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April Lujan

Be Charger Strong - Student Learner Outcomes


  • BE academically excellent by…

    • Reading, comprehending, and producing a variety of materials in a variety of fields of study.

    • Being self-directed and determined in your educational endeavors.

    • Maximizing the development of your intellectual capacities. 

  • Be a CHARGER citizen who…

    • Actively participates in the community and acts as a caretaker of the environment. 

    • Respects diversity. 

    • Demonstrates integrity, responsibility, and perseverance. 

  • Be a STRONG critical thinker and communicator who…

    • Demonstrates critical thought. 

    • Clearly conveys information and ideas in written and visual form. 

    • Speaks with clarity and listens to understand. 

CORE 9 Curriculum
CORE 9 Curriculum
CORE 10 Curriculum
CORE 10 Curriculum
Upper Class Curriculum
Upper Class Curriculum
Poker Face 1
Poker Face 2
African 2
African 1

High School Course 1 Physical Education Model Content Standards (PE CORE 9)

Standard 1

Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.

 1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities.

1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.

1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities.

1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.

1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities; and evaluate the performance based on the use of the principles.

1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain the relationship between those factors.

1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, and individual activities, and dual activities.

1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.

1.9 Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.

1.10 Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities.

1.11 Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities.

1.12 Demonstrate independent learning of movement skills.

Standard 2

Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

2.1 Participate in moderate to vigorous physical activity at least four days each week.

2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.

2.3 Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.

2.4 Use physical fitness test results to set and adjust goals to improve fitness.

2.5 Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

2.6 Identify the physical fitness requirements of an occupation.

2.7 Develop and implement a one-month personal physical fitness plan.

2.8 Analyze consumer physical fitness products and programs.

2.9 Explain the inherent risks associated with physical activity in extreme environments.

2.10 Identify and list available fitness resources in the community.

2.11 Explain the role of physical activity in the prevention of disease and the reduction of health care costs.

Standard 3

Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.


3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.

3.2 Act independently of negative peer pressure during physical activity.

3.3 Identify and evaluate personal psychological response to physical activity.

3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities.

3.5 Develop personal goals to improve one’s performance in physical activities.

Social Interaction

3.6 Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity.

3.7 Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.

3.8 Recognize the value of physical activity in understanding multiculturalism.

Group Dynamics

3.9 Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

3.10 Identify and utilize the potential strengths of each individual in physical activity.








Each student taking PE is assigned a locker and a lock provided by the school district. The student is NOT allowed to remove the lock from the locker room. The student is also NOT allowed to bring their own lock from home unless they have spoken with a PE teacher. Should a student misplace or lose their lock they will be charged a $20 fine to replace the lock.

It is also the student's responsibility to place ALL their personal belongings inside their locker while they are in class. Should their items not fit inside of their locker they need to see a PE teacher so that they can make arrangements to lock them up during their PE period. Items that have been left out in the locker room have been taken and not always recovered. Before going out to their PE class each student needs to make sure their lock is SECURELY placed on their locker.

Wilcox Girls Volleyball Website

Please the Girls Volleyball Website for updated information about our amazing program!


Click on the link below:

Physical Education Modification Form

P.E. Class - When Your Child is Injured


If your student experiences an injury that temporarily limits his/her physical ability, s/he may continue to earn PE credit through modified activity.  Please have the doctor provide a note indicating what specific activities your child can do, OR have the doctor complete and sign this form.  Your child should then give the form to the school nurse, who will review and inform the P.E. teacher.  NOTE: PE Modification Forms for doctor’s signature are given and explained to PE students at the beginning of each quarter.