Transcript Manitoba Curriculum Framework of Outcomes for Physical

Welcome
to the
Physical Education/Health Education
Framework Orientation Session
Heather Willoughby
Physical Education/Health Education Consultant
Manitoba Education, Training and Youth
Agenda
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Overview & Framework Orientation
• Activating and acquiring activity
Break (10:30 -10:45)
Outcome Analysis
• Applying activity
Lunch (11:45-1:00)
Planning Process
• Activating and acquiring activity
Break (2:15-2:30)
Divisional Planning
• Applying Activity
Wrap up
Session Outcomes
Participants will be able to:
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outline key characteristics of the
Framework, implementation phases and
timelines, and the School Division District
Planning Process (SDDPP)
identify the implications of the Framework
in more detail for Early Years programming
initiate planning for implementation of
PE/HE Framework in own school
division/district
Kindergarten to Senior 4
Physical Education/Health Education
Manitoba Curriculum
Framework of Outcomes for
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Active Healthy Lifestyles
http://www.edu.gov.mb.ca/metks4/curricul/ks4curr/physhlth/k-s4framework.html
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Acknowledgements (pages iii to ix)
Joint project with Bureau de l’éducation
française
 Large number of people were involved
 Collaborative and team approach in
development process
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Vision
Physically active and
healthy lifestyles for
all students
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Rationale
Research-Based
 Movement
skill-
based for
lifelong physical
activity
participation
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 Social
behaviourbased skills for
healthy living
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Developmentally/age
appropriate
Learner centred
Inclusive
Enjoyable
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 Involvement
of
parents,
families,
communities
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Designed to address the 5 major health
risks for children and youth
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Inadequate physical activity
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63% of children and youth are insufficiently active
for optimal growth and development (Statistics
Canada, 1996)
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Elementary school children should accumulate at
least 30 minutes and up to 2 hours of physical
activity on all, or most days of the week including
accumulation or bouts of 10-15 minutes of
moderate to vigorous activity daily. (Physical Activity
Guidelines, NASPE, 1998)
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Research supports Quality Daily Physical
Education as recommended delivery model for
school age children (US Surgeon General’s Report, 1996;
CFLR ,1996; Canadian Medical Association, 1998)
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Unhealthy dietary behaviours
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Majority of children are not eating the recommended
number of servings (5-10) of fruit and vegetables a
day
Children are eating more total and saturated fat than
experts recommend
The % of young people who are overweight has more
than doubled in the last 30 years
Many children spend more time viewing TV than in
any other activity besides sleep
US Department of Agriculture's Dietary Guidelines for Americans,
2000
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Drug use including
alcohol and tobacco
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In Manitoba, high school student survey,
60% of all students identified “alcohol
and drug use” as the biggest problem
students face at school (1997 Student Survey
Report, Addictions Foundation of Manitoba)
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43% adolescents males and 42%
females reported “really drunk” on 2 or
more occasions (Health Canada, 1999)
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24% of youth aged 15-19 smoke
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The good news is that there has been a
decrease from 43% in 1981 to 24% in
1994
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Generally, males smoke more than
females but females are higher at ages
15-17 (26% vs. 20%)
1994 Youth Smoking Survey, Health Canada
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Sexual behaviours that result in STD’s and
STI’s and unintended pregnancies
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Manitoba has one of the highest teen
pregnancy rates in Canada (Manitoba
Health, 2000)
7 children and teens get pregnant every
day in Manitoba (Manitoba Health, 2000)
 Good sexuality education programs help
to delay first intercourse and protect
sexually active youth from HIV, STDs,
and pregnancy (CYS Steering Committee on
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Adolescent Pregnancy, 1996)
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Behaviours that result in intentional and
unintentional injuries
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 Unintentional
injuries are the
leading cause of death among
children and youth (SmartRisk
Foundation,1998)
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Five Focus Areas
physical activity participation
 healthy eating
 substance use and abuse prevention
 sexual and reproductive health
 safety education
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Aim
to provide students with planned and
balanced programming to develop the
knowledge, skill, and attitudes for
physically active and healthy lifestyles
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Organizational
Structure
A Guide to Reading the
Outcomes (p.19)
Refers to Knowledge
GLO #
Grade
Strand
SLO in substrand
K. 3. 6. B.4. a
Additional SLO per
sub-strand
S . 5 . S1 . A . 1
SLO in substrand
Strand
Grade Senior one
GLO #
Refers to Skills
Key Characteristics
1. Combined Curriculum
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One document
Health-oriented PE curriculum model
Wellness-oriented HE curriculum
model
Five interrelated General Learning
Outcomes (GLO’s)
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2. Outcomes Approach
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Identifies student learning outcomes
grade by grade for knowledge and
skills
Provides attitude indicators for each
GLO to guide anecdotal reporting
All outcomes are compulsory
Treatment of compulsory outcomes
related to potentially sensitive content
is determined locally
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Example of a Skill Outcome
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S.2.4.A.1a Participate regularly in a variety of
purposeful and individually challenging fitness
activities that develop health-related and/or
skill-related fitness components (e.g., activities
that increase heart rate, lung capacity,
strength, muscular endurance, flexibility,
coordination…)
S.2.S2.A.1a: Participate in different types of
training and conditioning activities that
contribute to personal fitness development
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Example of a Knowledge Outcome
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K.5.4.C.1a: Demonstrate an
understanding of food groups, serving
sizes and serving numbers that support
good health
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K.5.8.C.1a: Evaluate information related
to healthy body weight and body image
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3. Integrated Approach
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MA
LA
PE/HE
SC
SS
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Health components are
integrated in other
subject areas (See
Appendix B: Curricular
Connections)
Research supports
using a comprehensive
school health approach
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Example of a Language Arts
Outcome Connection
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LA - 4.5.1 Develop and Celebrate
Community
• Discuss connections in representations of cultures
in oral, literacy, and media text
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PE/HE - 4. B.1b Personal and Social
Management
• Discuss connections or representations of cultures
in different physical recreational activities (e.g.,
lacrosse from Aboriginal culture, tinikling from
Philippines, voyageur games from FrenchCanadian culture…)
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Example of a Science Outcome
Connection
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SC- 2-1-05 Cluster 1: Growth and
Changes in Animals
• Identify the four food groups of Canada’s Food
Guide to Health Eating and give examples of foods
from each group
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PE/HE - K.5.2.C.1a Healthy Lifestyle
Practices
• Differentiate between “everyday” and “sometime”
foods in Canada’s Food Guide to Healthy Eating
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4. Active and Interactive
Approach
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Emphasizes a skill-based approach
using a high level of physically active
and interactive learning experiences
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5. Locally-Determined Delivery
Model
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delivery models are
to be determined by
school divisions/
schools based on
best practices
through a
collaborative
planning process
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6. Treatment of Potentially Sensitive Outcomes
Determined by a Local Planning Process
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School Division/District Planning
Process must be used to determine
local policy related to potentially
sensitive content (i.e., personal safety,
substance use and abuse, human
sexuality)
Schools must seek parental
involvement and provide a parental
option prior to implementation
 Be proactive rather than reactive
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Summary of 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
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Time Allotments
Recommended Minimum Time Allotments
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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
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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
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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
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Students With
Special Needs and
Medical Problems
Students with Special Needs (chart p. 14)
 Modifications
 Adaptations
 Accommodations
( new policy
related to adjustment of physical
skill-based outcomes)
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Accommodation Example
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S.1.3.A.1. Demonstrate
proficiency in basic
transport skills (i.e.,
running, hopping,
galloping, jumping,
skipping)
Demonstrate proficiency
in basic transport skills
when using a wheelchair
(i.e., wheeling
techniques, travelling in a
straight line, travelling
without bumping)
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Students with Special Needs (chart p. 14)
 Rescheduling
 Substitution
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Safety and Liability
Safety and Liability
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Safety and liability is the responsibility of school
divisions/districts and its employees.
Teachers are expected to:
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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.
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Safety and Liability Criteria (p.15)
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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?
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Assessment and
Reporting
(Appendix B)
Assessment Planning Guidelines (p.196)
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review/develop assessment /reporting
policies to align with new integrated PE/HE
curriculum at local level
use the suggested 8 steps in planning
assessment and evaluation strategies for
outcomes (p.196)
start with “the end in mind” - the outcome
ensure students have a clear understanding
of the performance expectations (i.e., criteria)
for all student learning outcomes
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Reporting (p.197)
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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
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.
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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)
how integrated student learning outcomes
should be assessed and evaluated is
determined by the teachers involved
through team planning and collaboration
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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
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 Physically
Active and
Healthy
Lifestyles for
All Students
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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
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Outcome Analysis in
Framework Work Groups
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Content Analysis for PE and/or HE
Connection
• Using Framework documents, each person
analyzes the Summary Chart for the
GLO/substrands that matches the icon on
their nametag. Framework ICON person
analyzes CF and acts as the Group leader.
Each person is asked to highlight or use
code P for PE, H for HE and PH for both.
Discuss the results.
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Outcome Analysis in
Framework Work Groups
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Potentially Sensitive Content Analysis
• Treated with Sensitivity (TWS)
• Sensitive (S)
- Using the grade list of outcomes, each
person is responsible for reading through
their icon section and determine whether or
not there are outcomes that should be
treated with sensitivity and are potentially
sensitive content locally. Share findings.
Framework icon person act as group leader.
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Outcome Analysis in
Framework Work Groups
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Content Analysis for Curricular
Connections
• Group leader assigns each person in the
group to wear a subject area hat (e.g., SC,
LA, SS, MA, Music, Art, French). Each
person reads through all the slo’s for
subject area connection. Discuss the
results.
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Outcome Analysis in
Framework Work Groups
Content Analysis for PE and/or HE
Connection
 Potentially Sensitive Content Analysis
 Content Analysis for Curricular
Connections
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