotaped/photographed during class (YES / NO)
This signed document will be kept on file by the students’ Physical Education Teacher.
STUDENT NAME (PRINT)____________________________________________________
STUDENT SIGNATURE______________________________________________________ PE PERIOD_____________
Date: April 14, 2022
To: Chief School Administrators, Charter School and Renaissance School Project Leads
Route To: Principals, Assistant Superintendents of Curriculum and Instruction, Comprehensive Health and Physical Education Supervisors and Teachers, and Parents
From: Angelica Allen-McMillan, Ed.D., Acting Commissioner
Clarification Regarding 2020 New Jersey Student Learning Standards — Comprehensive Health and Physical Education
The New Jersey Department of Education (NJDOE) has become aware of numerous misrepresentations of the content, meaning, and role of the 2020 New Jersey Student Learning Standards for Comprehensive Health and Physical Education (NJSLS-CHPE) in guiding classroom instruction, particularly certain elements of Standard 2.1: Personal and Mental Health. The 2020 NJSLS-CHPE were designed to address the needs of each student to gain knowledge and skills in caring for themselves, interacting effectively, respectfully and safely with others, and analyzing the impact of health choices. The standards were adopted by the State Board of Education after a five month period of discussion, public comment, and revision. Prior to introduction to the State Board, the standards were developed in consultation with stakeholders and experts in the field.
This broadcast memo reiterates the intent and spirit of the NJSLS-CHPE; the discretion of local educational agencies (LEAs) to select and adopt curricula aligned to the NJSLS-CHPE without the need for review or approval by the NJDOE; the importance of parental input into their child’s education; the importance of LEAs’ consultation with educators, families, and other members of the school community in selecting and adopting curricula; and the ability of parents to opt-out of instructional activities aligned with these standards.
LEA Discretion to Adopt Curricula
The NJDOE does not review, approve, or actively endorse instructional materials such as sample lesson plans, textbooks, software, or videos in any content area. Generally speaking, the State does not mandate curriculum. Material adoption is a local LEA decision, based on the local curriculum development and review process. See N.J.A.C. 6A:8-3.1. All locally adopted instructional materials should be aligned to the district curriculum and the NJSLS and be current, medically accurate, developmentally- and age-appropriate, and developed and selected through meaningful and ongoing consultation with the school community, including parents. To be clear, any report indicating that the NJDOE has approved a specific vendor or instructional material (e.g., lesson plan) related to the implementation of NJSLS-CHPE or any other content area is not accurate.
Addressing Specific Expectations
These standards are based on research making clear that receiving age-appropriate information about health education is essential for students’ physical and emotional well-being. The NJSLS-CHPE introduce core ideas that are necessary for understanding 13 disciplinary concepts, including, for example, Personal Growth and Development and Social and Sexual Health. The standards reinforce those core ideas over multiple grade levels at progressive levels of depth and complexity.
There are three standards in particular that seem to have caused the most confusion. Each are addressed in turn, below, reciting the standard first, followed by clarification of the underlying age-appropriate principles behind the standard.
Every individual has unique skills and qualities, which can include the activities they enjoy such as how they may dress, their mannerisms, things they like to do.
2.1.2.SSH.2: Discuss the range of ways people express their gender and how gender-role stereotypes may limit behavior.
Students typically begin to develop an understanding of themselves and people around them in elementary school. This is also a time when implicit and explicit messages about gender and identity can become ingrained. For instance, girls may receive messages that math and science are “boy” subjects, and boys may be taught that arts are for girls. Gendered stereotypes are real and can have negative consequences for children’s academic growth, self-worth, and mental health as they get older. These standards are designed to ensure that children understand that everyone has the ability to live their life in the way that suits them, no matter their gender. They should also help children to understand that every person deserves respect, no matter their identity or expression.
Children also initiate and develop relationships and navigate increasingly complex peer relationships in school settings. The inherent complexity in peer interactions can be challenging for students, from all backgrounds, and the rise in mental health concerns suggests a need to promote healthy relationships and positive self-worth at early ages. Beginning these conversations in early elementary school will help students develop empathy for a diverse group of people, and to learn about how to show respect to people no matter how they identify.
Puberty is a time of physical, social, and emotional changes.
2.1.5.PGD.4: Explain common human sexual development and the role of hormones (e.g., romantic and sexual feelings, masturbation, mood swings, timing of pubertal onset).
Best practice is to introduce students to information about puberty prior to its onset, so that children know what to expect (see, for example, World Health Organization 2021 and United Nations Educational, Scientific, and Cultural Organization [UNESCO] 2018). Waiting until after they have begun processing the feelings and emotions associated with puberty may leave children without the tools to appropriately process these changes. This can be a challenging time, where students’ rapid physical and emotional development can put them at risk for bullying, social isolation, and increased need for mental health supports. Instruction in upper elementary school focuses on the physical, emotional, and social changes that students may experience. The focus of instruction is to emphasize to students that developmental changes and feelings are normal.
It is important to note that the examples in parenthesis of the performance expectations are not required concepts that must be taught in classes. These are merely examples and school district curricula does not need to include these specific words or concepts in order to meet the Core Ideas or Performance Expectations of these standards.
There are factors that contribute to making healthy decisions about sex.
2.1.8.SSH.9: Define vaginal, oral, and anal sex.
Finally, ensuring that students understand that they have agency over their own bodies is foundational to keeping them safe and protecting themselves from pressure, dating violence, and assault. It is important to provide students language for, and understanding of, specific acts, empowering them to stay safe, evaluate risks, make
informed decisions, and communicate health issues or injuries if necessary. Further, youth who are unable to appropriately name sexual acts may not be able to accurately report instances of sexual harm or abuse if it occurs.
N.J.S.A. 18A:35-4.7 Parent’s Statement of Conflict with Conscience
The NJDOE recognizes and respects that some families prefer to have these conversations privately. Pursuant to N.J.S.A. 18A:35-4.7, any child whose parent or guardian presents to the school a signed statement that any part of instruction in health, family life education, or sex education is in conflict with his or her conscience or sincerely held moral or religious beliefs shall be excused from that portion of the course. Parents and guardians seeking to exercise this option should contact their local school principal directly.
Family and Community Engagement
The NJDOE believes that the strongest curriculum is one reflecting the input and expertise of the entire school community, including educators and families. Strong community partnerships in the development of curriculum will yield the healthiest learning environment. In developing curriculum and instructional materials for all content areas, LEAs are strongly encouraged to provide opportunities for meaningful engagement with the school community.
For questions regarding the NJSLS-CHPE, please contact firstname.lastname@example.org.
c: Members, State Board of Education
Statewide Parent Advocacy Network
Garden State Coalition of Schools
New Jersey Association of School Administrators
New Jersey Association of School Business Officials
New Jersey Education Association
New Jersey Principals and Supervisors Association
New Jersey Parent Teacher Association
New Jersey School Boards Association
American Federation of Teachers