Transcript Renewed Physical Education Curricula

Physical Education
6, 7, 8, and 9
Time Allotment
The provincial requirement for Physical
Education at the middle level (grade 6 9) is 150 minutes of instruction per
week for the entire school year.
(Core Curriculum: Principles,
Time Allocations, and Credit
Policy, 2007)
Questions for Reflection

What is different from the previous
Physical Education curriculum?

How will the renewed Physical
Education curricula impact students
and educators?

What will be needed to implement the
renewed Physical Education
curricula?
Quality Physical Education
Focusing on issues such as health and fitness,
growth and development, active lifestyle, skill
development, personal and social development,
self-confidence and self-esteem, and goal
setting…(are) the qualities and the benefits of a
quality physical education program.
(Hickson & Fishburne, n.d.)
What do students need to really know
and be able to do in Physical Education?
The K-12 aim of the Physical Education
curriculum is to support students in
becoming physically educated
individuals who have the understandings
and skills to engage in movement
activity, and the confidence and
disposition to live a healthy, active
lifestyle.
A Change from 1995 to 2008
1995
2008
Perspectives
Goals
Active Living
Active Living
Movement
Skillful Movement
Personal, Social,
Cultural
Relationships
The Goals of Physical Education are
interrelated and co-dependent.
First Nations and Métis
Foundations
First Nations and Métis perspectives
and ways of knowing have been
infused into the Aim, the Goals, the
outcomes and the indicators of the
curriculum.
This is true of all subject areas.
The Active Living Goal:
Students will enjoy and engage in
healthy levels of participation in
movement activities to support
lifelong active living in the context
of self, family, and community.
The Skillful Movement Goal:
Students will enhance quality of
movement by understanding,
developing, and transferring
movement concepts, skills,
tactics, and strategies to a wide
variety of movement activities.
The Relationships Goal:
Students will balance self through
safe and respectful personal*, social,
cultural, and environmental
interactions in a wide variety of
movement activities.
* Personal – physical, mental, emotional, and spiritual
An Effective Physical Education
Program involves:






Developing Physical Literacy
Constructing Understanding through Inquiry
Learning through Critical, Creative, and
Powerful Strategies
Meeting the Needs of All Students
Achieving Grade Specific Curricular
Outcomes
Planning Thoughtfully
Physical Literacy
Physically literate students will have
“the motivation, confidence, physical
competence, understanding and
knowledge to maintain physical
activity at an individually appropriate
level, throughout life.”
(Whitehead, 2006)
Constructing Understanding
through Inquiry
To truly modify and improve their
performance, learners must be given
the chance to take what they have
learned from their observations and
reflections, and then integrate this
new knowledge through a debate of
ideas.
(Richard and Wallian, 2005)
Learning through Critical, Creative,
and Powerful Strategies
Students need to understand the
hows and whys of movement and
they need to learn to think
critically and creatively so they
can transfer learning to new
situations and within multiple
contexts.
Meeting the Needs of All Students
Inclusive Physical Education
recognizes the inherent value of each
student, the right to take risks and
make mistakes, the need for
independence and self-determination,
and the right to choice.
(National Education Steering Committee
of the Moving to Inclusion Initiative,1994)
Grade Specific Curricular
Outcomes
Grade specific, clearly distinguished,
developmentally appropriate outcomes
have been developed in a scope and
sequence from Kindergarten through
grade 9.
Achieving Grade Specific
Curricular Outcomes

Each outcome connects to all three
goals of Physical Education.

Each outcome is supported by
multiple indicators that:
clarify the breadth and depth of the
outcomes
 are educative
 address the ‘bigger picture” in a number
of ways.

Planning Thoughtfully
Although all outcomes are
important, some outcomes will
require more attention to ensure
that students gain the deeper
understanding in order to
achieve the outcomes.
Planning Thoughtfully
• This outcome focused curriculum
will require that many teachers
change the assessment and
evaluation practices used in
Physical Education.
• Like all other subjects, all
assessment and evaluation must
reflect at least one outcome.
Additional Considerations
 Resources
 Core
Resources for Teacher
Reference
 Equipment
 Facilities
Professional Learning
Teachers of Physical Education should be
supported to:
 participate in ongoing learning opportunities to
improve instructional strategies and program
implementation;
 remain current on pedagogical and content
research;
 develop strategies to be effective with an
increasingly diverse student population;
 enjoy the benefits of working and learning with
other professionals in the field.
Renewed Physical Education Is
(and Is Not)
 Based
on Three Goals (not
perspectives)
 Focused
on grade specific outcomes
(not Middle Level objectives that are
applied to all grades)
 Organized
through the grade specific
outcomes (not Activity Areas)
Renewed Physical Education Is
(and Is Not)
 Focused
on students’ deeper
understandings of the concepts,
tactics, skills, and strategies for
active living, skillful movement,
and relationships (not on specific
movement activities that become
a unit of study for a period of
time)
What Physical Education Is
(and Is Not)
 Planned
authentic learning
experiences that are based in
supporting physical literacy (not
‘day after day’ of playing games
to keep them physically active)
Renewed Physical Education Is
(and Is Not)

Multi-activity based and Inclusive of all
students (not designed to advance the
skills of certain populations)

Planned assessment and evaluation is
directly connected to the outcomes
(not based on inappropriate practices
like ‘hit the target’ skill tests, dress,
and attendance).
Revisiting the Questions

What is different from the previous
Physical Education curriculum?

How will the renewed Physical Education
curricula impact students and
educators?

What will be needed to implement the
renewed Physical Education curricula?
Your Questions?
Contact Information
Kathy Fowler
Physical Education Consultant
Ministry of Education
Ph: 787-0945
E-mail: [email protected]