the ontario health and physical education curriculum, grades 1-8 and 9-12 1
TRANSCRIPT
The Ontario Health and Physical Education Curriculum, Grades 1-8 and 9-12
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Agenda
Day 2•Questions – exit cards•Board planning•Planning with the end in mind•Active break•World Café•Making connections•Wrap up/Looking ahead
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Day 1•The big picture•Student voices•Active break•Major changes•Front matter•Resources and supports•Reflection/Exit card
Learning Goals
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• To deepen understanding about the fundamental principles for the curriculum and how they are reflected in practice
• To increase awareness about major changes in the curriculum
• To build understanding of local resources to support implementation
• To make preliminary plans for supporting effective implementation of the curriculum and build system capacity for supporting Achieving Excellence: Ontario’s Renewed Vision for Education
Learning Goals
• Reflect on the learning goals and your own learning goals for the session
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Health and Physical Education Curriculum and the Renewed Vision for Education
• Achieving Excellence
• Ensuring Equity
• Promoting Well-Being
• Enhancing Public Confidence
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Vision
See page 6
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Making Connections • Examine the word clouds• What elements of the Vision (p. 6), Goals (p. 6),
Fundamental Principles (p. 9,10), Physical Literacy (p. 7), Health Literacy (p. 7) do you see reflected? Missing?
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Health and Physical Education Curriculum Review 2007 - 2015
• 2007-2010 – Grades 1-12 review
• January 2010 – Grades 1-8 release
• September 2010 – Grades 1-8 implementation (Interim Edition)
• Fall 2014 – Additional parent consultation
• Winter 2015 – Grades 1-8 and 9-12 release
• September 2015 – Mandatory implementation
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Components of Curriculum Review
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RESEARCH
CONSULTATIONS
Focus Groups
EDITING
Technical Analysis
WRITING
Feedback
Faculties ofEducation
Parents
Colleges
Students
OtherBranches &Ministries
MACSE NGO's
Stakeholders Educators
THIRD PARTYCHECK
Academic
Equity &InclusiveEducation
EnvironmentalEducation
FirstNation,Métis &
Inuit
Benchmarking
APPROVAL+
RELEASETraining
Universities
Employers
Resources
Revision Writing
FNMIFinancial Literacy
What we heard—2007-2010
• Strengthen what is already a “good thing”• Make connections – elementary and secondary• Make connections to healthy schools• Highlight Living Skills more • Build critical thinking• More skill-based learning• Address emerging health issues• Address mental health• More user-friendly
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What we heard—students • Read the quotes and wishes from the students• Consider the impact on your practice
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Curriculum Overview (2015)
12See page 8
Fundamental Principles, Grades 1-12
1. School, Family, and Community Support
2. Physical Activity as the Vehicle for Learning
3. Physical and Emotional Safety
4. Student-Centred, Skill-Based Learning
5. Balanced, Integrated Learning With Relevance to Students’ Lives
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Key Elements of the Curriculum
Front Matter•Preface•Introduction•Program in Health and Physical Education•Assessment and Evaluation of Student Achievement•Considerations for Program Planning
Overviews
Appendices
Glossary14
Curriculum Overview, Grades 1-12 (2015)
See pages 22elem, 26sec
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Active LivingSee pages 25elem, 29sec
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Movement Competence: Skills, Concepts and StrategiesSee pages 27elem, 31sec
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Healthy Living
See pages 34elem,
37-38sec
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Strand Overview
Review appendices (elem p. 221-225, sec., p. 201-205), and front matter
Note key ideas•Alignment with current practice•New approaches•Secondary – consider application to focus courses
Elementary/Secondary - compare notes, examine flow of learning from grades 1-12
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Living Skills
• Living skills • 21st century skills
See pages
23-25elem,
26-29sec
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Living Skills
Planning integration of instruction and assessment
Grade 9 A2.2describe the short-term and long-term benefits of developing both health-related fitness (i.e., cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition) and skill-related fitness (i.e., balance, agility, power, reaction time, speed, and coordination), and explain how to use basic training principles to enhance both types of fitness (e.g., progressive overload: increasing the frequency, intensity, and/or duration of the activity or exercise over time to enhance health-related fitness; specificity: participating in physical activities that develop specific aspects of fitness, as when using aerobic activity to improve cardiorespiratory fitness or doing in-line skating or skateboarding to develop balance and agility) [PS, CT]
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See pages
24elem, 27sec
Senior Courses and Focus Courses
Health for Life (PPZ3C)Introductory Kinesiology (PSK4U)Recreation and Healthy Active Living Leadership (PLF4M)
Focus Courses for PPL1O, PPL2O, PPL3O and PPL4O•Healthy Living and Personal and Fitness Activities (PAF)
•Healthy Living and Large-Group Activities (PAL)
•Healthy Living and Individual and Small-Group Activities (PAI)
•Healthy Living and Aquatic Activities (PAQ)
•Healthy Living and Rhythm and Movement Activities (PAR)
•Healthy Living and Outdoor Activities (PAD)22
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Break
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Key Changes
• Pedagogical Approach
• Currency
• 21st Century skills
• Diversity
• Curriculum structure
• Additional recent changes 25
Recent Updates• Healthy relationships and consent• Online safety, including risks of sexting• Mental health and well-being• Diversity including gender identity and sexual orientation
• Examine the focus of the learning• Supporting the learning across the curriculum
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Front Matter• Move to grade/division
groups• Use bookmark to examine
key components of the curriculum
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Resources and Supports• Parent resources
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Foundations for a Healthy School framework
Ophea provides: Consultation Support Fee-for-Service Training Professional Learning at our annual conference Monthly updates via our eNewsletter “eConnection”
Ophea’s H&PE Support Strategy
www.ophea.net
Resources and Support Materials
ICE and OPECO will coordinate the development of resources to support implementation in Catholic Schools•Initial materials available by August, 2015•Additional materials throughout 2015-16 school year•www.iceont.ca
• Resources will include:– Curriculum links between HPE and
Catholic Graduate Expectations– Curriculum links between HPE and
Family Life Curriculum, Grades 1-8– Curriculum links between HPE
curriculum and Secondary Religious Education Curriculum
– Updated Family Life Curriculum, including sample lessons, additional teacher prompts and suggestions, and classroom resources aligned with Fully Alive
– Communication materials for school and system leaders
– Letters and templates to support communication between home and classroom
Resources and Supports
Discussion about local resources•Public health•Mental health lead
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Personal Reflection and Exit Card
Record personal reflections in portfolio.
On Exit Card:1.Things you learned2.What you’re wondering about3.High priority assessment and evaluation question about the revised HPE curriculum
Thank you!
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Welcome back!
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Day 2•Questions – exit cards•Board planning•Planning with the end in mind•Active break•World Café•Making Connections•Wrap Up/Looking ahead
Reflection and Board Planning
1. Implementation ideas– Identify 5 interesting ideas from 2010 working document– Capacity building for system impact– Discussion of local plans for 2015
“I skate to where the puck is going to be, not where it has been.” Wayne Gretzky
2. Reflection about assessment practices observed throughout learning thus far
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Planning with the end in mind
Debrief – assessment strategies used on Day 1
In grade/division groups:High priority questions – small group facilitated discussion•Links to policy•Strategies to address question
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Break
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Dance Machine
Curriculum links (active living, movement competence, living skills)
Learning goal:
We are learning how to communicate and work together as we develop and practice our movement sequence
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Dance Machine
Learning goal:
We are learning how to communicate and work together as we develop and practice our movement sequence
Success Criteria – what does this look like? sound like?
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Planning with the end in mind
Fundamental Principles, Grades 1-12
1.School, Family, and Community Support
2.Physical Activity as the Vehicle for Learning
3.Physical and Emotional Safety
4.Student-Centred, Skill-Based Learning
5.Balanced, Integrated Learning With Relevance to Students’ Lives
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Dance Machine
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Create a movement sequence that includes:1) Five stability skills (a beginning pose, an ending
pose, and three other poses). 2) Actions that represent Pan Am / Para Pan Am
sports/activities.3) Three locomotion skills that link the poses.
See examples of skills: Stability Skills: - bending- twisting- balancing on one foot- transferring weight- landing from a jump- holding a static pose
Sport Skills: - volleying a ball- rolling a ball underhand- blocking a ball- catching a ball- hitting a ball- carrying a ball
Locomotion Skills: - leaping- dodging- galloping- jumping- running- hopping
Dance Machine
Debrief
Learning goal:
We are learning how to communicate and work together as we develop and practice our movement sequence
1.Descriptive feedback using success criteria of demonstration of interpersonal skills.
2.How can observation can be used for assessment?
3.How were the fundamental principles reflected in instruction? 44
World Cafe
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World Cafe• Partnerships – parents, public health, community• Answering the tough questions• Implementation plan sharing• Senior courses and Focus Courses• Mental Health• Human Development and Sexual Health• Use of technology• Catholic schools• First Nations schools
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Making Connections
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Making Connections
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Personal Reflection and Feedback
Record personal reflections in portfolio – back pageConsolidation with school board team
Survey link will be e-mailed to you.
Thank you!
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