They have some knowledge of the games and physical culture of other people. There is little, if any, variation in the physical education curriculum from traditional western forms of physical education activities. Teachers operating at this level begin to include games and dance activities from other countries, which are not mainstream. Assimilation is a governing value in the curriculum. Human and material resources of the community are used in a one-way relationship.
Activities are much more diverse.
At Level IV students and teachers recognize the need to place cultural understanding as a high priority in their curriculum. At this level both students and teachers come to value other cultures as important as their own. Curriculum boundaries are broadened so that many activities and events from the community are included in the curriculum. At Level VI major links between the school curriculum and the broader community education and recreation programs are forged. Service becomes a priority.