K - 4 PE/HE: A Foundation for Implementation Http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth GLO 1- Movement (Overview - 4) The student will demonstrate competency in selected movement skills, and knowledge.
Download ReportTranscript K - 4 PE/HE: A Foundation for Implementation Http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth GLO 1- Movement (Overview - 4) The student will demonstrate competency in selected movement skills, and knowledge.
K - 4 PE/HE: A Foundation for Implementation Http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth GLO 1- Movement (Overview - 4) The student will demonstrate competency in selected movement skills, and knowledge of movement development and physical activities with respect to different types of learning experiences, environment, and cultures. Key Strands and Skills Five Physical Activity Categories (Appendix A) Individual/Dual Sports/Games Team Sports/Games Alternative Pursuits Rhythmic/Gymnastic Activities Fitness Activities Transport Skills Manipulation Skills running, galloping, jumping, hopping skipping rolling, underhand & overhand throwing, catching, bouncing, kicking, striking) Balance static, dynamic) Scope and Sequence Themes or topics are identified grade to grade to help differentiate learning outcomes from grade to grade. For example in Sub-strand, Game Strategies Kindergarten-simple games/station activities Grade 1- Target type activities Grade 2- Chasing/fleeing type activities Grade 3- Territory/Invasion type activities Grade 4- Net/wall, striking/fielding type activities GLO -1 Guidelines Establish start and stop signals for safety and class control Refrain from using exercise as a punishment Promote maximum participation Choose developmentally and age appropriate learning activities Use equitable strategies for group organization GLO 2 - Fitness Management (Overview - 7) The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being. Key Strands and Skills Five Physical Activity Categories (Appendix A) Individual/Dual Sports/Games Team Sports/Games Alternative Pursuits Rhythmic/Gymnastic Activities Fitness Activities Active participation Heart-rate monitoring GLO - 2 Guidelines Ensure all students are ACTIVE Use positive reinforcement, incentives rather than awards Promote personal goal-setting strategies Involve parents, families and communities Do not include fitness results as part of the mark Begin formal fitness assessments at Grade 4 GLO 3 - Safety (Overview-9) The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living. Key Strands and Skills A. Physical Activity Risk Management B. Safety of Self and Others Following rules and routines Introduction to first aid practices in Grade 4 Scope and Sequence Kindergarten - Traffic - School Bus Ridership - Waterfront - Poisons & Chemicals - Stoves or Ovens - Sharp Utensils - Bathtubs Grade 1 - Toys - Clothing - Road and vehicles - School Bus Ridership - Unsupervised - situations Fire safety Holidays Forest fires Floods Tornadoes Lightning Grade 2 - Road and vehicle - School Bus Ridership - Electricity - Weather - Seasons - Stairs/ balconies - Tools - Internet use - Water conditions - Unsupervised situations Grade 3 - Fire Safety - School Bus Ridership - Crosswalk Procedures - Seatbelts - Train tracks and railway crossings - Firearms - Floatation Devices Grade 4 - Fire Safety - School Bus Ridership - Road and vehicle safety GLO - 3 Guidelines Establish safety routines early in the year Be current in safety and student medical information (e.g., contraindicated exercises, equipment and its use, allergies) Follow current divisional/school guidelines for teaching potentially sensitive content GLO 4 - Personal and Social Management (Overview-12) The student will demonstrate the ability to develop selfunderstanding, to make healthenhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others. Key Strands and Skills A. Personal Development B. Social Development C. Mental-Emotional Development Goal-setting/planning skills Decisionmaking/problem solving skills Interpersonal skills Conflict resolution skills Stress management skills GLO - 4 Guidelines Make connections with ELA Choose a decision-making/problem-solving process and encourage students to use and practise the steps in daily situations Use case scenarios that are developmentally and age appropriate Be sensitive to family configurations, accidents or deaths involving family members, and home environments when addressing topics that should be treated with sensitivity including loss and grief, body image, body weight, self-esteem Emphasize cooperation, de-emphasize winning and losing in games Choose games that promote maximum participation (do not eliminate players) GLO 5 - Healthy Lifestyle Practices (Overview -14) The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality. Key Strands and Skills Personal Health Practices Active Living Nutrition Substance Use and Abuse Prevention Human Sexuality Making health-enhancing decisions GLO - 5 Guidelines Encourage parental involvement where possible Be sensitive to body size, weight, restricted or specialized diets, availability or access to healthy foods Follow current divisional/district/school guidelines or policy related to substance use and abuse prevention and human sexuality Suggestions for Planning Overall Implementation Appendix B (Appendices - 5) Decide on a delivery model Conduct a learning outcome analysis Distribution of PE and HE outcomes Perform a curricular connection analysis integration in other subject areas health promotion calendar Health Strands Safety of Self and Others Personal Development Social Development Mental-Emotional Development Personal Health Practices Active Living Nutrition Substance Use and Abuse Prevention Human Sexuality Planning for Health Themes (p. Overview -19) Example of School Health Promotion Planning (Appendices - 6) Planning for Assessment Fair Assessment performance criteria clearly defined students are informed focuses on student learning continuous and ongoing meaningful variety involves students Suggestion for Assessment Column Assessment strategy: Title of the Activity Assessor: Assessment Tool Directional Statement Example Suggested Criteria BLM reference Suggestion for Assessment Column Example K.1.K.B.1 on page K-6 and K-7: Learning Log: Good Practice Makes Perfect Teacher: Inventory Have students draw themselves practising a skill they feel needs practice. Ask them to describe what they are practising and how they feel about their progress. Teachers could also photograph students practicing the skill Refer to BLM K-1: Good Practice Makes Perfect Develop an Assessment Plan Plan with the end in mind (the learning outcome(s) Backward design Know what you are looking for (criteria) Clearly communicate criteria to students Teach with the test in mind Play with a purpose Refer to 8 step planning process to guide thinking Managing Assessment Sticky Notes Anecdotal notes Surveys Graphing Gym goals Scoring Rubrics Self/Peer Assessments Enter/Exit Slips Inventories Human opinion line What’s Behind Me? Stand-up/sit down Card-voting I can posters Rotating Reel Scavenger Hunts Planning for PE/HE Programming Planning for PE/HE Programming ( Overview -16) Part A: Planning for Implementation Part B: Planning for Instruction Integration Students with Special Needs Potentially Sensitive Content Yearly/Unit/Lesson Planning Part C: Planning for Assessment (Overview23) Part D: Additional Planning (Overview -25) Characteristics of the Learning Outcomes some are PE related, HE related, and some are PE and HE inter-related supports making curricular connections recursive year-end can be clustered short or long term vary in degree of complexity Planning for PE Integration Promote Active Learning Actively engaging students increases retention Augment time PE and HE connection PE and SC Connection S.2.1.A.1a Animal Movement Cards BLM G-7 PE/HE and ELA Connection Yearly Planning (Appendices -17) - - - Determine # of classes for each class for the year Determine blocks of time by cycle, week, month, term, etc Determine # of days for inservices or other conflicts - - - Determine available resources (e.g., equipment, facilities, people, books, software, student materials, visual aids, etc.) Establish time blocks and schedule units/modules/themes for achieving the student learning outcomes for each grade Deadline dates for report card marks Marking system, weighting of PE and HE Determine components of the mark Traditional Athletic Program/ Season Cross Country Running Soccer Volleyball Dance Basketball Winter Activities Gymnastics Badminton Track & Field Baseball Example 1: Organizing the Year by GLO’s Example 2: Yearly Planning By Activity Category (Appendices -19) Example 3: By PE/HE Skill Theme Transport Manipulation Balance Fitness Management Safety Goal-setting/planning Decision-making/problemsolving Interpersonal Conflict resolution Stress Management By PE Skill Theme Transport Manipulation Balance Fitness Management Safety Personal/Social Management By HE Skill Theme Goal-setting/planning Decision-making/problemsolving Interpersonal Conflict resolution Stress Management Unit Planning (Appendices - 21) Backward Design - Teach with Intent - Choose outcomes and plan teaching/learning strategies or choose theme or topic and then outcomes What is the purpose of the activity? Why you are teaching it? What will the students be learning? Facilitate integration where possible Developing Integrated Unit Plans Pick a strand/sub-strand/theme/topic Choose and cluster outcomes (mapping activity) Choose teaching/learning strategies from S for I or own Choose an assessment strategy and tool from S for A or own Assess and select local learning resources Make curricular connections Lesson Planning (Appendices - 27) - - - include activating, acquiring, applying type of activities plan with the end in mind (the outcome) plan for safety, inclusion, maximum participation, success, etc Planning for Inclusion Inclusive PE/HE Programming (Overview - 20) includes all students uses the provincial PE/HE curriculum as a base respects learning needs and interests of individual students involves planning and collaboration with others provides assistance only to the degree required Programming for Students with Special Needs (Appendix C) Personalize instruction Individual Education Planning (IEP’s) Planning Tools Form 1: Planning for Inclusion in PE/HE (p. App-10) Form 2: Learning Outcome Planner (p. App12) Form 3: Visual Planner (p. App-15) Appendices-13 Appendices-15 Physically Active and Healthy Lifestyles for All Students