Welcome to the Physical Education/Health Education Framework Orientation Session Heather Willoughby Physical Education/Health Education Consultant Manitoba Education, Training and Youth

Agenda n n Overview & Framework Orientation Activating and acquiring activity n n Break (10:30 -10:45) n n Outcome Analysis Applying activity n n Lunch (11:45-1:00) n n Planning Process Activating and acquiring activity n n Break (2:15-2:30) n n Divisional Planning Applying Activity n n Wrap up

Session Outcomes Participants will be able to: n n outline key characteristics of the Framework, implementation phases and timelines, and the School Division District Planning Process (SDDPP) n n identify the implications of the Framework in more detail for Early Years programming n n initiate planning for implementation of PE/HE Framework in own school division/district

4 Kindergarten to Senior 4 Physical Education/Health Education Manitoba Curriculum Framework of Outcomes for. Active Healthy Lifestyles s4curr/physhlth/k-s4framework.html

5 Acknowledgements (pages iii to ix) n Joint project with Bureau de l’éducation française n Large number of people were involved n Collaborative and team approach in development process

6 Vision Physically active and healthy lifestyles for all students

Rationale

8 Research-Based n Movement skill- based for lifelong physical activity participation

9 n Social behaviour- based skills for healthy living

10 n Developmentally/age appropriate n Learner centred n Inclusive n Enjoyable

11 n Involvement of parents, families, communities

12 n Designed to address the 5 major health risks for children and youth

13 Inadequate physical activity

14 n 63% of children and youth are insufficiently active for optimal growth and development (Statistics Canada, 1996) n Elementary school children should accumulate at least 30 minutes and up to 2 hours of physical activity on all, or most days of the week including accumulation or bouts of minutes of moderate to vigorous activity daily. (Physical Activity Guidelines, NASPE, 1998) n Research supports Quality Daily Physical Education as recommended delivery model for school age children (US Surgeon General’s Report, 1996; CFLR,1996; Canadian Medical Association, 1998)

15 Unhealthy dietary behaviours

16 n Majority of children are not eating the recommended number of servings (5-10) of fruit and vegetables a day n Children are eating more total and saturated fat than experts recommend n The % of young people who are overweight has more than doubled in the last 30 years n Many children spend more time viewing TV than in any other activity besides sleep US Department of Agriculture's Dietary Guidelines for Americans, 2000

17 Drug use including alcohol and tobacco

18 n In Manitoba, high school student survey, 60% of all students identified “alcohol and drug use” as the biggest problem students face at school (1997 Student Survey Report, Addictions Foundation of Manitoba) n 43% adolescents males and 42% females reported “really drunk” on 2 or more occasions (Health Canada, 1999)

19 n 24% of youth aged smoke n The good news is that there has been a decrease from 43% in 1981 to 24% in 1994 n Generally, males smoke more than females but females are higher at ages (26% vs. 20%) 1994 Youth Smoking Survey, Health Canada

20 Sexual behaviours that result in STD’s and STI’s and unintended pregnancies

21 n Manitoba has one of the highest teen pregnancy rates in Canada (Manitoba Health, 2000) n 7 children and teens get pregnant every day in Manitoba (Manitoba Health, 2000) n Good sexuality education programs help to delay first intercourse and protect sexually active youth from HIV, STDs, and pregnancy (CYS Steering Committee on Adolescent Pregnancy, 1996)

22 Behaviours that result in intentional and unintentional injuries

23 n Unintentional injuries are the leading cause of death among children and youth (SmartRisk Foundation,1998)

24 Five Focus Areas n physical activity participation n healthy eating n substance use and abuse prevention n sexual and reproductive health n safety education

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

Organizational Structure

A Guide to Reading the Outcomes (p.19)

Key Characteristics

33 1. Combined Curriculum n One document n Health-oriented PE curriculum model n Wellness-oriented HE curriculum model n Five interrelated General Learning Outcomes (GLO’s)

34 2. Outcomes Approach n Identifies student learning outcomes grade by grade for knowledge and skills n Provides attitude indicators for each GLO to guide anecdotal reporting n All outcomes are compulsory n Treatment of compulsory outcomes related to potentially sensitive content is determined locally

35 Example of a Skill Outcome n S.2.4.A.1a Participate regularly in a variety of purposeful and individually challenging fitness activities that develop health-related and/or skill-related fitness components (e.g., activities that increase heart rate, lung capacity, strength, muscular endurance, flexibility, coordination…) n S.2.S2.A.1a: Participate in different types of training and conditioning activities that contribute to personal fitness development

36 Example of a Knowledge Outcome n K.5.4.C.1a: Demonstrate an understanding of food groups, serving sizes and serving numbers that support good health n K.5.8.C.1a: Evaluate information related to healthy body weight and body image

37 3. Integrated Approach n Health components are integrated in other subject areas (See Appendix B: Curricular Connections) n Research supports using a comprehensive school health approach PE/HE MALA SC SS

38 Example of a Language Arts Outcome Connection n LA Develop and Celebrate Community Discuss connections in representations of cultures in oral, literacy, and media textDiscuss connections in representations of cultures in oral, literacy, and media text n PE/HE - 4. B.1b Personal and Social Management Discuss connections or representations of cultures in different physical recreational activities (e.g., lacrosse from Aboriginal culture, tinikling from Philippines, voyageur games from French- Canadian culture…)Discuss connections or representations of cultures in different physical recreational activities (e.g., lacrosse from Aboriginal culture, tinikling from Philippines, voyageur games from French- Canadian culture…)

39 Example of a Science Outcome Connection n SC Cluster 1: Growth and Changes in Animals Identify the four food groups of Canada’s Food Guide to Health Eating and give examples of foods from each groupIdentify the four food groups of Canada’s Food Guide to Health Eating and give examples of foods from each group n PE/HE - K.5.2.C.1a Healthy Lifestyle Practices Differentiate between “everyday” and “sometime” foods in Canada’s Food Guide to Healthy EatingDifferentiate between “everyday” and “sometime” foods in Canada’s Food Guide to Healthy Eating

40 4. Active and Interactive Approach n Emphasizes a skill-based approach using a high level of physically active and interactive learning experiences

41 5. Locally-Determined Delivery Model n delivery models are to be determined by school divisions/ schools based on best practices through a collaborative planning process

42 6. Treatment of Potentially Sensitive Outcomes Determined by a Local Planning Process n School Division/District Planning Process must be used to determine local policy related to potentially sensitive content (i.e., personal safety, substance use and abuse, human sexuality) n Schools must seek parental involvement and provide a parental option prior to implementation n Be proactive rather than reactive

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

Time Allotments

45 Recommended Minimum Time Allotments n Grades K-6:11% of the instructional time 11% x 300 min/day x 6 day/cycle=198 min.11% x 300 min/day x 6 day/cycle=198 min. 75% PE = 150 min/6 day cycle75% PE = 150 min/6 day cycle 25% HE= 48 min/6 day cycle25% HE= 48 min/6 day cycle n Grades 7-8:9% of the instructional time 9% x 330 min/day x 6 day cycle =178 min.9% x 330 min/day x 6 day cycle =178 min. 75%PE = 134min/6 day cycle75%PE = 134min/6 day cycle 25%HE= 44 min/6 day cycle25%HE= 44 min/6 day cycle n S1-S2: 2 credits with 50%PE/50% HE reported as one full credit or 2 half credits n Additional health time through integration in various subject areas n Additional time through optional courses

Students With Special Needs and Medical Problems

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

48 Accommodation Example n S.1.3.A.1. Demonstrate proficiency in basic transport skills (i.e., running, hopping, galloping, jumping, skipping) n Demonstrate proficiency in basic transport skills when using a wheelchair (i.e., wheeling techniques, travelling in a straight line, travelling without bumping)

49 Students with Special Needs (chart p. 14) n Rescheduling n Substitution

Safety and Liability

51 n Safety and liability is the responsibility of school divisions/districts and its employees. n Teachers are expected to: be knowledgeablebe knowledgeable anticipate hazardsanticipate hazards minimize risksminimize risks demonstrate expertise in physical activity managementdemonstrate expertise in physical activity management n 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.

52 Safety and Liability Criteria (p.15) n 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?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)?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 equipment adequate and suitably arranged? Is the activity being supervised properly in light of the inherent danger involved?Is the activity being supervised properly in light of the inherent danger involved?

Assessment and Reporting (Appendix B)

54 Assessment Planning Guidelines (p.196) n review/develop assessment /reporting policies to align with new integrated PE/HE curriculum at local level n use the suggested 8 steps in planning assessment and evaluation strategies for outcomes (p.196) n start with “the end in mind” - the outcome n ensure students have a clear understanding of the performance expectations (i.e., criteria) for all student learning outcomes

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

56 n fitness test results should be communicated separately from the final percent mark or grades n reporting on student learning outcomes that are potentially sensitive is a local decision through the SDDPP (Appendix C) n how integrated student learning outcomes should be assessed and evaluated is determined by the teachers involved through team planning and collaboration

57 n for students with significant cognitive disabilities, refer to Individual Education Planning: A Handbook for Developing and Implementing IEP’s, Early to Senior Years (1998) n for students with special needs and medical problems, refer to page 10

58 n Physically Active and Healthy Lifestyles for All Students

59 Contact Information English Programs: Heather Willoughby W Ness Avenue Winnipeg, MB. R3J 0Y9 Ph: (204) Fax: (204) Français/French Immersion Programs: Jacques Dorge Portage Avenue Winnipeg, MB. R3G 0T3 Ph: (204) Fax: (204) phys/index.html

60 Outcome Analysis in Framework Work Groups n Content Analysis for PE and/or HE Connection Using Framework documents, each person analyzes the Summary Chart for the GLO/substrands that matches the icon on their nametag. Framework ICON person analyzes CF and acts as the Group leader. Each person is asked to highlight or use code P for PE, H for HE and PH for both. Discuss the results.

61 Outcome Analysis in Framework Work Groups n Potentially Sensitive Content Analysis Treated with Sensitivity (TWS)Treated with Sensitivity (TWS) Sensitive (S)Sensitive (S) -Using the grade list of outcomes, each person is responsible for reading through their icon section and determine whether or not there are outcomes that should be treated with sensitivity and are potentially sensitive content locally. Share findings. Framework icon person act as group leader.

62 Outcome Analysis in Framework Work Groups n Content Analysis for Curricular Connections Group leader assigns each person in the group to wear a subject area hat (e.g., SC, LA, SS, MA, Music, Art, French). Each person reads through all the slo’s for subject area connection. Discuss the results.

63 Outcome Analysis in Framework Work Groups n Content Analysis for PE and/or HE Connection n Potentially Sensitive Content Analysis n Content Analysis for Curricular Connections