Transcript New HPE Curr 2010

H&PE
New Curriculum, New Approach
Health & Physical Education Department - TCDSB
The H&PE Curriculum VISION
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learner of 2021 will be
physically and health
literate and have the
comprehension,
commitment and
capacity to lead and
promote a healthy active
life in an ever-changing,
global society.
Physical & Health Literacy
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Physical Literacy:
Individuals who are physically literate move
with competence in a wide variety of
physical activities that benefit the
development of the whole person.
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Health Literacy:
Health Literacy involves the skills needed to
get, understand and use information to
make good decisions for health.
Our Health & Physical Education
Student
Fundamental Principles in Health
& Physical Education
1.
2.
3.
4.
5.
H&PE programs are most effective when they
are delivered in healthy schools and the learning
is supported by school staff, families and
communities.
Physical activity is the key vehicle for student
learning.
Physical & emotional safety is a precondition for
effective learning in H&PE
Learning in H&PE is student-centred and skill
based.
Learning in H&PE is balanced, integrated and
connected to real life.
Document Front Matter
• Updated and expanded all content including:
Vision, Roles and Responsibilities
• Program Planning considerations and
connections to Healthy Schools and the use of
Public Health Units.
• Clearly describes the physically literate and
health literate student.
• Added scope and sequence charts to clearly
identify progression of learning
Document Format
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Consistent strands, sub-organizers from Grades
1-12 will improve opportunities for
communication / collaboration between
elementary/secondary panel
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Improves transition for students from elementary
to secondary H & PE
Document Format
More User friendly
 Organized elementary document by grade
 Reduced overall # of expectations, but
increased depth of expectations
 Clarified expectations with use of additional
examples, student talk, teacher prompts
 Expanded glossary, included in all documents
 Use of graphics, charts, colour
 Added division overviews and detail to course
descriptions.
Living Skills
Personal Skills
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Use self awareness and selfmonitoring skills to develop a positive
sense of self and the ability to cope
with adapt and respond to challenges
and changes
Building protective factors
Limiting risk factors
Building resiliency skills
Interpersonal Skills
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Interpersonal skills (communication,
cooperation, teamwork) to
send/receive and interpret information
and to interact positively with others
Relating to others
Building healthy relationships
Critical and Creative
Thinking
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Plan, process, present, reflect
Use critical and creative thinking
processes to lead healthy active lives
Making decisions
Setting goals
Active Living Strand
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Improved the Active Living strand to
improve consistency and approach to
fitness, active participation and safety.
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Inclusion of DPA (Daily Physical Activity).
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Added specific expectations for safety at
the elementary level.
Movement Competence Strand
• Renaming of Fundamental
Movement strand to Movement
Competence strand to improve
scope and sequence of skill
development
• Focus is on transferable
skills/strategies/tactics from grades
1-12
• More detailed examples, including
physical activity, recreation and
sport
• Assessment is focused on
transferable skills and strategies
Healthy Living Strand
•Re-structured Healthy Living strand to
reflect need for a health promotion
approach.
•Raise focus from content to skills.
•Incorporated feedback regarding emerging
health issues and trends
•Addressed gaps e.g., mental health, stigma,
cyber safety, sexual orientation, gender identity
•Shift when expectations are introduced at a
developmentally appropriate age, so students
have the information before they need to make
a decision about it
Healthy Living Strand
Understanding Health Concepts
Understanding the factors that influence healthy
development
Making Healthy Choices
Care for self through accepting personal responsibility for
lifelong healthy living
Making Connections for Healthy Living
Respecting and promoting the health of self and others
Health Topics Studied
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Healthy Eating
Substance Use, Addiction and
Related Behaviours
Human Development and Sexuality
Personal Safety and Injury
Prevention
(Mental Health and Living skills
woven throughout the topics)
HEALTHY LIVING FOCUS FOR THE
GRADE
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The expectation focus for each of the
topics will be dictated by the grade
level.
Example:
• In grade 7 personal safety and injury
prevention the focus will be on
assessing the impact of bullying or
harassment NOT identifying types of
bullying.
Assessment
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Overall expectations are aligned with the revised
achievement chart.
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Assessment for learning (starting point for
lessons and ongoing feedback on learning)
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Assessment as learning (self and peer
assessment)
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Assessment of learning (evaluation)
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Inclusion of Living Skills