Transcript Planning for Integration

Framework Overview
K-12 PE 1981
• Develop physical well being
• Develop desired movement patterns
through the neuromuscular system
• Express ideas, thoughts, and feelings
with confidence through physical
activity
• Develop an independence in
pursuing physical activity throughout
life
• Develop safety and survival practices
• Develop positive social interactions
through a variety of physical
activities
K-9 HE 1988
•
•
•
•
•
•
•
Physical Well being
Social-emotional Well being
Nutrition
Dental Health
Safety
Community Health
Optional Units
– Drug Education
– Family Life
The Framework 2000
• Framework Excerpts
(back of K-4
Implementation document,
just before the
bibliography)
Five Major Health Issues for
Children and Youth (Framework Excerpts-5)
•
•
•
•
inadequate physical activity
unhealthy dietary behaviours
drug use, including alcohol and tobacco
sexual behaviours that result in sexually
transmitted diseases/infections and
unintended pregnancies
• behaviours that result in intentional and
unintentional injury
K-4 PE/HE Implementation Document
• Http://www.edu.g
ov.mb.ca/metks4/
curricul/ks4curr/physhlth
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
Combined Approach
PE
PE/HE
HE
Integrated Approach
MA
LA
Curricular Connections
Chart last page of
Framework excerpts)
PE/HE
SC
• Health components are
integrated in other
subject areas (See
SS
• Research supports using
a comprehensive school
health approach
Recommended Minimum Time Allotments (p.8)
• 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
• Additional health time through
integration in various subject areas
Potentially Sensitive Content
• Personal Safety (GLO 3: Safety-Strand B,
Safety of Self and Others)
• Substance Use and Abuse Prevention (GLO
5: Healthy Lifestyle Practices)
• Human Sexuality (GLO 5: Healthy
Lifestyle Practices)
Expectations
• Moved from optional status to
compulsory with the following conditions
– use a planning process to determine
local policy
– seek parental involvement
– provide a parental option prior to
implementation
Potential Decision Areas For School/
Division/District Planning
A
B
C
D
E
Potentially
Sensitive
Content
Breadth/
Depth
Treatment
of Content
Parental
Options
Scheduling
of
Instruction
Parental
Communication
Personal
Safety
Substance
Use and
Abuse
Prevention
Human
Sexuality
more/at/
less/none
alternative
within/
integrated/
separate/
delivery
combination
letters/
meetings/
permission
forms/
websites/
brochures/
newsletters
schoolbased/
F
G
Teacher
Staff
Training Assignments
Requirements
number
of days/
type of
training
staff/parents
/peers/
community/
others
Delivery Models
• All Physical Education specialist taught
• PE taught by PE specialist, HE taught by
classroom teacher
• All classroom teacher taught
• Continuous
• Block
• Involve parents, families, communities
Students with Special Needs (chart p. 14)
• Modifications
• Adaptations
• Accommodations (new policy related
to adjustment of physical skill-based
outcomes)
Accommodation Example
• 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)
Safety and Liability
• 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.
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?
Current Implementation 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
Physically Active and Healthy
Lifestyles for All Students