Health and Physical Education Reaching Every Student – “Focus Courses” This is our guiding document – intent of HPE to support all students in achieving success. Provides information for program planning and delivery. Icon- graphically communicates all elements of HPE curriculum, holistic and combine to provide students with knowledge and skills needed to be healthy and active across their lifespan, be resilient in an ever changing world, 21st century skills. OASPHE Conference 2016 Dave Inglis – Thames Valley DSB

Inside / Outside Circle Thinking about Focus Courses in context of the 2015 HPE curriculum… What do you know about? What do you want to know more about? What might be some of the opportunities and challenges with implementation in your classes/ at your school? What do you want to think more about today?

The Vision The Vision for all HPE courses: Knowledge and skills = physical and health literacy to lead healthy active life and promote healthy active living.

The Fundamental Principles of Health and Physical Education 5 The Fundamental Principles of Health and Physical Education Tie this slide into the “Key Note” session of the importance of The Fundamental Principles as the foundation upon which program design, implementation and daily instruction are based. Also relevant to focus courses

The Intent of Focus Courses to meet the interests and needs of students by providing a variety of courses that offer a wide assortment of physical activities; to increase the rate of students’ participation in physical activity and engage a wider number of students by responding to their interest in particular types of activities to improve programming flexibility and broaden the range of options available to students as they select courses to meet graduation requirements, allowing them to customize their individual pathways to better suit their interests and needs. Rationale for focus courses and students able to take more than one at any given level How do Focus Courses support the Vision of the HPE curriculum?

The Learning in Focus Courses Turn and talk: - about the key words or phrases in the statement that guides our understanding of focus courses, the design and planning for instruction e.g. “focus on a particular group of activities” ; “vehicle for achieving expectations”; “medium through which students achieve the course expectations”; “students must be given the opportunity to achieve all the expectations” - What does that look like in your school’s approach to Focus Course design and instruction? The Ontario Curriculum Grades 9 – 12: Health and Physical Education (2015). P20.

The Learning in Focus Courses “The intent behind focus courses is not to focus on a single sport – in other words, not to offer a “hockey course” or a “basketball course” or a “tennis course” – but rather to give students the opportunity to experience a variety of physical activities as they acquire knowledge and skills related to healthy living” Intent of Focus Course is now clearly articulated from MOE in HPE curriculum document. What are some of the perceived or real issues related to offering single sport courses? Equity of access to programs in HS students self select - how does it increase participation amongst the student population? how does it prepare for pathways beyond HS? does not meet curriculum expectations: Variety of activities = physical literacy health literacy – key to 3cs for 21 Century living and resiliency. (Athletics – out of season practice/ play) The Ontario Curriculum Grades 9 – 12: Health and Physical Education (2015). P21.

Activity #2: Think, Pair, Share What do you see or have you experienced with potential Issues with the use of “FOCUS Courses”? duplication of Healthy Living learning? students taking 2 courses at the same level relevance of health to focus (e.g. how to I contextualize HD & SH in an Outdoor Activities course?

Focus Courses for PPL1O, PPL2O, PPL3O and PPL4O A student may take more than one HALE course for credit in each of Grades 9, 10, 11, and 12, provided that the focus of each course is different. Focus Courses for PPL1O, PPL2O, PPL3O and PPL4O Healthy Living and Personal and Fitness Activities  (PAF) Healthy Living and Large-Group Activities (PAL) Healthy Living and Individual and Small-Group Activities (PAI) Healthy Living and Aquatic Activities (PAQ) Healthy Living and Rhythm and Movement Activities (PAR) Healthy Living and Outdoor Activities (PAD) What are the Focus Courses: Note: inclusion of Healthy Living at beginning to emphasis importance of addressing Healthy Living in context of Focus; inclusion of definition of the Intent of Focus Course pg. 20-21 Questions: How do we determine which focus courses to offer? To increase the rate of participation in PA amongst all students To engage a wider number of students To broaden the range of options To customize their pathway to better suit interests and needs How do we ‘evolve” current courses( e.g. single sport courses) to better meet curriculum expectations? e.g Large Group activities using a TGfU approach What do you need to further implement or implement focus courses to align with the HPE curriculum, 2015? The Ontario Curriculum Grades 9 – 12: Health and Physical Education (2015). P22.

Course Codes The course description for a focus course should start with the full course description given in this document for the HALE course for the particular grade, and end with a statement describing the types of activities that the course will focus on. SAMPLE: Healthy Living and Individual and Small Group Activities course (PAI3O) Use the description for the Grade 11 Healthy Active Living Education course (PPL3O), followed by a statement describing the focus activities – e.g., “The course will focus on a variety of individual, dual, and small group activities, such as golf, combatives, athletics, and curling”. The intent of the learning Talk and Turn: What do you see or have you experienced with potential Issues e.g. duplication of Healthy Living learning? e.g students taking 2 courses at the same level, relevance of health to focus- how to I contextualize HD & SH in an Outdoor Activities course?

*to avoid duplication of student learning Activity #3: How do we differentiate instruction to “focus” the learning within a Focus Course: Why differentiate? *to avoid duplication of student learning *to focus on interest of learners *to address active living expectations e.g. fitness *to address the movement competence expectations *to address the healthy living expectations Will there be overlap? What is the actual percentage of overlap?

Active Living & Movement Competence Healthy Living Living Skills Small Group Task; Hang Chart paper on 2 sides of the room with above graphic at each station: Station 1 = MCAL graphics; Station 2 = HL graphics Divide chart paper with vertical lines and have focus course codes on them. – see slide 10 for codes. Provide 2-3 curriculum docs at each station for reference of specific expectations if needed. Divide participants into 2 groups and groups assemble at either the MCAL or HL corner of the room MCAL Group brainstorms about how the Activities of a particular Focus course might be used as a vehicle for student learning of expectations. HL Group focuses on Grade 10/ 11 expectations and brainstorms about how the HL learning might be differentiated based on student interest, content, process, product – consider a focus on overall expectations If time, have groups switch, review work of prior group and add to thinking.

What’s Next: Teacher Needs, Interests? What are the priority areas where you would like more support? What type of resources do you need? Other considerations to help you implement Focus Courses as part of the 2015 HPE curriculum Provide participants with post it notes: Ask them to jot down their response to any or all of the questions on the slide and post it on the “Bike Rack” as they exit the seminar.