Health for Life, PPZ3C, Grade 11, College Preparation
Policy Document: The Ontario Curriculum, Grades 9 to 12,, Health and Physical Education 2015, Ministry of Education of Ontario
This course enables students to examine the factors that influence their own health practices and behaviours as well as those factors that contribute to the development of healthy communities. It emphasizes the concept of wellness, which addresses all aspects of well-being – physical, cognitive, emotional, spiritual, and social – and promotes healthy eating, physical activity, and building and maintaining a positive sense of self. Students will develop the skills necessary to make healthy choices and create a personal wellness plan. They will also design initiatives that encourage others to lead healthy, active lives. The course prepares students for college programs in health sciences, fitness, wellness, and health promotion.
Summary of Units and Timelines
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.
The Vitality Concept
How Healthy Are You?
Maintaining Your Health
Advocating for Your Health
Total: 115 hours
Visions and Goals of the Health and Physical Education Curriculum
The revised health and physical education curriculum is based on the vision that the knowledge and skills students acquire in the program will benefit them throughout their lives and enable them to thrive in an ever-changing world by helping them develop physical and health literacy as well as the comprehension, capacity, and commitment they will need to lead healthy, active lives and promote healthy, active living.
The goals of the health and physical education program are as follows.
Students will develop:
- the living skills needed to develop resilience and a secure identity and sense of self, through opportunities to learn adaptive, management, and coping skills, to practise communication skills, to learn how to build relationships and interact positively with others, and to learn how to use critical and creative thinking processes;
- the skills and knowledge that will enable them to enjoy being active and healthy throughout their lives, through opportunities to participate regularly and safely in physical activity and to learn how to develop and improve their own personal fitness;
- the movement competence needed to participate in a range of physical activities, through opportunities to develop movement skills and to apply movement concepts and strategies in games, sports, dance, and various other physical activities;
- an understanding of the factors that contribute to healthy development, a sense of personal responsibility for lifelong health, and an understanding of how living healthy, active lives is connected with the world around them and the health of others.
The knowledge and skills acquired in health education and physical education form an integrated whole that relates to the everyday experiences of students and provides them with the physical literacy and health literacy they need to lead healthy, active lives.
Fundamental Principles in Health and Physical Education
The revised health and physical education curriculum from Grade 1 to Grade 12 is founded on the following principles.3
- Health and physical education programs are most effective when they are delivered in healthy schools and when students’ learning is supported by school staff, families, and communities.
When students see the concepts they are learning in health and physical education reflected and reinforced through healthy-school policies and healthy practices in their families and communities, their learning is validated and reinforced. Students are then more likely to adopt healthy active living practices and maintain them throughout their lives.
- Physical activity is the key vehicle for student learning.
Health and physical education offers students a unique opportunity for kinesthetic learning – they learn about healthy, active living primarily by “doing”, that is, through physical activity. In health and physical education, students discover the joy of movement, learn about their bodies, and develop physical and cognitive skills that will contribute to their lifelong health and well-being.
- Physical and emotional safety is a precondition for effective learning in health and physical education.
Students learn best in an environment that is physically and emotionally safe. In health and physical education, students are learning new skills and participating in a physical environment where there is inherent risk. They are learning in a public space where others can see them explore, learn, succeed, and make mistakes. They discuss health topics that have implications for their personal health and well-being. It is critical that teachers provide a physically and emotionally safe environment for learning by emphasizing the importance of safety in physical activity, treating students with respect at all times, being sensitive to individual differences, following all board safety guidelines, and providing an inclusive learning environment that recognizes and respects the diversity of all students and accommodates individual strengths, needs, and interests.
- Learning in health and physical education is student-centred and skill-based.
Learning in health and physical education should be directly connected to the needs and abilities of individual students. The curriculum expectations are age-related but not age-dependent – the readiness of students to learn will depend on their individual physical and emotional development. The learning in all strands is focused on individual skill development for healthy, active living, supported by knowledge of content and conceptual understanding. In order to reach their full potential, students need to receive progressive instruction and constructive feedback, as well as numerous opportunities to practise, reflect, and learn experientially in a safe environment.
- Learning in health and physical education is balanced, integrated, and connected to real life.
Health and physical education is balanced in that it addresses both the physical and cognitive needs of students. It also addresses their psychological and social needs. It is important for teachers to provide adequate time and resources for all aspects of the program, and not to allow any one aspect to be emphasized at the expense of others. Learning in health and physical education is integrated because the connections between the various elements of the program – active living, movement competence, healthy living, and living skills – are always recognized. Understanding these connections provides the foundation for health and physical literacy, overall well-being, and lifelong healthy, active living. Finally, health and physical education is highly relevant to students’ present and future lives in a complex, global, technology-rich, and rapidly changing world, and students need to understand this if they are to develop the comprehension, commitment, and capacity to participate in and promote healthy, active living.
The curriculum expectations for the course are broken into four strands:
- Personal Knowledge and Management Skills: In this strand, students develop their ability to describe and assess their personal strengths and interests, and to use their knowledge of themselves to help focus on education, career, and life goals. Students learn the components of effective deceision making and apply them to develop plans, act on those plans, and evaluate and modify those plans as required. Students also develop the personal-managements skills needed for success in work, learninig, and life.
- Interpersonal Knowledge and Skills: In this strand, students develop the knowledge and sklls necessary for effective communication, teamwork, and leadership. They learn how to get along with others at school, in the workplace, and in the community. They learn about the importance of understanding diversity and respecting others, and they become actively involved in contributing to their communities.
- Exploration of Opportunities: In this strand, students develop the skills needed to research information about learning, work, and community opportunities. Students make connections between these opportunities and their personal career goals. They learn about trends in the workplace, in the local and global economy, and in society. Students learn the beneifst of having a broad range of skills to meet the demands of the changing global market.
- Preparation for Transitions and Change: In their work in this strand, students learn to anticipate and respond to changel They develop knowledge, skills, and strategies that can smooth the transitioins between different stages and roles in loife. They prepare themselves for postsecondary learning and for the challenges of finsing and creating work opportunitieis. They also develop their ability to make effective decisions, set goals, plan, act on plans, and evalyate and modify plans in response to changes.
In courses within the Guidance and Career Education program, there is a specific emphasis on experiential learning—that is, learning acquired wholly or in part through practical experiences inside and outside the classroom. These experiences are intended to meet the needs of students at various stages of readiness for work and influence the direction students take in their career exploration and educational planning.
The organization of the course is packaged into four distinct topical units. A fifth unit, Course Summative, will be developed throughout the course so that students can learn, develop and build on knowledge and skills as they work through creating a career portfolio, parts of which they can use in their real-world job searches.
Teaching and Learning Strategies
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners.
Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers.
Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations.
Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.
Online & Offline Components
The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details.
Course content & instruction: online
Communication between teacher and students: online & offline
Collaboration between students: online
Assessment & evaluation: online & offline
Practise exercises, textbook work, readings etc: offline
Experiential work experience, volunteering, etc.: offline
Assessment & Evaluation for Student Achievement
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.
Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.
In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:
- Address both what students learn and how well they learn;
- Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
- Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
- Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
- Are fair to all students;
- Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
- Accommodate the needs of students who are learning the language of instruction;
- Ensure that each student is given clear directions for improvement;
- Promote students’ ability to assess their own learning and to set specific goals
- Include the use of samples of students’ work that provide evidence of their achievement;
- Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.
The achievement chart identifies four categories of knowledge and skills and four levels of achievement in health and physical education. They include; knowledge and understanding, thinking and inquiry, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.
A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. This 70% will be distributed in the achievement chart categories as follows: 20% knowledge and understanding, 30% application, 20% communication and 30% thinking and investigation. Student work will be assessed and evaluated in a balanced manner with respect to the four categories within each unit.
- Thirty percent of the grade will be based on a final evaluation in the form of one summative project which students will build on throughout the course.
Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.
All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning must be identified in his or her Individual Education Plan (IEP). Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
Examples of accommodations (but not limited to) include:
- Adjustment and or extension of time required to complete assignments or summative tasks
- Providing alternative assignments or summative tasks
- Use of scribes and/or other assistive technologies
- Simplifying the language of instruction
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. There is no prescribed textbook for this course.