Transcript Manitoba Curriculum Framework of Outcomes for Physical

Kindergarten to Senior 4
Physical Education/Health Education
Manitoba Curriculum
Framework of Outcomes for
.
Active Healthy Lifestyles
http://www.edu.gov.mb.ca/metks4/curricul/ks4curr/physhlth/k-s4framework.html
1
Five Interrelated General
Learning Outcomes (GLO’s)
3
Aim
to provide students with planned and
balanced programming to develop the
knowledge, skill, and attitudes for
physically active and healthy lifestyles
4
Research-based
focus on movement and social
skill-based programs for lifelong
physical activity participation and
healthy living
 design learning experiences based
on best practices such as learner
centred, inclusive, enjoyable, and
developmentally/age appropriate

(See 13 Guiding Principles p. 6 for other examples)
5
 promote
partnership building
among schools, families, and
communities
 address the 5 major health risks
for children and youth
6
5 Major Health Risks
inadequate physical activity
 unhealthy dietary behaviours
 drug use, including alcohol and
tobacco
 sexual behaviours that result in
sexually transmitted diseases or
infections and unintended pregnancies
 behaviours that result in intentional
and unintentional injuries

7
Organizational Structure
Curriculum Map
 Icon for each GLO
 Summary Charts for each GLO
 Scope and Sequence Charts for each
GLO
 Code for each SLO

8
Key Characteristics
Combined curriculum
 Outcomes based
 Integrated
 Highly active and interactive
 Delivery model is a local decision
through a planning process
 Treatment of potentially sensitive
outcomes is determined by a local
planning process

9
Recommended Minimum Time Allotments

Grades K-6: 11% of the instructional time
• 11% x 300 min/day x 6 day/cycle=198 min.
• 75% PE = 150 min/6 day cycle
• 25% HE= 48 min/6 day cycle

Grades 7-8: 9% of the instructional time
• 9% x 330 min/day x 6 day cycle =178 min.
• 75%PE = 134min/6 day cycle
• 25%HE= 44 min/6 day cycle



S1-S2: 2 credits with 50%PE/50% HE reported as one full
credit or 2 half credits
Additional health time through integration in various
subject areas
Additional time through optional courses
10
Students with Special Needs (chart p. 14)
 Modifications
 Adaptations
 Accommodations
( new policy
related to adjustment of physical
skill-based outcomes)
 Rescheduling
 Substitution
11
Safety and Liability


Safety and liability is the responsibility of school
divisions/districts and its employees.
Teachers are expected to:
•
•
•
•

be knowledgeable
anticipate hazards
minimize risks
demonstrate expertise in physical activity management
Teachers are expected to provide “professional”
standard of care rather than “the careful and
prudent parent” standard of care especially in
high risk type of activities.
12
Safety and Liability Criteria (p.15)

The Supreme Court of Canada has established
four criteria to determine the necessary and
appropriate standard of care within the context of
physical education:
• Is the activity suitable to the age, mental, and physical
condition of participating students?
• Have the students been progressively taught and
coached to perform the activity(ies) properly and to
avoid the dangers inherent in the activity(ies)?
• Is the equipment adequate and suitably arranged?
• Is the activity being supervised properly in light of the
inherent danger involved?
13
Assessment Planning Guidelines
use the suggested 8 steps in planning
assessment and evaluation strategies
for outcomes (Appendix B, p.196)
 start with “the end in mind” - the
outcome

14
Reporting (p.197)


grades/marks should include information
that indicates progress and achievement
related to the student learning outcomes
behaviour can be part of the mark when it
is:
• an integral part of the specific student
learning outcomes
• observable and measurable
• serves as a performance descriptor
15



behaviour related to areas such as
punctuality, attendance, dress and attitude
should not be part of the mark but
reported by using a separate anecdotal
comment or checklist
fitness test results should be
communicated separately from the final
percent mark or grades
reporting on student learning outcomes
that are potentially sensitive is a local
decision through the SDDPP (Appendix C)
16



how integrated student learning outcomes
should be assessed and evaluated is
determined by the teachers involved
through team planning and collaboration
for students with significant cognitive
disabilities, refer to Individual Education
Planning: A Handbook for Developing and
Implementing IEP’s, Early to Senior Years
(1998)
for students with special needs and
medical problems, refer to page 10
17
Current Roll-Out Plan
Implementation of K-S2 Physical Education/Health Education
2000-01
2001-02
2002-03*
2003-04**
2004-05
2005-06
K-4
K-4
K-4
Implementation
Voluntary implementation
System-wide implementation
planning year
for schools
5-8
5-8
5-8
Implementation
Voluntary
implementation
System-wide
implementation
planning year
for schools
S1-S2
S1-S2
S1-S2
Implementation
Voluntary
implementation
System-wide
implementation
planning year
for schools
* Distribution of K-8 Annotated Bibliography targeted for Nov. 2002
** Distribution of S1-S2 Annotated Bibliography targeted for Nov. 2003
Expectations



School divisions/districts are to determine
best delivery model based on best practices
for overall implementation of the
Framework
A planning process must be used to
determine local policy related to potentially
sensitive content
Schools must seek parental involvement
and provide a parental option prior to
implementation of potentially sensitive
content
19
Part A: Potential Decisions for Overall
Implementation of the Framework






Timetabling
Delivery/Staffing Choice
Programming for non-sensitive outcomes that
require special consideration
Programming for potentially sensitive outcome
Selection of Learning Resources for nonsensitive outcomes and potentially sensitive
outcomes
Teacher Training
20
Overall Implementation of the
Framework (continued)








Safety Guidelines
Programming for Students with Special Needs
Programming for Students with Medical Problems
Reporting
Parental/Community Involvement
Extracurricular program
Healthy school environment and services
Other (e.g. budget, facilities, equipment)
21
Part B: Potential Decision Areas For
School Division/District Planning (p. 205)
A
Potentially
Sensitive
Content
B
C
D
E
Breadth/
Depth
Treatment
of Content
Parental
Options
Scheduling
of
Instruction
Parental
Communication
within/
integrated/
alternative separate/
delivery combination
letters/
meetings/
permission
forms/
websites/
brochures/
newsletters
Personal more/at/
Safety
less/none
Substance
Use and
Abuse
Prevention
Human
Sexuality
schoolbased/
F
G
Teacher
Staff
Training Assignments
Requirements
number
of days/
type of
training
staff/parents
/peers/
community/
others
 Physically
Active and
Healthy
Lifestyles for
All Students
23
Contact Information
English Programs:
Heather Willoughby
W260-1970 Ness Avenue Winnipeg, MB. R3J 0Y9
Ph: (204) 945-8143 Fax: (204) 945-3042
Email: [email protected]
http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth
Français/French Immersion Programs:
Jacques Dorge
509-1181 Portage Avenue Winnipeg, MB. R3G 0T3
Ph: (204) 945-6929 Fax: (204) 945-1625
Email: [email protected]
http://www.edu.gov.mb.ca/manetfr/m-s4/pf/mat-scol/eduphys/index.html
24