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

2. 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?

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

4. 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

5. Health and Physical Education Curriculum Review 2007 - 2015
– 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
– Grades 1-12 review – comprehensive process
Research + input from educators, parents, experts, reports from 70+ organizations; feedback from 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Withdrawn in April 2010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 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

6. 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

7. 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

8. 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…

9. 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

10. 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.

11. 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

12. 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

13. 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 review from educators, parents, students, stakeholders

14. 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

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

16. 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.

17. 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.

18. 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.

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

20. 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

21. 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

22. 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.

23. 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)

24. 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).

25. 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

26. 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

27. 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

28. 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

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

30. 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

31. 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
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.

32. Supports for Schools and Boards
Regional Implementation Sessions
Sudbury/North Bay – April (French April 16-17)
Barrie – April 21-22
Ottawa – April (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

33. 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

34. Myra Stephen myra.stephen@ontario.ca 416-212-5871
Add survey monkey link for feedback into chat window.