K - 4 PE/HE: A Foundation for Implementation

1. K - 4 PE/HE:A Foundation for Implementation Http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth

2. GLO 1- Movement(Overview - 4) • Thestudent 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.

3. Five Physical Activity Categories (Appendix A) Individual/Dual Sports/Games Team Sports/Games Alternative Pursuits Rhythmic/Gymnastic Activities Fitness Activities Transport Skills running, galloping, jumping, hopping skipping Manipulation Skills rolling, underhand & overhand throwing, catching, bouncing, kicking, striking) Balance static, dynamic) Key Strands and Skills

4. 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

5. 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

6. GLO 2 - Fitness Management(Overview - 7) • The student willdemonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.

7. 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 Key Strands and Skills

8. 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

9. GLO 3 - Safety(Overview-9) • The student willdemonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.

10. A. Physical Activity Risk Management B. Safety of Self and Others Following rules and routines Introduction to first aid practices in Grade 4 Key Strands and Skills

11. Scope and Sequence

12. 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

13. GLO 4 - Personal and Social Management(Overview-12) • The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others.

14. A. Personal Development B. Social Development C. Mental-Emotional Development Goal-setting/planning skills Decision-making/problem solving skills Interpersonal skills Conflict resolution skills Stress management skills Key Strands and Skills

15. 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)

16. 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.

17. Personal Health Practices Active Living Nutrition Substance Use and Abuse Prevention Human Sexuality Making health-enhancing decisions Key Strands and Skills

18. 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

19. Suggestions for Planning Overall ImplementationAppendix 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

20. 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

21. Planning for Health Themes (p. Overview -19)

22. Example of School Health Promotion Planning(Appendices - 6)

23. Planning for Assessment

24. Fair Assessment • performance criteria clearly defined • students are informed • focuses on student learning • continuous and ongoing • meaningful • variety • involves students

26. Suggestion for Assessment Column Assessment strategy: Title of the Activity Assessor: Assessment Tool • Directional Statement • Example • Suggested Criteria • BLM reference

27. 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 Suggestion for Assessment Column

28. 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

29. 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 Managing Assessment

30. Planning for PE/HE Programming

31. 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 (Overview-23) • Part D: Additional Planning (Overview -25)

32. 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

33. Planning for PE Integration • Promote Active Learning • Actively engaging students increases retention • Augment time • PE and HE connection • PE and SC Connection

34. PE/HE and ELA Connection

36. 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

37. 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

38. Traditional Athletic Program/ Season

39. Example 1: Organizing the Year by GLO’s

41. Example 2: Yearly Planning By Activity Category(Appendices -19)

42. Example 3: By PE/HE Skill Theme

43. By PE Skill Theme

44. By HE Skill Theme

45. Unit Planning (Appendices - 21) • Backward Design • Choose outcomes and plan teaching/learning strategies or choose theme or topic and then outcomes • Teach with Intent • What is the purpose of the activity? Why you are teaching it? What will the students be learning? • Facilitate integration where possible

46. 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

47. 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

48. Planning for Inclusion

49. 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

50. 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. App-12) • Form 3: Visual Planner (p. App-15)