PPZ3C - Grade 11 Health For Life

Grade 11 Health For Life image
Course Code: PPZ3C Course Type: College Preparation Format: Online School Course Prerequisite: None Tuition Fee (CAD): $549

Course Description For PPZ3C Grade 11 Health For Life Online Course

Grade 11 Health for Life encourages students to examine the factors that influence their personal health practices, as well as those that contribute to the development of healthy communities. This course emphasizes the concept of wellness and promotes healthy eating, physical activity, and the construction and maintenance of a positive sense of self. Throughout this course, students will learn how to make healthy choices and create a personalized wellness plan. They will also design initiatives encouraging others to lead healthy, active lives.

Summary Of Units And Timelines For Grade 11 Health For Life PPZ3C

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 PPZ3C course profile.

Unit OrderUnit NameSuggested Time
Unit 1The Vitality Concept25 Hours
Unit 2How Healthy Are You?25 Hours
Mid Semester Point
Unit 3Maintaining Your Health25 Hours
Unit 4Advocating for Your Health25 Hours
Unit 5Final Exam + Course Summative10 Hours
Total110 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

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.

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.

As summarized in Growing Success 2010, 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 outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, 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.
  • Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

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 can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. 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. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

Reference: Health and Physical Education, The Ontario Curriculum, Grades 9 to 12, 2015 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.


Frequently Asked Questions

PPZ3C is a Grade 11 Health For Life course at a College preparation level.

3C refers to the Grade level of the courses and the pathway. 3 means it is a grade 11 course and C means it is a college preparation course.

Click here for more information on Course Coding System

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.

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Alexander Turner
The Ontario Virtual School thoroughly exceeded my expectations. The online course including videos, explanations and assignments were organized and well prepared. My experience with the teacher and staff were also exceptional - the support I received was immediate and outstanding. I would recommend OVS to anyone looking to complete a high school course online.
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The teachers were really nice and great at responding to emails quickly, as well as at clearing up doubts! The administration staff were also really helpful.
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Mihailo
My experience with Ontario Virtual High school was great. The lessons were well designed and easy to follow. I liked how I was able to work at my own pace. The teacher I had was very helpful and quickly responded to my emails. Overall this course is very well organized and I would 100% recommend it.
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stephanie sassi
by far, the best online option to take. The teachers are so nice and helpful with whatever i needed.They helped me when i was in a time rush and was very helpful with any questions that i had. I strongly recommend this online school.
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Excellent Ministry-Inspected School with certified teachers and very complete courses. Very easy to set up and follow through. Considering the time we are facing, being able to access this platform from everywhere is truly a benefit. Website is easy to navigate and it's impossible to get lost for students, parents and even teachers! 100% Recommended!
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Pvitar Rai
Ontario virtual schools was a creative platform that allowed me to excel due to my ability to choose when to work on it. Teachers were friendly that went out of their way to help. I would highly recommend Ontario virtual school due to my experience!