1 / 24

Active Healthy Lifestyles

Kindergarten to Senior 4 Physical Education/Health Education Manitoba Curriculum Framework of Outcomes for. Active Healthy Lifestyles. http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth/k-s4framework.html. Five Interrelated General Learning Outcomes (GLO’s).

devi
Télécharger la présentation

Active Healthy Lifestyles

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Kindergarten to Senior 4Physical Education/Health EducationManitoba CurriculumFramework of Outcomes for. Active Healthy Lifestyles http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth/k-s4framework.html

  2. Five Interrelated General Learning Outcomes (GLO’s)

  3. to provide students with planned and balanced programming to develop the knowledge, skill, and attitudes for physically active and healthy lifestyles Aim

  4. Research-based • focus on movement and social skill-based programs for lifelong physical activity participation and healthy living • design learning experiences based on best practices such as learner centred, inclusive, enjoyable, and developmentally/age appropriate (See 13 Guiding Principles p. 6 for other examples)

  5. promote partnership building among schools, families, and communities • address the 5 major health risks for children and youth

  6. 5 Major Health Risks • inadequate physical activity • unhealthy dietary behaviours • drug use, including alcohol and tobacco • sexual behaviours that result in sexually transmitted diseases or infections and unintended pregnancies • behaviours that result in intentional and unintentional injuries

  7. Organizational Structure • Curriculum Map • Icon for each GLO • Summary Charts for each GLO • Scope and Sequence Charts for each GLO • Code for each SLO

  8. Key Characteristics • Combined curriculum • Outcomes based • Integrated • Highly active and interactive • Delivery model is a local decision through a planning process • Treatment of potentially sensitive outcomes is determined by a local planning process

  9. Recommended Minimum Time Allotments • Grades K-6: 11% of the instructional time • 11% x 300 min/day x 6 day/cycle=198 min. • 75% PE = 150 min/6 day cycle • 25% HE= 48 min/6 day cycle • Grades 7-8: 9% of the instructional time • 9% x 330 min/day x 6 day cycle =178 min. • 75%PE = 134min/6 day cycle • 25%HE= 44 min/6 day cycle • S1-S2: 2 credits with 50%PE/50% HE reported as one full credit or 2 half credits • Additional health time through integration in various subject areas • Additional time through optional courses

  10. Students with Special Needs (chart p. 14) • Modifications • Adaptations • Accommodations ( new policy related to adjustment of physical skill-based outcomes) • Rescheduling • Substitution

  11. Safety and Liability • Safety and liability is the responsibility of school divisions/districts and its employees. • Teachers are expected to: • be knowledgeable • anticipate hazards • minimize risks • demonstrate expertise in physical activity management • Teachers are expected to provide “professional” standard of care rather than “the careful and prudent parent” standard of care especially in high risk type of activities.

  12. Safety and Liability Criteria (p.15) • The Supreme Court of Canada has established four criteria to determine the necessary and appropriate standard of care within the context of physical education: • Is the activity suitable to the age, mental, and physical condition of participating students? • Have the students been progressively taught and coached to perform the activity(ies) properly and to avoid the dangers inherent in the activity(ies)? • Is the equipment adequate and suitably arranged? • Is the activity being supervised properly in light of the inherent danger involved?

  13. use the suggested 8 steps in planning assessment and evaluation strategies for outcomes (Appendix B, p.196) start with “the end in mind” - the outcome Assessment Planning Guidelines

  14. grades/marks should include information that indicates progress and achievement related to the student learning outcomes behaviour can be part of the mark when it is: an integral part of the specific student learning outcomes observable and measurable serves as a performance descriptor Reporting (p.197)

  15. behaviour related to areas such as punctuality, attendance, dress and attitude should not be part of the mark but reported by using a separate anecdotal comment or checklist fitness test results should be communicated separately from the final percent mark or grades reporting on student learning outcomes that are potentially sensitive is a local decision through the SDDPP (Appendix C)

  16. how integrated student learning outcomes should be assessed and evaluated is determined by the teachers involved through team planning and collaboration for students with significant cognitive disabilities, refer to Individual Education Planning: A Handbook for Developing and Implementing IEP’s, Early to Senior Years (1998) for students with special needs and medical problems, refer to page 10

  17. Current Roll-Out Plan

  18. Expectations • School divisions/districts are to determine best delivery model based on best practices for overall implementation of the Framework • A planning process must be used to determine local policy related to potentially sensitive content • Schools must seek parental involvement and provide a parental option prior to implementation of potentially sensitive content

  19. Timetabling Delivery/Staffing Choice Programming for non-sensitive outcomes that require special consideration Programming for potentially sensitive outcome Selection of Learning Resources for non-sensitive outcomes and potentially sensitive outcomes Teacher Training Part A: Potential Decisions for Overall Implementation of the Framework

  20. Safety Guidelines Programming for Students with Special Needs Programming for Students with Medical Problems Reporting Parental/Community Involvement Extracurricular program Healthy school environment and services Other (e.g. budget, facilities, equipment) Overall Implementation of the Framework (continued)

  21. Part B: Potential Decision Areas For School Division/District Planning (p. 205)

  22. Physically Active and Healthy Lifestyles for All Students

  23. Contact Information English Programs: Heather Willoughby W260-1970 Ness Avenue Winnipeg, MB. R3J 0Y9 Ph: (204) 945-8143 Fax: (204) 945-3042 Email: hwilloughb@edu.gov.mb.ca http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth Français/French Immersion Programs: Jacques Dorge 509-1181 Portage Avenue Winnipeg, MB. R3G 0T3 Ph: (204) 945-6929 Fax: (204) 945-1625 Email: jdorge@edu.gov.mb.ca http://www.edu.gov.mb.ca/manetfr/m-s4/pf/mat-scol/edu-phys/index.html

More Related