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Course Profile Healthy Active Living Education (PPL4O),
Grade 12, Open, Public
Course Overview
Prerequisite: None
This
course focuses on the development of a personalized approach to healthy active
living through participation in a variety of sports and recreational activities
that have the potential to engage students’ interest throughout their lives.
Students will develop and implement personal physical fitness plans. In
addition, they will be given opportunities to refine their decision-making,
conflict-resolution, and interpersonal skills, with a view to enhancing their
mental health and their relationships with others.
The
1. Key
Elements of the Course Profile
A
quality health and physical education program directly links what is happening
in the classroom to the curriculum expectations. This ensures that students are
focused on what they are to know and what they are capable of doing. The
clustering of the overall and specific learning expectations provides students
with a framework and context for their learning. The framework provides for a
forum on:
·
knowledge
of sport and game strategies (Units 1, 4, and 5);
·
personal
movement competence (Units 4 and 5);
·
use
of decision making and goal-setting skills to promote healthy active living for
life
(Units 2 and 3);
·
optimum
personal fitness (Unit 2 to be integrated throughout the course);
·
regular
participation (Units 1, 2, 4, and 5);
·
use
of appropriate social skills and transfer to life long practices
(Units 1, 2, 3, 4, and 5);
·
recognition
of safe practices in the classroom and in the community at large
(Units 1 - 5);
·
understanding
of health concepts and practise life-long healthy living
(Units 2 and 3).
Throughout the course, teachers are encouraged
to frame each lesson by identifying the learning expectations and connecting
them to the key elements of the Course Profile.
2. Preparation
for Life Long Participation
The
Healthy Active Living Education is an Open course that focuses on physical
activity and healthy choices. It gives students the opportunity to develop the
knowledge, skills, and attitudes needed to maintain a healthy lifestyle and a
commitment to lifelong participation in physical activity. It is designed to
encourage students to pursue physical activities outside the school program for
personal fitness, health, and enjoyment. The Course Profile takes into
consideration:
·
What
learning experiences will provide students with the appropriate knowledge and
skills to be su
·
How
much time should be spent between teacher-directed instruction and
student-centred learning?
3. Making
Learning Relevant
Students
should experience a wide variety of physical activities. Timetable and plan
creatively, e.g., block more than one class into one time slot, run activities
for 5 days rather than 10, use community facilities and experts, to ensure that
students have many physical activity options. This provides them with
opportunities to try activities that suit their skill level and interests.
Different activity options will address the different reasons students
participate, e.g., to look and feel better, social reasons, relaxation,
competition, and increase the likelihood of them finding activities to pursue.
4. Logical
Lesson/Program Progression
A
quality health and physical education program provides many opportunities for
students to be su
All activity sessions should
include a:
·
warm-up;
·
fitness
blast;
·
lead-up
game/activity (to put the skills within a context);
·
opportunities
to build/improve skills;
·
opportunities
to apply skills in a game/activity;
·
cool
down.
The amount of time spent during a lesson on each component may vary
based on whether it is the introductory lesson or final lesson of the activity.
Throughout the course, focus on providing maximum opportunities for students to
learn, practise, and demonstrate their knowledge and skills. Enable all
students to be actively engaged and active learners all of the time.
|
Unit 1 |
Interactive Activities |
10 hours |
|
Unit 2 |
Personal Fitness |
25 hours |
|
* Unit 3 |
Healthy Living |
30 hours |
|
Unit 4 |
Large and Small Group Activities |
30 hours |
|
Unit 5 |
Body Management Activities |
15 hours |
* This
unit is fully developed in this Course Profile.
Time:
10 hours
Unit
Description
Students
participate and interact in supportive, enjoyable, and challenging settings
both on and off the school site that encourage lifelong participation. They
demonstrate skills and strategies that promote personal safety, injury
prevention and positive social skills that enhance group interaction.
Unit
Overview Chart
K/U =
Knowledge/Understanding C =
Communication T/I =
Thinking/Inquiry A = Application
|
Activity |
Learning
Expectations Achievement Categories |
Assessment/Evaluation |
Focus |
|
1 |
ALV.01, A |
- Formative self-assessment and formative teacher evaluation of daily participation during activities using a teacher-developed rubric |
Regular participation Safe practices |
|
2 |
LSV.03, A |
- Formative self and peer
assessment and formative teacher evaluation of group dynamics and group
effectiveness using the social skill rubric |
Social skills |
|
3 |
AL1.08, C |
- Formative self and peer assessment of students creating a physically active circuit presentation identifying Canadian leaders in physical activity, and the career opportunities existing in their fields of sport, recreation, and health and physical education using anecdotal comments. |
Canadian leaders in physical activity |
|
4 |
PA2.02, C |
- Formative teacher assessment of various factors that
affect performance and participation in recreation and sport activities,
using a participation rubric |
Sport and game strategies Safe practices |
|
5 |
HLV.02, A |
- Formative teacher evaluation of the student’s ability to demonstrate an understanding of strategies that promote personal safety and prevent injuries during recreational and sport activities using the safety rubric (see HALE Course Profile - Grade 10 Unit 1 pp.13-14) |
Safe practices |
Scope
and Sequence of Unit Activities from Grade 9 to Grade 12
|
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
|
Exploring Group Interaction and Promoting - tag games-relay games - interactive games (Ultimate chicken) |
Interactive Trust and Initiative Games |
Trust Activities |
Initiative Games |
|
Creating the Participation Picture - reflection sheet - participation checklist |
Winter Activities |
Innovative Adventure Games |
Outdoor Education |
|
Taking Responsibility for Self and Others - promote health-related fitness - working cautiously with partners |
Orienteering |
Initiative Games and
Problems |
Off Campus and Community
Activities |
|
|
Hiking |
Student Innovations (created and presented by small groups) |
Student-led Activities |
Time:
25 hours
Unit
Description
This unit
emphasizes the skills and information students need to acquire and demonstrate
in order to lead a healthy active life well beyond high school. Students
address their current personal activity agenda and forecast how they may change
in the future. After analysing the benefits of life-long participation they
describe and apply strategies that promote active participation. Students
continue to refine their personal health-related fitness programs, with an
emphasis on safety guidelines (equipment, facilities, supervision) in school
and the community.
Unit
Overview Chart
K/U =
Knowledge/Understanding C =
Communication T/I =
Thinking/Inquiry A = Application
|
Activity |
Learning
Expectations Achievement Categories |
Assessment/Evaluation |
Focus |
|
1 |
AL2.01, A |
- Formative self-assessment of daily participation during
activities using the participation rubric |
Regular participation |
|
2 |
AL2.03, T/I |
- Formative teacher assessment of a student’s personal
health-related physical fitness using a personal fitness continuum and an
observation checklist |
Optimum physical fitness |
|
3 |
ALV.02, A |
- Formative assessment and summative evaluation of assessments and revisions made to daily physical fitness action plan throughout the year using a rubric |
Regular participation |
|
4 |
LSV.01, A |
- Diagnostic self-assessment of decision-making and
goal-setting skills to enhance their daily lives using reflection worksheet
and decision-making checklist |
Regular participation |
|
5 |
AL1.04, C |
- Formative assessment of the written description of the
benefits of lifelong participation in a variety of activities, with an
explanation of how these patterns will change throughout their lives,
assessing using a rubric |
Regular participation |
|
6 |
AL2.05, T/I |
- Formative assessment of students safe participation in
minimizing injury using a rubric |
Safe practices |
Scope
and Sequence of Unit Activities from Grade 9 to Grade 12
|
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
|
Participation in Fitness Activities Through the Physical Activities Units |
Participating in Fitness Activities - fitness blasts |
Participating in Fitness Activities of Personal Preference |
Participating in Fitness Activities of Personal
Preference |
|
Developing a Personal Fitness Profile |
Setting Goals Designing/Revising Personal Fitness Program |
Designing a Personal Fitness Program with Lifelong Activity Potential |
Refine Personal Fitness Program with Lifelong Activity Potential |
|
Understanding the Concept of Healthy Active Living |
Developing a Healthy Active Living Profile |
Developing a Healthy Active Living Profile |
Developing a Healthy Active Living Profile |
|
Understanding Health-Related Fitness, Setting Goals and Developing an Action Plan |
Appraising Fitness |
Assessing Personal Fitness and Health Goals |
Assessing Personal Fitness and Health Goals |
|
Design a Personal Fitness Program - personal fitness profile - appraisal sheets - tracking sheets |
Designing and Leading a Fitness Activity - fitness blast assignment |
|
Evaluate a variety of fitness equipment, programs and approaches - fitness clubs - cardiovascular equipment (e.g., treadmills) |
|
Participation in Fitness Activities Through the Physical Activities |
|
|
Promote and demonstrate responsibility for personal safety |
Time: 30 hours
Unit
Description
Students
investigate how culture and society impact individual perceptions and
expressions of sexuality. Students demonstrate an understanding of the
strategies used to enhance personal mental health while exploring depression,
anxiety, and suicide. Students promote personal safety and injury prevention through
their ability to show harmony among people, and respect for self and others in
resolving conflict.
Unit
Overview Chart
K/U =
Knowledge/Understanding C =
Communication T/I =
Thinking/Inquiry A = Application
|
Activity |
Learning Expectations
Achievement Categories |
Assessment/Evaluation |
Focus |
|
1 |
HL1.05, A |
- Formative evaluation of students’ understanding of the
characteristics and qualities that promote and enhance a healthy relationship
by completing a worksheet and evaluating using a marking scheme |
Health concepts |
|
2 |
LS2.01, C |
- Formative assessment of
students’ responses to the positive and negative aspects of conflict by
providing anecdotal feedback |
Social skills |
|
3 |
HL3.04, C |
- Formative assessment of students’ homework assignment
describing the importance of relationships and communication with respect to
mental health using a communication rubric |
Health concepts |
Scope
and Sequence of Unit Activities from Grade 9 to Grade 12
|
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
|
Understanding Sexuality and Sexual Relationships Investigating Protective Measures Regarding Sexuality |
Understanding Sexuality and Choices and Decisions Exploring Environmental Influences on Sexuality |
Understanding Sexual and Reproductive Health Practising Decision Making and Goal Setting Within Healthy Relationships |
Describing Cultural and Societal Perceptions of Sexuality Demonstrate Strategies to Promote Healthy Relationships |
|
Understanding Substance Use and Abuse Using Strategies to Manage Substance Use and Abuse |
Describing Substance Use and Abuse |
Positive Mental Health Exploring Mental Disorders, Stress, and Suicide |
Demonstrate Strategies to Enhance Personal Mental Health Exploring Mental Health Issues, Depression, and Anxiety |
|
Understanding Violence Using Strategies to Manage Conflict Demonstrating Assertiveness and Decision making |
Discussing Conflict Resolution Practising Anger Management and Mediation |
Understanding Relationship Violence Understanding Risk-Taking Behaviours |
Demonstrating Respect In Conflict Resolution Promoting Personal Safety and Injury Prevention |
|
Understanding Cardiopulmonary Resuscitation |
Creating a Healthy Eating Plan Investigating Healthy Body Image |
|
|
Time:
30 hours
Unit
Description
Students participate in a balanced selection of
activities from each of the four sport/game categories (Invasion/Territory,
Net/Wall, Striking/Fielding, and Target). Opportunities, in challenging
settings, are provided to enhance students’ physical skills and develop their
ability to apply spot/game strategies. Each activity focuses on two aspects:
·
Demonstration
of personal competence of physical skills (specific skills connected to
sports/games) through the application of the movement principles (biomechanical
principles) to refine movement.
·
Applying
the guidelines and strategies that enhance participation in sports/games by
addressing the primary elements of play, e.g., possession, invasion, placement
and scoring.
·
Students
should be able to demonstrate that the physical skills and strategies they
learn in one sport/game are transferable to many sports/games, e.g., shoulders
square to target. They should also demonstrate responsibility for their
personal safety and the safety of others.
Unit
Overview Chart
K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application
|
Activity |
Learning Expectations Achievement Categories |
Assessment/Evaluation |
Focus |
|
1 |
PAV.02, A |
- Formative self- and peer assessment and teacher
evaluation of sport and game strategies during activities using a checklist |
Sport and game strategies |
|
2 |
LS3.03, A |
- Formative self- and peer assessment and formative teacher assessment of social skills during sport/game activities to promote harmony and overcoming barriers of functioning effectively as a group using a rubric |
Social skills |
|
3 |
ALV.03, A |
- Formative self-assessment and formative teacher evaluation of students’ responsibility for their personal safety and the safety of others during activities using a rubric |
Safe practices |
|
4 |
AL1.01, A |
- Formative self-assessment and formative teacher evaluation of regularly participating in a balanced instructional program using a participation rubric |
Regular participation |
|
5 |
PA1.01, A |
- Formative self- and peer assessment of movement
skills/principles through a sport circuit using a movement skills/principles
observation checklist |
Personal movement competence |
Scope
and Sequence of Unit Activities from Grade 9 to Grade 12
|
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
|
Target Activities (Curling) |
Target Activities (Golf and Target Games) |
Target Activities (Target Games) |
Target Activities (Archery, Target Games, Golf, Bowling) |
|
Invasion/ Territory Activities (Basketball) |
Invasion/Territory Activities (European Team Handball,
So |
Invasion/Territory Activities (Flag Football, Floor Hockey, Field Hockey) |
Invasion/Territory Activities (Rugby, Speedball, Ultimate Frisbee, Ice Activities, Hockey) |
|
Net/Wall Activities (Badminton) |
Net/Wall Activities (Tennis Paddle, Tennis, Volleyball) |
Net/Wall Activities (Racquetball, Squash, Handball, Wallball) |
Net/Wall Activities (Combination of Net/Wall Activities, Squash, Racquetball) |
|
Striking and Fielding Activities (Softball) |
Striking and Fielding Activities (Softball/Cricket) |
Striking and Fielding Activities (Kickball, Softball) |
Striking and Fielding Activities (Slo-pitch, Rounders, Cricket) |
|
|
Diagnostic Assessment - Movement Skills/Principles Circuit |
Diagnostic Assessment - Movement Skills/Principles Circuit |
Diagnostic Assessment - Movement Skills/Principles Circuit |
Time:
15 hours
Unit
Description
Students
apply movement principles to refine their movement skills and improve their
levels of fitness through a variety of physical activities. These activities
teach body management, kinaesthetic awareness, control of body rhythm,
sequencing, stability, and creativity. Students demonstrate their movement
competence through activities such as weight training, fitness enhancers,
dance, aquatics, wall/rock climbing, gymnastics, boxing, track and field, yoga,
and tai chi. Students demonstrate behaviour that minimizes risk to themselves
and others.
Unit
Overview Chart
K/U =
Knowledge/Understanding C =
Communication T/I =
Thinking/Inquiry A = Application
|
Activity |
Learning Expectations Achievement Categories |
Assessment/Evaluation |
Focus |
|
1 |
ALV.01, A |
- Formative self-assessment and formative teacher evaluation of daily participation using a rubric |
Regular participation |
|
2 |
AL1.01, A |
- Diagnostic self-assessment of the student’s regular participation at variety of community and/or school facilities using a checklist |
Regular participation |
|
3 |
ALV.03, A |
- Formative self-assessment and formative teacher evaluation of safe practices during activity using safety rubric (see HALE Course Profile - Grade 10 Unit 1 pp. 13-14) |
Safe practices |
|
4 |
AL1.02, A |
- Formative assessment of personal competence in a
variety of physical activities using anecdotal comments |
Personal movement competence |
|
5 |
AL2.05, T/I |
- Formative assessment of students’ ability to distinguish the merits of a variety of weight training equipment using a checklist |
Personal movement competence |
|
6 |
AL1.06, A |
- Formative self- and peer assessment, and formative teacher evaluation of social skills during activities using a rubric |
Social skills |
Scope
and Sequence of Unit Activities from Grade 9 to Grade 12
|
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
|
Dance-movement skills |
Dance |
Dance |
Dance |
|
Recreation/Leisure |
Recreation/Leisure |
Recreation/Leisure |
Recreation/Leisure |
|
Wrestling/ Combatives |
Combatives |
Combatives |
Combatives |
|
Track and Field |
Track and Field |
Track and Field |
|
|
Gymnastics |
Gymnastics |
Gymnastics |
|
|
|
Weight Training |
Weight Training |
Weight Training |
|
Aerobics |
Aquatics |
Aquatics |
Aquatics |
|
|
Fitness Enhancers |
Fitness Enhancers |
Fitness Enhancers |
|
|
|
|
Yoga, Tai Chi, Pilates |
Students
learn best when they are active, exploring, questioning/searching for meaning,
investigating/experimenting, looking for connections/relationships/patterns,
sharing/discussing with others, and reflecting. Consider how students learn,
optimal conditions for learning and learning skills to develop an effective
program that focuses on improved student learning.
1. Improved
student learning is enhanced when we understand how students learn. Take into
consideration developmental stages, Brain/Mind (or brain compatible) learning,
learning preferences, learning styles, and learning environment.
2. Create conditions for optimal learning by
considering the full range of teaching and learning strategies. Teaching and
learning strategies are instructional practices that:
·
involve
a sequence of steps or a number of related concepts;
·
determine
the approach a teacher may take to achieve learning objectives and meet diverse
learner needs;
·
should
be selected based on an understanding of how students learn.
The teaching and learning strategies can be categorized
under four headings as identified below:
Direct Instruction
Lecture – an oral presentation of facts or
principles during which the learner is responsible for taking appropriate notes
Demonstrations/modelling – performing a skill or activity in
order to show how to do it
Didactic Questions – guiding students to predetermined learning
through the use of lower order questions
Drill and Practice – repetition of fundamental skills to enhance
speed and a
Guides for Reading, Listening, and Viewing – structured formats intended to
direct students to appropriate learning expectations in reading, listening, or
viewing
Indirect Instruction
Inquiry – an organized process for investigating a significant
question
Problem Solving – an organized process for solving a problem
Research – gathering and interpreting data on a
specific topic
Case Studies – investigation of a specific event,
situation, or person to develop an understanding of factors that can be
generalized to other situations
Concept Formation – an inductive thinking strategy in which
students sort, classify and/or group items, ideas, opinions, into categories to
draw inferences, make generalizations, and develop concepts
Concept Attainment – clarifying a concept by providing positive
and negative examples of that concept
Reflection – process of thinking about and connecting
ideas, experiences, and learnings
Debate – the presentation of opposing sides of an
issue by two teams/individuals before an audience or judge
Interactive
Instruction
Cooperative Learning – a variety of interdependent
learning structures where students learn in small heterogeneous groups
Jigsaw – Students are divided into “home” groups.
Each student in the group moves into a different expert group to gather
information (provided by the teacher, or through research), then goes back to
the home group to share information.
Think/Pair/Share – Students begin thinking about a concept on
their own, then work with a partner to share and discuss ideas.
Snowballing – Pairs of students begin sharing ideas. After
a few minutes, the pairs join with another pair to form a group of four to
share ideas. The groups continue to combine to form groups of 8 then 16. New
ideas are added and discussed.
Numbered Heads –Numbered heads is a structure whereby
students number off and the teacher poses a problem and sets a time limit for
each group to investigate. The teacher calls a number and the student with that
number in each group responds.
Learning Circles – small groups of students who discuss a
common test, topic, or problem in order to deepen understanding
Brainstorming – a group activity in which participants are
encouraged to think uncritically about all possible ideas, approaches, or solutions
Role Playing – assuming the role of another and acting out
a situation to develop understanding and insights
Peer Coaching – a structured situation where students teach
and learn from each other
Experiential Learning – a situation requiring a high
level of active involvement that is inductive, learner centred, and activity
oriented. These activities may include field trips, simulations, model
building, analysing, drawing inferences or conclusions, providing reasons and
evidence for conclusions, or reflecting on experiences in analysing, inferring,
decision-making, and drawing, conclusions.
Independent Instruction
Independent Project – a formal assignment on a topic related to
the curriculum
Learning Centre – a specially organized space containing
specific resources and/or equipment
Learning Contract – a plan of instruction allowing students to
proceed at their own rate in learning specified material
3. Help
students develop effective learning skills.
Consider:
·
the
skills and knowledge required to participate in learning, e.g., working
independently, self-assessment, setting goals and monitoring progress, adapting
to change, inquiry skills;
·
the
self-knowledge, personal and interpersonal skills to interact positively with others,
e.g., self-management, getting along with others, social responsibility;
·
the
skills and knowledge required to plan their present and future lives and to
determine the learning required to implement the plan, e.g., self-assessment,
exploring and obtaining information, awareness of opportunities.
The
process of moving from The Ontario Curriculum, Grades 11 and 12, Health and
Physical Education, 2000 to completing the Provincial Report Card involves
a number of steps, including:
Step
One: connecting the learning expectations and Achievement Chart categories to
clarify the expected student learning;
Step
Two: gathering evidence of student learning relevant to the expected learning
in the curriculum
Step
Three: recording evidence of student learning;
Step
Four: making a judgement based on recorded evidence of student learning;
Step
Five: reporting student achievement.
This
Course Profile focuses on the first two steps. The following outlines the key
components of these two steps.
Step One: Connecting Learning Expectations to
the Achievement Chart
The
learning expectations in the curriculum are the content standards and identify
what students need to know and be able to do at each grade level. The
Achievement Chart identifies the performance standards and describes how well
students have achieved the curriculum expectations. Each learning expectation
is connected to one of the Achievement Chart categories. The verbs in each of
the learning expectations have been used to link the content and the
performance standards.
The
following are examples of verbs used in the expectations organized by category,
found in The Ontario Curriculum, Grades 11 and 12, Health and Physical
Education, 2000 document:
·
Knowledge/Understanding
(identify, demonstrate an understanding, define)
·
Thinking/Inquiry
(assess, analyse, evaluate, design, adapt)
·
Communication
(explain, describe, communicate)
·
Application
(demonstrate, apply, use, participate, maintain, improve)
See the Unit Overview charts in the Course
Overview for the connection of learning expectations to the Achievement Chart
(e.g., ALV01 Application, AL2.03 Thinking/Inquiry, HL1.04 Communication, HL2.03
Knowledge/Understanding).
By examining the Achievement Chart,
teachers can focus on the significant aspects of learning they should be
assessing. Is the learning expectation asking students to demonstrate
Knowledge, Thinking skills, Application, Communication, or a combination of
these categories? Using this as the starting point, the teacher can work with
students to determine the specific criteria and performance indicators for the
demonstration of learning. Students are more su
Step Two: Gathering Evidence of Student
Learning
Once
the targets are clear, it is also easier for teachers to determine:
·
how
much evidence they will need to assess and evaluate students;
·
the
best methods of assessment and evaluation, e.g., paper-and-pencil, performance
task, personal communication, to provide students with opportunities to learn
and practice before being expected to demonstrate the learning;
·
the
best assessment tools, e.g., rubric, checklist, marking scheme, rating scale,
to collect the appropriate evidence of students’ learning;
·
how
to involve students (self-assessment, peer assessment) in the assessment
process to improve their learning and manage the task of gathering evidence.
Certain
assessment terms have been used and processes identified in the Overview Charts
and assessment sections of this Course Profile. The following provides a brief
explanation of how the charts are organized and how the terms have been used.
a) Overview
Charts
The
Unit Overview Charts identify:
·
all
of the learning expectations and the related Achievement Chart categories;
·
the
type of assessment or evaluation, e.g., diagnostic, formative, or summative;
·
the
assessor or evaluator, e.g., student, peer, teacher;
·
the
assessment strategy, e.g., paper-and-pencil strategies, performance task
strategies, personal communication strategies;
·
the
assessment tool, e.g., rubric, checklist, marking scheme, rating scale,
anecdotal comment
·
the
focus of the assessment in relationship to the key learnings (see Overview,
Course Notes for the key learnings).
b) Assessment
and Evaluation Statements in Unit 3
In
Unit 3, Assessment and Evaluation of Student Achievement identifies:
·
the
type of assessment or evaluation, e.g., diagnostic, formative or summative
·
the
assessor or evaluator, e.g., student, peer, teacher
·
the
assessment strategy, e.g., paper-and-pencil strategies, performance task
strategies, personal communication strategies
·
the
assessment tool, e.g., rubric, checklist, marking scheme, rating scale,
anecdotal comments
·
the
focus of the assessment in relationship to the learning expectations
·
the
learning expectations (in brackets) being assessed or evaluated
c) Assessment
and Evaluation Terms
The
following outlines how certain terms have been used in this Course Profile.
Definitions have been adapted from Guidelines for Assessment and Evaluation
of Student Achievement, Principles and Standards for Effective Practice.
·
Assessment and Evaluation
Assessment and evaluation are different. What,
when, why, and how you assess are different from what, when, why, and how you
evaluate.
Assessment is the formal or informal gathering
of information about the progress or achievement of a student or group of students,
using a variety of strategies/tools. There is no judgment inherent in
assessment. It is an act of describing student performance for the purpose of
enhancing learning.
It can be compared to coaching. It is the
helpful meaningful feedback provided to students to assist them in doing their
very best. Students should recognize assessment as the safe time to take risks
to learn and practice before they are expected to demonstrate their learning.
Evaluation is the process of judging and
putting a value, e.g., mark, level, on the quality of student achievement
against the performance standards. Evaluation counts and is recorded in the
teacher’s mark book. The teacher should evaluate the demonstration of the
synthesized learning after students have had plenty of opportunity to learn and
practice.
·
Type of Assessment and Evaluation
Assessment
and evaluation are ongoing and serve different purposes at different times.
|
|
Diagnostic
Assessment |
Formative |
Summative
Evaluation |
|
|
Assessment |
Evaluation |
|||
|
What? |
- assessing what students know and are able to demonstrate prior to instruction |
- assessing what students know and are able to do as they progress through the learning and practice opportunities |
- evaluating what students know and are able to do at certain points during the process of learning and practicing |
- evaluating what students demonstrate that they know and are able to do at the end of the instruction |
|
|
Diagnostic
Assessment |
Formative |
Summative
Evaluation |
|
|
Assessment |
Evaluation |
|||
|
When? |
- o |
- is ongoing as students learn and practice |
- o |
- o |
|
Why? |
- helps determine starting points and helps the teacher program appropriately for individual students |
- provides ongoing meaningful feedback to help students improve as the learning/ practice builds, becomes more complex and connects with other learning |
- provides a snapshot of students’ achievement, e.g., mark, level, at specific points in the course before the final demonstration (summative evaluation) |
- provides students with the opportunity to synthesize knowledge and skills and demonstrate their achievement |
|
How? |
- assessment strategies to provide a holistic picture of the learning students have acquired in the past |
- assessment strategies to provide opportunities for students to learn and practise |
- strategies relevant to: a) the expected learning b) the point students have progressed in the learning process c) the summative evaluation demonstration planned for the end of the instructional unit |
- strategies that: a) require students to synthesize and apply the key learnings b) require students to demonstrate learning in new or unfamiliar context (but not new learning) c) present students with engaging challenging problems d) allow for individual student a |
|
Note |
- information from diagnostic assessments must not count towards the final grade |
- formative assessment may be taken into consideration in determining the students’ final grades |
- formative evaluation may count towards students’ final grades |
- summative evaluation will always count towards students’ final grades |
d) Assessment
Methods and Strategies
There
are three assessment methods:
·
Paper-and-pencil,
e.g., quiz, test, written examination
·
performance
task, e.g., skill demonstration, role play, video tape
·
personal
communication, e.g., student teacher conference, oral examination
Under each of these categories, there are
various types of assessment strategies. Some examples have been listed above
beside each assessment method.
One
of the critical professional judgments teachers must make is to appropriately
match the assessment strategy(ies) to the type(s) of learning being assessed.
There are a wide variety of assessment strategies available to teachers.
Assessment strategies are what the teacher will have the students doing to
demonstrate their learning.
e) Assessment
Tools
Assessment
tools that may be used by the teacher and students, e.g., self- and peer
assessment, to gather evidence of learning include: marking scheme, rating
scale, anecdotal comments, checklist and rubric. Teachers should choose
assessment tools appropriate to the assessment task, e.g., a rubric for
performance task strategies, marking scheme for paper pencil strategies.
The Ontario Curriculum,
Grades 11 and 12, Program Planning and Assessment document states that the
final grade for each course will be determined as follows:
·
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course.
·
Thirty
per cent of the grade will be based on a final evaluation in the form of an
examination, performance, essay, and/or other method of evaluation suitable to
the course content and administered towards the end of the course.
The final 30% (summative) evaluation should
reflect many of the key elements of the Course Profile and the weighting of the
achievement chart categories in relationship to the key elements addressed.
Teachers may use a variety of methods to determine the final 30% evaluation for
the final grade.
A
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, and videos. Before reproducing materials for student use from books and
magazines, teachers need to ensure that their board has a Cancopy licence and
that this licence covers resources they wish to use. Before screening videos
for their students, teachers need to ensure that their board/school has
obtained the appropriate public performance videocassette licence from an
authorized distributor, e.g., Audio Cine Films Inc. Teachers are also reminded
that much of the material on the Internet is protected by copyright. The person
or organization that created the work usually owns that copyright. Reproduction
of any work or a substantial part of any work on the Internet is not allowed
without the permission of the owner.
Amos,
Sue and Susan Orchard. Health and Physical Education, Grade 9-10, Plan,
Assess and Report. Barrie: Data Based Directions, 2001 ISBN 1-894369-16-5
Begun,
Ruth Weltmann. Ready-to-Use Social Skills Lessons and Activities for Grades
7 – 12. New York: The Centre for Applied Research in Education, 1996. ISBN
0-87628-866-2
Canadian
Association for Health, Physical Education, Recreation and Dance CAHPERD. Moving
to Inclusion. 403-2197 Riverside Drive, Ottawa, K1H 7X3 – www.cahperd.ca
(for many health and physical education resources)
Course
Profile, Grade 9, Public Healthy Active Living Education, Open.
Course
Profile, Grade 10, Public Healthy Active Living Education, Open.
Course
Profile, Grade 11, Public Healthy Active Living Education, Open.
Course
Profile, Grade 11, Public Health for Life, Open.
Halton
District School Board. Guidelines for Assessment and Evaluation of Student
Achievement, Principles and Standards for Effective Practice. 1999
Harper,
Mark, Ken O’Connor, and Marilyn Simpson. Quality Assessment: Fitting the
Pieces Together. Toronto: Ontario Secondary School Teachers Federation,
July 1998. ISBN 0-920930-47-6
Ontario
Physical and Health Education Association. Ontario Health and Physical
Education Support: Grades 9 and 10. Toronto: OPHEA, 2000.
Ontario
Physical and Health Education Association. Physical Education: Ontario
Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997.
Ontario
Physical and Health Education Association – www.ophea.net
Randazzo,
Deborah and Kris Coreless. Activity for Everyone. Virginia: American
Association for Active Lifestyles and Fitness, 1998. ISBN 0-88314-650-9
Zakrajsek,
Dorothy B., Lois A. Carnes, and Frank E. Pettigrew, Jr. Quality Lesson Plans
for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN
0-87322-671-2
Coded
Expectations, Healthy Active Living Education, Grade 12, Open, PPL4O
PAV.01 · demonstrate personal competence
in applying complex movement skills and principles;
PAV.02 · apply the guidelines and
strategies that enhance participation in recreational and sports activities.
Movement
Skills
PA1.01 – develop and combine their
movement skills in a variety of physical activities (e.g., performing such
skills as “skating” in cross-country skiing, making a jump shot in basketball);
PA1.02 – apply movement principles to
refine their movement skills (e.g., applying angular motion to cause the ball
to spin in tennis or golf).
Sports
and Recreation
PA2.01 – apply the specific rules and
guidelines for participation in recreational and sports activities, including
team, group, dual, and individual activities (e.g., moving to the side to allow
faster participants to pass in cycling, releasing the rock before crossing the
hog line in curling);
PA2.02 – explain factors (e.g., the
equipment used, specific preparations such as warm-up or cool-down activities,
specific safety issues, features peculiar to specific activities) that affect
performance and participation in recreational and sports activities;
PA2.03 – use ethical strategies and
tactics to enhance their performance in specific situations and conditions
(e.g., making parallel turns to reduce downhill speed in skiing, clearing the
ball out to the sidelines in so
PA2.04 – describe career opportunities in
the fields of sports, recreation, and health and physical education.
ALV.01 · participate regularly in a
balanced instructional program that includes a wide variety of physical
activities that encourage lifelong participation;
ALV.02 · develop personal health-related
physical fitness;
ALV.03 · demonstrate responsibility for
their personal safety and the safety of others.
Active
Participation
AL1.01 – participate regularly in physical
activities, using community and school facilities and choosing from a wide
variety of options at school and in the community, including individual, small-
and large-group, outdoor, and aquatics activities;
AL1.02 – demonstrate personal competence
in a variety of physical activities;
AL1.03 – analyse the benefits of lifelong
participation in different physical activities (e.g., social interaction,
enjoyment, relaxation, self-esteem);
AL1.04 – explain the benefits of different
activities and the ways in which individuals’ participation patterns are likely
to change throughout their lives;
AL1.05 – describe strategies that promote
lifelong participation in physical activity;
AL1.06 – demonstrate positive, responsible
personal and social behaviour in physical activity settings (e.g., modelling
positive behaviour, facilitating group cohesiveness and cooperation);
AL1.07 – demonstrate leadership in
creating a positive climate that promotes participation and safety (e.g., by
officiating, mentoring, organizing, coaching, convening);
AL1.08 – identify Canadian leaders in
physical activities and describe their leadership qualities.
Physical
Fitness
AL2.01 – maintain or improve personal
fitness levels by participating in vigorous fitness activities for sustained
periods of time (e.g., a minimum of two ten-minute time periods or one
twenty-minute time period four times per week);
AL2.02 – explain the training principles
that underlie physical fitness;
AL2.03 – assess personal health-related
physical fitness (e.g., monitor heart recovery rates during vigorous physical
activities);
AL2.04 – refine daily personal
health-related physical fitness programs (e.g., incorporate a variety of
activities that promote cardiovascular fitness into personal fitness programs;
adopt strategies to promote lifelong participation);
AL2.05 – evaluate a variety of physical
fitness equipment, programs, and approaches (e.g., evaluate the merits of
different weight-training equipment).
Safety
AL3.01 – apply appropriate guidelines and
procedures for safe participation in physical activity (e.g., using appropriate
equipment and facilities, wearing appropriate attire, meeting expectations
regarding supervision, understanding the importance of proper posture in
minimizing injury);
AL3.02 – demonstrate behaviour that
minimizes risk to themselves and others (e.g., when dealing with a capsized
kayak, by assessing the safety of climbing equipment, by adopting the
principles of fair play);
AL3.03 – evaluate the effectiveness of the
resources and community agencies that provide assistance in emergency
situations associated with physical activity.
HLV.01 · describe how society and culture
affect individual perceptions and expressions of sexuality;
HLV.02 · demonstrate an understanding of
strategies that promote personal safety and prevent injuries;
HLV.03 · demonstrate an ability to use
specific strategies to enhance their own mental health and that of others;
HLV.04 · demonstrate an understanding of
strategies that promote healthy relationships.
Healthy
Growth and Sexuality
HL1.01 – analyse the factors (e.g.,
culture, media) that affect gender roles and sexuality;
HL1.02 – demonstrate an understanding of
the factors (e.g., attitudes, values, and beliefs about gender roles and
sexuality) that affect the prevention of behaviour related to STDs, AIDS, and
pregnancy;
HL1.03 – describe the factors (e.g.,
healthful eating, abstinence from smoking and alcohol) that contribute to
healthy pregnancy and birth;
HL1.04 – describe the characteristics of
healthy, respectful, and long-lasting relationships;
HL1.05 – assess the skills needed to
maintain healthy, respectful, and long-lasting relationships;
HL1.06 – describe the communication skills
needed to discuss sexual intimacy and sexuality in a relationship.
Personal
Safety and Injury Prevention
HL2.01 – analyse the causes of certain
types of interpersonal violence (e.g., stalking, date rape, family violence,
extortion);
HL2.02 – describe the possible effects of
violence on individuals who are exposed to it in their personal lives (e.g.,
becoming violent themselves, thereby continuing the cycle of violence and
abuse);
HL2.03 – identify sources of support for
individuals exposed to violence (e.g., within the family, the school, or the
community);
HL2.04 – demonstrate an ability to use skills
and strategies (e.g., refusal, self-defence) to deal with threats to personal
safety and the safety of others;
HL2.05 – explain why adolescents and young
adults are over represented in traffic fatalities;
HL2.06 – assess strategies for reducing
risks to their own safety and that of others in various situations (e.g., while
participating in outdoor winter sports activities or driving cars, boats, and
snowmobiles).
Mental
Health
HL3.01 – demonstrate an understanding of
specific mental health issues (e.g., depression, anxiety, suicide);
HL3.02 – apply the skills necessary to
manage stressful situations (e.g., death and dying, mental or physical illness
in a family);
HL3.03 – demonstrate an ability to use
skills to enhance their own mental health;
HL3.04 – describe the importance of
relationships and communication with others to mental health;
HL3.05 – identify sources of information
on and services related to mental health (e.g., the Internet, libraries,
community agencies, media) in the community and beyond.
LSV.01 · use decision-making and
goal-setting skills to enhance their daily lives;
LSV.02 · demonstrate an understanding of
the importance of respect for self and respect for others in reducing conflict
in their personal lives;
LSV.03 · use social skills to work
effectively in groups and enhance relationships.
Decision
Making
LS1.01 – demonstrate an ability to use
strategies that assist in changing and maintaining behaviour to achieve
personal healthy active living goals;
LS1.02 – demonstrate an understanding of
the impact of complex personal decisions and the ethical considerations
associated with these decisions;
LS1.03 – explain the influence of cultural
norms (e.g., related to religion, gender roles) on decision making.
Conflict
Resolution
LS2.01 – describe positive and negative
aspects of conflict;
LS2.02 – demonstrate an understanding of
the factors that promote harmony among people (e.g., tolerance, respect for
individual differences, empathy);
LS2.03 – demonstrate an ability to use
strategies to cope with conflict (e.g., using mediation in highly charged
situations).
Social
Skills
LS3.01 – demonstrate an ability to work effectively
with groups of individuals from different cultures to a
LS3.02 – demonstrate an ability to use
strategies needed to overcome the barriers to functioning effectively as a
group;
LS3.03 – demonstrate an ability to use
appropriate strategies to reach group consensus;
LS3.04 – explain qualities and factors
that promote and enhance close personal relationships (e.g., communication,
honesty, responsibility, equality).
Unit 3
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