K - 4 PE/HE:A Foundation for Implementation

Http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth

GLO 1- Movement (Overview - 4)

The student will demonstrate competency in selected movement skills, and knowledge of movement development and physical activities with respect to different types of learning experiences, environment, and cultures.

Key Strands and Skills

Five Physical Activity Categories (Appendix A)

Individual/Dual Sports/Games

Team Sports/Games Alternative Pursuits Rhythmic/Gymnastic

Activities Fitness Activities

Transport Skills running, galloping,

jumping, hopping skipping

Manipulation Skills rolling, underhand

& overhand throwing, catching, bouncing, kicking, striking)

Balance static, dynamic)

Scope and Sequence

Themes or topics are identified grade to grade to help differentiate learning outcomes from grade to grade.

For example in Sub-strand, Game Strategies Kindergarten-simple games/station activities Grade 1- Target type activities Grade 2- Chasing/fleeing type activities Grade 3- Territory/Invasion type activities Grade 4- Net/wall, striking/fielding type

activities

GLO -1 Guidelines

Establish start and stop signals for safety and class control

Refrain from using exercise as a punishment

Promote maximum participation Choose developmentally and age

appropriate learning activities Use equitable strategies for group

organization

GLO 2 - Fitness Management (Overview - 7)

The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.

Key Strands and Skills

Five Physical Activity Categories (Appendix A)

Individual/Dual Sports/Games

Team Sports/Games Alternative Pursuits Rhythmic/Gymnastic

Activities Fitness Activities

Active participation

Heart-rate monitoring

GLO - 2 Guidelines

Ensure all students are ACTIVE Use positive reinforcement, incentives

rather than awards Promote personal goal-setting strategies Involve parents, families and communities Do not include fitness results as part of

the mark Begin formal fitness assessments at

Grade 4

GLO 3 - Safety (Overview-9)

The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.

Key Strands and Skills

A. Physical Activity Risk Management

B. Safety of Self and Others

Following rules and routines

Introduction to first aid practices in Grade 4

Scope and Sequence

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4- Traffic- School Bus

Ridership- Waterfront- Poisons &

Chemicals- Stoves or

Ovens- Sharp

Utensils- Bathtubs

- Toys- Clothing- Road and

vehicles- School Bus

Ridership- Unsupervised

situations- Fire safety- Holidays- Forest fires- Floods- Tornadoes- Lightning

- Road andvehicle

- School BusRidership

- Electricity- Weather- Seasons- Stairs/ balconies- Tools- Internet use- Water

conditions- Unsupervised

situations

- Fire Safety- School Bus

Ridership- Crosswalk

Procedures- Seatbelts- Train tracks

and railwaycrossings

- Firearms- Floatation

Devices

- Fire Safety- School Bus

Ridership- Road and

vehiclesafety

GLO - 3 Guidelines Establish safety routines early in the

year Be current in safety and student

medical information (e.g., contraindicated exercises, equipment and its use, allergies)

Follow current divisional/school guidelines for teaching potentially sensitive content

GLO 4 - Personal and Social Management (Overview-12)

The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others.

Key Strands and Skills

A. Personal Development

B. Social Development

C. Mental-Emotional Development

Goal-setting/planning skills

Decision-making/problem solving skills

Interpersonal skills Conflict resolution

skills Stress management

skills

GLO - 4 Guidelines

Make connections with ELA Choose a decision-making/problem-solving process and

encourage students to use and practise the steps in daily situations

Use case scenarios that are developmentally and age appropriate Be sensitive to family configurations, accidents or deaths

involving family members, and home environments when addressing topics that should be treated with sensitivity including loss and grief, body image, body weight, self-esteem

Emphasize cooperation, de-emphasize winning and losing in games

Choose games that promote maximum participation (do not eliminate players)

GLO 5 - Healthy Lifestyle Practices(Overview -14)

The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality.

Key Strands and Skills

Personal Health Practices Active Living Nutrition Substance Use and Abuse Prevention Human Sexuality Making health-enhancing decisions

GLO - 5 Guidelines

Encourage parental involvement where possible

Be sensitive to body size, weight, restricted or specialized diets, availability or access to healthy foods

Follow current divisional/district/school guidelines or policy related to substance use and abuse prevention and human sexuality

Suggestions for Planning Overall ImplementationAppendix B (Appendices - 5)

Decide on a delivery model Conduct a learning outcome analysis

Distribution of PE and HE outcomes Perform a curricular connection

analysis integration in other subject areas health promotion calendar

Health Strands

Safety of Self and Others Personal Development Social Development Mental-Emotional Development Personal Health Practices Active Living Nutrition Substance Use and Abuse Prevention Human Sexuality

Planning for Health Themes (p. Overview -19)

Example of School Health Promotion Planning(Appendices - 6)

Planning for Assessment

Fair Assessment

performance criteria clearly defined

students are informed focuses on student learning continuous and ongoing meaningful variety involves students

Suggestion for Assessment Column

Assessment strategy: Title of the Activity

Assessor: Assessment Tool

Directional Statement Example Suggested Criteria BLM reference

Suggestion for Assessment Column

Example K.1.K.B.1 on page K-6 and K-7:

Learning Log: Good Practice Makes PerfectTeacher: Inventory

Have students draw themselves practising a skill they feel needs practice. Ask them to describe what they are practising and how they feel about their progress. Teachers could also photograph students practicing the skill

Refer to BLM K-1: Good Practice Makes Perfect

Develop an Assessment Plan

Plan with the end in mind (the learning outcome(s)

Backward design Know what you are looking for (criteria) Clearly communicate criteria to students Teach with the test in mind Play with a purpose Refer to 8 step planning process to guide

thinking

Managing Assessment Sticky Notes

Anecdotal notes Surveys Graphing Gym goals

Scoring Rubrics Self/Peer

Assessments Enter/Exit Slips

Inventories Human opinion

line What’s Behind Me? Stand-up/sit down Card-voting I can posters Rotating Reel Scavenger Hunts

Planning for PE/HE Programming

Planning for PE/HE Programming ( Overview -16)

Part A: Planning for Implementation Part B: Planning for Instruction

Integration Students with Special Needs Potentially Sensitive Content Yearly/Unit/Lesson Planning

Part C: Planning for Assessment (Overview-23)

Part D: Additional Planning (Overview -25)

Characteristics of the Learning Outcomes

some are PE related, HE related, and some are PE and HE inter-related

supports making curricular connections recursive year-end can be clustered short or long term vary in degree of complexity

Planning for PE Integration

Promote Active Learning

Actively engaging students increases retention

Augment time PE and HE

connection PE and SC

Connection

S . 2 . 1 . A . 1 a A n i m a l M o v e m e n t C a r d s B L MG - 7

PE/HE and ELA Connection

Yearly Planning (Appendices -17)

- Determine # of classes for each class for the year

- Determine blocks of time by cycle, week, month, term, etc

- Determine # of days for inservices or other conflicts

- Determine available resources (e.g., equipment, facilities, people, books, software, student materials, visual aids, etc.)

- Establish time blocks and schedule units/modules/themes for achieving the student learning outcomes for each grade

- Deadline dates for report card marks- Marking system, weighting of PE and HE- Determine components of the mark

Traditional Athletic Program/ Season

Cross Country Running

Soccer

Volleyball

Dance

Basketball

Winter Activities

Gymnastics

Badminton

Track & Field

Baseball

Example 1: Organizing the Year by GLO’s

Example 2:

Yearly Planning By Activity Category (Appendices -19)

Example 3: By PE/HE Skill Theme

Transport

Manipulation

Balance

Fitness Management

Safety

Goal-setting/planning

Decision-making/problem-solving

Interpersonal

Conflict resolution

Stress Management

By PE Skill Theme

Transport

Manipulation

Balance

Fitness Management

Safety

Personal/Social Management

By HE Skill Theme

Goal-setting/planning

Decision-making/problem-solving

Interpersonal

Conflict resolution

Stress Management

Unit Planning (Appendices - 21)

Backward Design- Choose outcomes and plan

teaching/learning strategies or choose theme or topic and then outcomes

Teach with Intent- What is the purpose of the activity?

Why you are teaching it? What will the students be learning?

Facilitate integration where possible

Developing Integrated Unit Plans

Pick a strand/sub-strand/theme/topic Choose and cluster outcomes (mapping

activity) Choose teaching/learning strategies from

S for I or own Choose an assessment strategy and tool

from S for A or own Assess and select local learning

resources Make curricular connections

Lesson Planning (Appendices - 27)

- include activating, acquiring, applying type of activities

- plan with the end in mind (the outcome)

- plan for safety, inclusion, maximum participation, success, etc

Planning for Inclusion

Inclusive PE/HE Programming (Overview - 20)

includes all students uses the provincial PE/HE curriculum as a base respects learning needs and interests of

individual students involves planning and collaboration with

others provides assistance only to the degree

required

Programming for Students with Special Needs (Appendix C)

Personalize instruction Individual Education Planning (IEP’s) Planning Tools

Form 1: Planning for Inclusion in PE/HE (p. App-10)

Form 2: Learning Outcome Planner (p. App-12)

Form 3: Visual Planner (p. App-15)

Appendices-13

Appendices-15

Physically Active and Healthy Lifestyles for All Students