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)

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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

www.eduGAINS.ca

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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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