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Repeat a cue for one movement pattern or skill.
Access Point #: PE.K.C.2.Su.f
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • PE.K.C.2.6: Recite cues for a variety of movement patterns and skills.
Access Point Information
Number:
PE.K.C.2.Su.f
Category:
Supported
Standard:
Identify, analyze and evaluate movement concepts, mechanical principles, safety considerations and strategies/tactics regarding movement performance in a variety of physical activities.
Access Point Courses
  • Physical Education: K-5 (#7715010): PE K - 5 is an access course which is intended only for students with significant cognitive disabilities. Access courses are designed to provide tiered access to the general curriculum through three levels of access points (participatory, supported, and independent), which reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

    The purpose of this course is to enable students with disabilities to actively participate in a physical education program. Quality physical education programs increase the physical competence, health-related fitness, self-responsibility and enjoyment of physical activity for all students so that they can be physically active for a lifetime. In addition, physical education programs can improve self-esteem, self-confidence and interpersonal skills. They also improve problem solving skills, increase creativity, enhance social and cognitive development and academic achievement.

  • Physical Education - Grade Kindergarten (#5015020): The purpose of this course is to provide students with the knowledge and skills necessary for the development of a physically active lifestyle. The course content provides a variety of movement opportunities, strategies and experiences through physical activities. Students should demonstrate competency in many and proficiency in a few movement forms from a variety of physical categories. In addition to physical fitness components, this course includes content related to resiliency education: civic and character education and life skills education. 
  • Access Physical Education Grade Kindergarten (#7715020): Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

    Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

    The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.

    English Language Development ELD Standards Special Notes Section:

    Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: .

    For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.