K-4 Physical Education and Health: A Foundation for Implementation

1. K-4 PE/HE:A Foundation for Implementation http://www.edu.gov.mb.ca/ks4/cur/physhlth

2. Front Section • Acknowledgments (iii) • Introduction (Introduction-1) • Overview (Overview-1)

3. Middle Section • Section Organization • Guide to Reading the Four Columns (Suggestions-6,7) • Suggestions for Instruction and Assessment (K-4) • Prescribed Learning Outcomes • Suggestions for Instruction • Teacher notes • Suggestions for Assessment • Grade-Specific Blackline Masters (e.g., BLM K-7)

4. Back Section • Appendices • General Blackline Masters in Appendice H (e.g. BLM G-1) • Framework Excerpts • including the overview and summary charts • Bibliography • includes references and websites used in the development of the document • Posters

5. Early Years Philosophy for Quality Programming (Overview -2) • Skill-based focus • Active and Interactive Learning Strategies • Exploratory and Cooperative Activities • Integrated Approach • Time and Instruction • Involvement of Parents/Families and Communities

6. 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.

7. 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

8. 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

9. 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

10. Physical Activity Risk Management

11. 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.

12. 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

13. 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

14. 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.

15. 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

16. Scope and Sequence

17. 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

18. 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.

19. 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

20. 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)

21. 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.

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

23. GLO 5 HLP 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

24. 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

25. 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

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

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

28. Planning for Assessment

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

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

32. 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

33. 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

34. 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 Wheel (Roulette) Scavenger Hunts Managing Assessment

35. Planning for PE/HE Programming

36. 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)

37. 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

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

39. PE/HE and Science Connection

40. PE/HE and ELA Connection

42. Yearly Planning (Appendices 17) • Determine no. of classes for each class for the year • Determine blocks of time by cycle, week, month, term, etc • Determine no. of days for inservices or other conflicts

43. 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

44. Traditional Athletic Program/ Season

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

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

48. Example 3: By PE/HE Skill Theme

49. By PE Skill Theme

50. By HE Skill Theme