Transcript SENIOR P.E. ELECTIVE Overview: PPZ 30 PLF 4C

SENIOR P.E. ELECTIVE
Overview:





PPZ 30
PLF 4C
PSE 4U
Assessment
Resources
PPZ 30 – Health for Life

Grade 11 OPEN
Grade 11: Health for Life (Open)
Determinants of Health
• Personal Factors
• Social Factors
Community Health
• Consumer Health
• Health and Environmental Factors
• Health Promotion
Vitality
• The Concept
• Personal Commitment
PPZ 30 – Health for Life
Course Profile
PPZ at a Widdifield S.S.
 Lifespan
approach to health, extending
concepts in PPL courses
 Emphasis on relationships


Sexual health
Communication
 Independent
study topics address
additional PPZ expectations
 Variety of instructional methods,
particularly large and small group
discussion, presentations, etc.
Grade 12: Recreation and
Fitness Leadership (College)
Prerequisites:
 Any grade 11 or 12 open HPE course
 Course
Focus: development of leadership
and coordination skills related to
recreational activities
Grade 12: Recreation and
Fitness Leadership (College)
Leadership
•
•
•
•
Leadership Styles
Leadership Skills
Group Development
Teamwork Skills
Facilitation of
Recreation and
Leisure
• Needs Assessment
• Plan Co-ordination
• Promotion of
Participation
Physical Fitness and
Well-Being
• Health-related
Fitness
• Mentoring
• Nutrition and Wellbeing
• Injury Prevention and
First Aid
Public Course Profile:
Grade 12 Recreation and Fitness Leadership
(PLF4C)
- Overview of Units -
Catholic Course Profile:
Grade 12 Recreation and Fitness Leadership
(PLF4C)
- Overview of Units -
Recreation and Fitness Leadership (PLF4C)
Notes:
Focus on leadership, coordination,
promotion of healthy active living, fitness
leadership, mentoring.
Public
•Identifies essential learnings in course notes.
Catholic
•Includes detailed course notes and suggestions for
culminating activity.
Public Course Profile:
Grade 12 Recreation and Fitness Leadership
(PLF4C)
Unit 3: Awesome Events
(Facilitation of Recreation and Leisure)
Activity 1: Recreation and Leisure
540minutes
Activity 2: Program Planning Cycle
600minutes
Activity 3: Developing an Action Plan
300minutes
Activity 4: Event Promotion
180minutes
Activity 5: Implementing the Physical Education and
Health Activity
300minutes
Activity 6: Evaluation of the Event
120minutes
Activity 7: Project Group Event
120minutes
Catholic Course Profile:
Grade 12 Recreation and Fitness Leadership
(PLF4C)
Unit 4: Planning and Event
Management
Activity 1: A Survey and Its Statistical
Analysis
Activity 2: Planning Events
Activity 3: Planning and Implementing
Sports and Games
Recreation and Fitness Leadership (PLF4C)
Notes:
 Offering certification courses
 Establishing a leadership focus
 Using off site facilities (ropes course,
outdoor education centre, hiking trip)
 Balancing between theory and practical
 Using surveys to measure student
interest.
 Communication with staff/administration.
 Use of portfolio recommended.
 Catholic profile (p.10) - Summary of
Assessment and Evaluation strategies
and tools.
PLF at Widdifield S.S.
(Interdisciplinary Course – IDC)

Student leaders encouraged to enroll
 Scheduled class meetings at lunch (compulsory)
 Points accumulate for activities completed –
single or double credit course
 Activities: Special events with feeder schools,
intramural scheduling and management, inschool event organization, fundraising, inventory,
athletic promotion within the school, etc.
PSE 4U
EXERCISE SCIENCE
Grade 12: Exercise Science
(University)
Prerequisites:
 Any grade 11 university or university/college
course in science
OR
 Any grade 11 or 12 open HPE course

Course focus: human movement, systems,
factors and principles of human development
Grade 12: Exercise Science
(University)
The Biological Basis of Movement
• Anatomy and Physiology
• Biomechanics
• Human Performance
Motor Development
• Growth and Development
• Motor Learning
Physical Activity in Sports and Society
• Physical Activity and Sports Issues
• Society and Culture
What are the key
learnings for Grade
12 Exercise Science
(PSE4U)?
 Describe the structure and function of the body and of
physiological principles relating to human performance
 Use biomechanical principles to analyze and improve
movement
 Demonstrate an understanding of the ways in which nutrition
and training principles affect human performance
 Demonstrate an understanding of individual differences in
performance, growth, and development
 Use the principles of motor learning to analyze or teach a skill
 Investigate the evolution of physical activity in sport
 Analyze the relationship of society and culture to sports and
physical activity
Public Course Profile:
Grade 12 Exercise Science (PSE4U)
- Overview of Units -
Catholic Course Profile:
Grade 12 Exercise Science (PSE4U)
- Overview of Units -
Exercise Science (PSE4U)
Notes:
Public
•Units based on the following conceptual framework:
•Stage One: The Experience (“Why?”)
•Stage Two: The Theory (“What?)
•Stage Three: The Practice (“How?)
•Stage Four: The Extension Application (“If?”)
Catholic
•Includes suggestions for culminating activity in course notes
•Final Unit - Independent Study
Public Course Profile:
Grade 12 Exercise Science (PSE4U)
Unit 3: Anatomy and Physiology
Activity 1: Anatomical Terminology
490 minutes
Activity 2: Function of Muscular and
Skeletal Systems
560 minutes
Activity 3: Moving Through the Body:
Cardiorespiratory System and
Energy Production
630 minutes
Catholic Course Profile:
Grade 12 Exercise Science (PSE4U)
Unit 4: Physical Activity in Sport and Society
Activity 1: The Historical Development of Sport
Activity 2: Participation in Physical Activity and
Sport
Activity 3: The Business of Sport
Activity 4: The Sports Consumer
Activity 5: Benefits of School and Community
Physical Activity and Sports
Programs
Activity 6: Career Opportunities in Sport and
Physical Activity
Activity 7:Issues in Society Related to Sports and
Physical Activity
Grade 12 Exercise Science (PSE4U)
Static and Dynamic Labs
 Opportunities for students to physically experience
the concept (dynamic labs) or to examine the
concept through research/videos etc. (static labs)
 Dynamic/experiential/hands on approach is
suggested.
 E.g., Public Profile, Unit #1, Activity #1, TL Strategy #6:
 Parts and Structures of the Skeletal System:
A) examine the model skeleton or x-rays to complete
worksheets
B) complete skeletal Manipulations Lab
C) complete a worksheet that compares common terms
versus anatomical terms (e.g., thigh bone versus
femur, skull versus cranium)
Grade 12 Exercise Science (PSE4U)
Assessment and Evaluation
 70% - based on assignments and evaluations conducted
throughout the course
 30% - based on final examination in the form of an examination,
performance, essay and/or other method
 Consider: examination and a portfolio.
 Portfolio could consist of a collection of student work
(case studies, technology projects, labs) that
focuses on three main areas:
Human Performance
Motor Development
Physical Activity and Sport in Society and Culture
Now a little bit more on….
ASSESSMENT
What is Unique About H & PE?
 Immediate
skill demonstration
 Large number of students
 Expectations are combined within and
across strands
 Assessment may be ongoing, multi-activity
or single activity
 Exceptional students may need a variety
of alterations
From the Curriculum to the Report
Card – What is the Process?
Step #1.
Understanding the Curriculum
Step #2.
Collecting the evidence
Step #3.
Recording the evidence of
student learning
Evaluating – making the
judgement
Completing the Provincial
Report Card
Step #4.
Step #5.
Achievement Levels
Level 1 – below standard
Level 2 – approaching standard
Level 3 – Provincial standard
Level 4 – achievement above standard
Knowledge and Skills Categories

Knowledge/Understanding
 Thinking/Inquiry
 Communication
 Application
These categories develop learning tasks and
assessment activities, inform parents of the
focus of assessment, and identify the learning
expectation as a “knowledge” or “skill”
Step # 2, continued…

Sample Assessment strategies (what will
students be doing?):









Skill demonstration
Journal, quiz, test
Case study, debate, discussion
Fitness profile/log, graphic organizer
Conference
Project, presentation
Role play
Portfolio, contract
Written or verbal response
Step #2: Collecting the Evidence
Sample assessment tools (what instrument
will the teacher/student use to collect the
evidence?):
 Assessment
scales (rubric)
 Marking scheme
 Target/wheel
 Observation checklist
Designing Assessment Tasks
 Focus
on essential learnings (overall
expectations), group specific expectations
 Determine the knowledge/skill category for
each by examining the verb
 What evidence is required? – use a variety
of assessment tasks to gather evidence
 Provide students with clear targets,
opportunities to meet expectations
 Use Achievement level descriptors as a
guide for gathering evidence
Matching Assessment Tasks
 Connect
the learning expectations to
the Categories and the descriptors in the
Achievement levels in “The Ontario
Curriculum”
(page 38)
Expectations – content for learning
Achievement Levels – how well the student
has achieved the expectations
Verbs Linked to Knowledge/Skills
Categories
 Knowledge/Understanding:
identify, recognize, label, examine,
outline, distinguish, define, analyze,
relate, determine
Verbs Linked to Knowledge/Skills
Categories
 Thinking/Inquiry:
Analyze, interpret, formulate, form,
determine, apply, conclude, explain, use,
evaluate
Verbs Linked to Knowledge/Skills
Categories
 Communication:
explain, describe, communicate,
discuss, present, suggest
Verb Linked to Knowledge/Skills
Categories
 Application
use, employ, apply, display, work, follow,
demonstrate, stay, assess, participate,
implement, improve, maintain, adopt,
provide, acquire, incorporate, transfer,
monitor
STEP #3: Recording the Evidence

create a separate recording chart for each
Knowledge/Skills category (e.g.
Knowledge/Understanding,
Thinking/Inquiry, Communication,
Application of required knowledge)
Step # 4: Evaluating… Making a
Judgement
 This
involves determining the HIGHEST
MOST CONSISTENT LEVEL of
achievement
 A weighting
factor should be considered
for each Knowledge/Skills category, taking
into consideration QUANTITY, TIME, and
QUALITY
Entering the Grade
 Translate
the student’s highest most
consistent level from your recording page
 Translate
that level into a percentage
grade
 View
process as moving from 4 point scale
to 12 point scale
Provincial Guide for Grading
Level 4
Level 3
Level 2
Level 1
R (Below 50)
A+
A
AB+
B
BC+
C
CD+
D
D-
90-100
85-89
80-84
77-79
73-76
70-72
67-69
63-66
60-62
57-59
53-56
50-52
R
Below 50
Learning Skills
 Initiative
E
 Work
G
S
N
Habits
 Organization
 Teamwork
 Works Independently
Anecdotal Comments

Describe the student’s strengths and weaknesses in
relationship to the four Knowledge/skills categories

Describe the student’s achievement rather than simply
listing the curriculum taught

Be clear, concise, and consistent with level of
achievement

Describe the “next steps”, giving concrete suggestions
for parent and student
The Provincial Report Card
 Secondary
Report Card
RESOURCES
 Course
Profiles
 Curriculum
Unit Planner
 Web
based resources
 Print
Resources
 Community
Resources
WEBSITE RESOURCE ACTIVITY
 With
a partner, explore one website and
be prepared to answer the following
questions for your classmates:





Is it a Canadian site?
Is it an unbiased, reliable source?
Is it aligned with the Ontario Curriculum?
How can I use this resource?
Which course(s) at the secondary level could
apply?