The Ontario Health and Physical Education Curriculum April 7 and 8, 2015

Health and Physical Education Curriculum Implementation - Welcome While we are waiting for all to join the session, please use the chat window to introduce yourself and let us know who is here. If you are attending in a team, please let us know. What is your name/board/health unit/organization? What is your role/portfolio? Are you participating as an individual/group? What have you done today for your health and well-being?

Welcome Introductions Session structure and timing Protocols Mute Participation – chat, polls, discussion Questions

Learning Goals To build understanding about the curriculum review process, the structure of the curriculum and key changes from Grades 1 to 12 To raise awareness about resources available to support the implementation of the curriculum To set the context for further learning and planning for local implementation

Health and Physical Education Curriculum Review 2007 - 2015 2007-2010 – Grades 1-12 review January 2010 – Grades 1-8 release September 2010 – Grades 1-8 implementation (Interim Edition) Fall 2014 – Additional parent consultation Winter 2015 – Grades 1-8 and 9-12 release September 2015 – Mandatory implementation -2007-2010 – Grades 1-12 review – comprehensive process Research + input from educators, parents, experts, reports from 70+ organizations; feedback from 2400+ educators; 670 students -January 2010 – Grades 1-8 release; June 2010 – release of Interim edition Withdrawn in April 2010 -September 2010 – Grades 1-8 implementation (Interim Edition) With 1998 growth and development expectations -Fall 2014 – Additional parent consultation – Express our thanks to Directors for their support Invited 4000+ parents – school council members from all elementary schools – public, Catholic, French, English + additional expert review; parent organizations, student organizations -Winter 2015 – Grades 1-12 release -September 2015 – mandatory implementation

HPE Curriculum Review Process 1000’s of people have been involved in the review and development of this curriculum – educators, students, parents, public health, stakeholders, universities/faculties of education and a wide range of experts

Components of Curriculum Review RESEARCH CONSULTATIONS Focus Groups EDITING Technical Analysis WRITING Feedback Faculties of Education Parents Colleges Students Other Branches & Ministries MACSE NGO's Stakeholders Educators THIRD PARTY CHECK Academic Equity & Inclusive Environmental Education First Nation, Métis & Inuit Benchmarking APPROVAL + RELEASE Training Universities Employers Resources Revision Writing FNMI This process was completed between 2007 and 2010 for the HPE curriculum, Grades 1-12. The current curriculum review process is a comprehensive one that builds on the quality curriculum and is in place to ensure that the curriculum remains current and relevant and that there is coherence from Kindergarten through Grade 12. It is a research-based and includes research and benchmarking of the Ontario curriculum against curricula from across Canada and around the world. Extensive consultation occurs with teachers, principals, school board staff, subject experts, education stakeholders, parents and students at a variety of stages throughout the process. There is a parallel process for English-language and French-language documents Financial Literacy 7

Poll Have you participated in the development and review of the curriculum? Curriculum Yes No Elementary curriculum development/review Elementary curriculum implementation (2010 – present) Secondary curriculum development/review Recent additional consultation By providing feedback, reviewing, summer writing, supporting implementation…

Health and Physical Education Curriculum and the Renewed Vision for Education Achieving Excellence Ensuring Equity Promoting Well-Being Enhancing Public Confidence The Health and Physical Education curriculum supports all aspects of the renewed vision. Proven links between well-being and achievement – promotes healthy development (Physical, social, emotional, cognitive) of all students Builds skills and knowledge to live healthy, active, productive, inclusive and accepting lives now and in the future Develops living skills, such as resilience, problem-solving, critical thinking, decision making, communication, collaboration, and others that are referenced in the 21st century literature; that are valued personally and professionally throughout life

Making Connections Equity and Inclusive Education Environmental Education First Nations, Métis and Inuit perspectives Financial Literacy All curricula is reviewed by 3rd party academic experts to ensure that First Nations, Metis and Inuit perspectives, Environmental Education, Financial Literacy and Equity and Inclusive Education is reflected across the curriculum in a balanced way.

Minds On: Making Connections In addition, the learning in this curriculum supports and aligns with ministry and government initiatives including Safe Schools, Healthy Schools, the Mental Health and Addictions Strategy, the Equity and Inclusive Education policy, Bill 13, Stepping Stones, the First Nation, Metis and Inuit Policy Framework and others Look at intersections, similarities, areas where they support and align. 5 11

Chat You may wear many hats in your role supporting HPE. What connections can you see between the HPE curriculum and other policies/strategies? Enter your thoughts in the chat window. Making connections 12

2007-2010 - What did we hear? Strengthen what is already a “good thing” Make connections – elementary and secondary Make connections to healthy schools Highlight Living Skills more Build critical thinking More skill-based learning Address emerging health issues Address mental health More user-friendly Key ideas heard throughout the 2007-2010 review from educators, parents, students, stakeholders

Key Changes Pedagogical Approach Currency 21st Century skills Diversity Curriculum structure Changes that were made for the 2010 curriculum. Reflect current teaching practice Pedagogical approach Focus shift from “topics” to “skills”; help students acquire and practise skills for physical and health literacy; support students to lead and promote healthy active lives; holistic and integrated, wide range of examples Currency Relevant and current; mental health; factual updates; sexual health – a part of overall development, physical education - healthy active living, HPE vision 21st century skills Living skills, greater emphasis, integrated throughout Diversity FNMI, LGBTQ, cultural, religious, physical, cognitive needs Structure Organization from Gr. 1-12, examples and prompts, OE/SE connection, front matter additions

Two images of people at a concert. Consider how the world has changed and the needs of students have changed.

Changes in the Revised Curriculum (2015) Overall updates for currency and accuracy Healthy relationships and consent Safe online communication, including risks of sexting Mental health Diversity, supporting all students Healthy relationships and consent Already strong opportunities to learn skills for healthy relationships across the curriculum Opportunities to learn about consent specifically has been enhanced. The foundation for understanding consent is linked closely to skills for healthy relationships. Young children learn not refusal skills and the skills to stand up for themselves, but they also learn to listen to others, show respect and to take responsibility for not causing harm to others. The messages that from an early age, learning about consent is a two-way street have been strengthened in the curriculum. Safe online communication, including sexting Was already a part of the 2010 curriculum The fact that communication skills and healthy relationship skills need to be applied in face-to-face settings and online has been strengthened in the curriculum. More specific details referencing the risks of sexting have been added. Mental health Students cal learn about mental health and well-being in a number of curriculum areas. There are strong links with the learning in HPE and these have been strengthened further. In particular, some of the expectations that previously were positioned in Gr. 10 have been moved to Gr. 9 where more students are more likely to take the course. There are numerous opportunities throughout the elementary curriculum for all students to learn about mental health and well-being and to learn about reducing stigma associated with mental illness. Diversity, supporting all students It is important that all students see themselves reflected in the learning at school Throughout the curriculum, there are examples and prompts to prompt teachers’ thinking about considering the diverse needs in their classrooms. In consultations with students in particular, they emphasized wanting explicit learning that reflected all gender identities and all sexual orientations.

Vision/Goals What words jump out at you that reflect key elements of the vision? Type those words into the Chat window. Type the word more than once if you want to add emphasis. Use a CHAT window to type in key words from the vision. Type into Word cloud to create a Wordle. http://www.wordle.net/creates…

Fundamental Principles, Grades 1-12 School, Family, and Community Support Physical Activity as the Vehicle for Learning Physical and Emotional Safety Student-Centred, Skill-Based Learning Balanced, Integrated Learning With Relevance to Students’ Lives See page 9/10 in both the elementary and secondary curriculum. See pages 51/52 (elementary) and pages 57/58 (secondary) in the Program Planning section for reflective questions about the fundamental principles.

Curriculum Overview (2015) Focus on whole child – physically, socially, emotionally, cognitively Holistic, integrated approach Focus on healthy active living Living skills across the curriculum

Curriculum Overview, Grades 1-12 (2015) Same structure – Grades 1-12 Current secondary curriculum – 4 strands – Healthy Living, Physical Activity, Active Living, Living Skills; different health topics in different grades; living skills a separate strand Current elementary – growth and development (1998) not integrated in Healthy Living

Active Living Similar components to current secondary curriculum; current elementary curriculum Will find more examples – wide variety of activities, emphasis on enjoyment, personal fitness development Safety – includes personal safety and safety of others See grey bar on left – integration of living skills

Movement Competence: Skills, Concepts and Strategies Similar components to current secondary curriculum; current elementary curriculum Will find more examples – wide variety of activities, emphasis on enjoyment, development of movement competence Addition of Movement Strategies was new for elementary in 2010 and is new for secondary in 2015, however these concepts were a component of the “Sport and Recreation” component of the current curriculum. Key idea – integration of movement skills, concepts and strategies – to develop movement competence. Focus on building competence and confidence to support development of physical literacy and lifelong healthy active living. See grey bar on left – integration of living skills Will review in more detail in regional sessions. See p. 29 (elementary) and p. 33 (secondary) for a one-page overview of key concepts within this strand.

Healthy Living Approach to Health Education has changed. An updated and integrated approach to health education Focus on learning in an integrated way – using health knowledge to make healthy choices and understand connections and impacts of actions – between self and community and vice versa. Focus is on skills not isolated topics Mental health – a part of all health topics (and also physical education)

Living Skills Living skills Skills for the 21st century Integrated and strengthened across the curriculum. Feedback from students and educators supported this approach. Building skills for learning in the 21st century and beyond. Brackets behind expectations within the curriculum PS – Personal skills IS – Interpersonal skills CT – Critical and creative thinking More information – p. 24 (elementary), p. 27 (secondary).

Senior Courses and Focus Courses Health for Life (PPZ3C) Introductory Kinesiology (PSK4U) Recreation and Healthy Active Living Leadership (PLF4M) 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) Health for Life PPZ3C – was PPZ3O Introductory Kinesiology PSK4U – was Exercise Science, PSE4U Recreation and Healthy Active Living Leadership (PLF4M) (NOTE: Curriculum and course code memos used PLH4M. This is being changed.). Was Recreation and Fitness Leadership – PLF4C Content updated, re-organized, strengthened. Focus courses – emphasis on variety of activities, application of all expectations – including living skills and healthy living

Key Elements of the Curriculum Front Matter Preface Introduction Program in Health and Physical Education Assessment and Evaluation of Student Achievement Considerations for Program Planning Overviews Appendices Glossary Will look in more detail at new components of the curriculum during regional sessions. Overviews – division overviews (elementary); course overviews (secondary) Appendices - progression of learning; secondary includes Grade 7 and 8 Glossary – new for secondary New Preface in all curricula Updated “Schools for the 21st century” – aligns with our focus on 21st c teaching and learning Updated “Supporting student well-being and ability to learn” – healthy, safe, caring, inclusive, and accepting environments for learning Updated “Mental Health” – not only the absence of mental illness, but the presence of factors that contribute to healthy growth and development Diagram from Stepping Stones Child/person at the centre an educator’s awareness of, and responsiveness to, students’ cognitive, emotional, social, and physical development is critical to well-being -an enduring, yet changing core of the diagram, is the sense of self or spirit that connects all other elements within and ever changing environment or context Consider impact of environment/culture which could include language, culture, identity

Sample from Grade 3 – parent materials illustrating the various components of the learning expectation Focus of the learning – visible and invisible differences Examples to inform planning Sample dialogues to illustrate for the teacher what the learning might look like Living skills embedded to support the development of personal, interpersonal and critical and creative skills

Curriculum Implementation Supports Supports for Parents A Parent’s Guide: Revised Health and Physical Education Curriculum, Grades 1 to 12 A Parent’s Guide: Health and Physical Education Curriculum, Human Development and Sexual Health, Grades 1-6 A Parent’s Guide: Health and Physical Education Curriculum, Human Development and Sexual Health, Grades 7-12 Quick Facts for parents: Learning about Healthy Relationships and Consent in the Health and Physical Education curriculum Quick Facts for Parents: Learning about Online Safety, Including Risks of Sexting, in the Health and Physical Education Curriculum Parent Guide: Revised Health and Physical Education Curriculum, Grades 1 to 12 – overview of the whole curriculum 2 Parent Guides: Human Development and Sexual Health in the Health and Physical Education Curriculum – overview of this component of the curriculum, includes descriptions and examples of learning by division Quick Facts for parents: Consent – research based information and considerations for parents to support their children Quick Facts for parents: Online Safety, including sexting – research based information and considerations for parents to support their children

The 5 parent products that you will have a chance to review – easy to read, more to come

Chat Use of Parent Materials / Other Quick Facts How might you use these? What other Quick Facts would be helpful? Enter your thoughts in the chat window. Use of Parent Materials / Other Quick Facts 30

Supports Initial Web-based and face-to-face regional implementation training for board teams Local expertise – HPE Resource team; public health partnerships Materials to be posted on www.eduGAINS.ca Parent materials to support discussion Resources from partners like Ophea, OASPHE, ICE Ongoing Grade-by-grade curriculum guides Additional resources developed by partners Summer institutes HPE resource team with public/Catholic, elementary/secondary ; classroom/board representatives from the region will be available to continue to mentor and support locally after the regional implementation sessions. All materials to be used at the sessions will be posted on EduGAINS. Will be working to get materials up before the sessions so that they are available for all throughout April and May. Parent resources can also be used to build educator understanding about the curriculum. Anticipate working with partners to offer professional learning through summer institutes Will be working with partners to fund resource development and implementation support (public, Catholic, elementary, secondary), targeted at specific areas of need e.g., learning about consent, key shifts in the curriculum, implementation in a Catholic setting, planning instruction with sensitivity For September 2015, will be working on the development of grade by grade curriculum guides for parents and other resources with education partners.

Supports for Schools and Boards Regional Implementation Sessions Sudbury/North Bay – April 14-15 (French April 16-17) Barrie – April 21-22 Ottawa – April 28-29 (French April 30-May1) Toronto – May 5-6 (French May 6-7) London West – May 12-13 London East – May 14-15 Thunder Bay – May 20-21 Sessions have been on the CEE calendar for some time now

Exit Card What are your “burning issues” that you would like to have time to learn about in the regional sessions? What steps will you take between now and the regional sessions to prepare yourself and your team? What resources or materials would be helpful for you in the short-term and longer-term to support implementation of the curriculum? Chat windows 33

Myra Stephen myra.stephen@ontario.ca 416-212-5871 Add survey monkey link for feedback into chat window. https://www.surveymonkey.com/s/HPE2015