Health and Physical Education
Curriculum
The expectations for health and physical education are organized into three distinct but related strands – Active Living, Movement Competence, and Healthy Living. Integral to expectations in all these strands is a further set of expectations. These are the living skills – the personal, interpersonal, and critical and creative thinking skills that are essential to the achievement of expectations in the three strands. The living skills expectations are to be taught and evaluated in conjunction with learning in each of the strands; they cannot be addressed in isolation.
Active Living - helps students develop the skills and knowledge needed to participate regularly and safely in physical activity, while enjoying being physically active and learning how to develop and enhance their own personal fitness.
Movement Competence - helps students develop the movement competence needed to participate in physical activities through the development of movement skills and the related application of movement concepts and movement strategies.
To review a copy of the Ontario Health and Physical Education curriculum, please go to: http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html
PLAY SPORTS
P – Proper gym clothes and running shoes
L – Lead a healthy lifestyle
A – Attempt the skills/strategies taught in class
Y – You focus on yourself
S – Safety: be safe and keep others safe
P – Participate in all activities
O – Obey the rules and play fair
R – Respect self, others, the space, and equipment
T – Try your best
S – Stay on task and follow all instructions
Assessment and Safety
Assessment and evaluation will be constantly on-going. Assessment is used to gauge students’ current skills and plan for their improvement. Evaluation is used to test what knowledge or skills have been learned. I will be using a variety of tools, including the achievement charts (in the curriculum documents), OPHEA (Ontario Physical and Health Education Association) rubrics and checklists, Ontario exemplars, teacher developed rubrics, participation in classroom discussions and activities, checklists, peer and self- assessments, teacher observations and anecdotal notes. I will let all students know what is expected of them, and to help them set goals for their own improvement. Students will be evaluated on a regular basis.
Safety is a vital aspect of Health and Physical Education. I have developed procedures and lessons that ensure the highest possible level of safety, while allowing students to engage in a broad range of challenging activities. Safety is an integral part of curriculum planning and implementation. In my classroom, I will constantly observe the students, and they will be made aware of rules and expectations pertaining to each location or activity. Injury prevention is another aspect of student safety that is not taken lightly. Students will be given specific instructions and rules to follow for each activity conducted.
Healthy Living
The healthy living strand helps students develop an understanding of the factors that contribute to healthy development, a sense of personal responsibility for life long health, and a respect for their health in relation to others and the world around them. The health curriculum is broken down into four units: Injury Prevention and Personal Safety, Healthy Eating, Substance Use, Addictions, and Related Behaviours, and Human Development and Sexual Health.
Healthy living will be taught in 2-3 blocks during the school year. We will take two weeks out of physical program to teach the health units. Each student is given a HEALTH WORKBOOK and are tasked to complete the activities in the workbook for that particular unit.
To review a copy of the Ontario Health and Physical Education curriculum, please go to: http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html