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H&PE New Curriculum, New Approach Health & Physical Education Department - TCDSB

H&PE New Curriculum, New Approach Health & Physical Education Department - TCDSB. The H&PE Curriculum VISION.

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H&PE New Curriculum, New Approach Health & Physical Education Department - TCDSB

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  1. H&PE New Curriculum, New ApproachHealth & Physical Education Department - TCDSB

  2. The H&PE Curriculum VISION • learner of 2021 will be physically and health literate and have the comprehension, commitment and capacity to lead and promote a healthy active life in an ever-changing, global society.

  3. Physical & Health Literacy Physical Literacy: Individuals who are physically literate move with competence in a wide variety of physical activities that benefit the development of the whole person. Health Literacy: Health Literacy involves the skills needed to get, understand and use information to make good decisions for health.

  4. Our Health & Physical Education Student

  5. Fundamental Principles in Health & Physical Education H&PE programs are most effective when they are delivered in healthy schools and the learning is supported by school staff, families and communities. Physical activity is the key vehicle for student learning. Physical & emotional safety is a precondition for effective learning in H&PE Learning in H&PE is student-centred and skill based. Learning in H&PE is balanced, integrated and connected to real life.

  6. Document Front Matter • Updated and expanded all content including: Vision, Roles and Responsibilities • Program Planning considerations and connections to Healthy Schools and the use of Public Health Units. • Clearly describes the physically literate and health literate student. • Added scope and sequence charts to clearly identify progression of learning

  7. Document Format • Consistent strands, sub-organizers from Grades 1-12 will improve opportunities for communication / collaboration between elementary/secondary panel • Improves transition for students from elementary to secondary H & PE

  8. Document Format More User friendly • Organized elementary document by grade • Reduced overall # of expectations, but increased depth of expectations • Clarified expectations with use of additional examples, student talk, teacher prompts • Expanded glossary, included in all documents • Use of graphics, charts, colour • Added division overviews and detail to course descriptions.

  9. Personal Skills Use self awareness and self-monitoring skills to develop a positive sense of self and the ability to cope with adapt and respond to challenges and changes Building protective factors Limiting risk factors Building resiliency skills Interpersonal Skills Interpersonal skills (communication, cooperation, teamwork) to send/receive and interpret information and to interact positively with others Relating to others Building healthy relationships Living Skills Critical and Creative Thinking • Plan, process, present, reflect • Use critical and creative thinking processes to lead healthy active lives • Making decisions • Setting goals

  10. Active Living Strand • Improved the Active Living strand to improve consistency and approach to fitness, active participation and safety. • Inclusion of DPA (Daily Physical Activity). • Added specific expectations for safety at the elementary level.

  11. Movement Competence Strand • Renaming of Fundamental Movement strand to Movement Competence strand to improve scope and sequence of skill development • Focus is on transferable skills/strategies/tactics from grades 1-12 • More detailed examples, including physical activity, recreation and sport • Assessment is focused on transferable skills and strategies

  12. Healthy Living Strand •Re-structured Healthy Living strand to reflect need for a health promotion approach. •Raise focus from content to skills. •Incorporated feedback regarding emerging health issues and trends •Addressed gaps e.g., mental health, stigma, cyber safety, sexual orientation, gender identity •Shift when expectations are introduced at a developmentally appropriate age, so students have the information before they need to make a decision about it

  13. Healthy Living Strand Understanding Health Concepts Understanding the factors that influence healthy development Making Healthy Choices Care for self through accepting personal responsibility for lifelong healthy living Making Connections for Healthy Living Respecting and promoting the health of self and others

  14. Health Topics Studied • Healthy Eating • Substance Use, Addiction and Related Behaviours • Human Development and Sexuality • Personal Safety and Injury Prevention • (Mental Health and Living skills woven throughout the topics)

  15. HEALTHY LIVING FOCUS FOR THE GRADE • The expectation focus for each of the topics will be dictated by the grade level. • Example: • In grade 7 personal safety and injury prevention the focus will be on assessing the impact of bullying or harassment NOT identifying types of bullying.

  16. Assessment • Overall expectations are aligned with the revised achievement chart. • Assessment for learning (starting point for lessons and ongoing feedback on learning) • Assessment as learning (self and peer assessment) • Assessment of learning (evaluation) • Inclusion of Living Skills

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