1. SENIOR P.E. ELECTIVE Overview: PPZ 30 PPZ 30 PLF 4C PLF 4C PSE 4U PSE 4U Assessment Assessment Resources Resources

2. PPZ 30 – Health for Life  Grade 11 OPEN

3. Grade 11: Health for Life (Open) Determinants of Health Personal FactorsPersonal Factors Social FactorsSocial Factors Community Health Consumer HealthConsumer Health Health and Environmental FactorsHealth and Environmental Factors Health PromotionHealth PromotionVitality The ConceptThe Concept Personal CommitmentPersonal Commitment

4. PPZ 30 – Health for Life Course Profile Course Profile

5. PPZ at a Widdifield S.S.  Lifespan approach to health, extending concepts in PPL courses  Emphasis on relationships Sexual health Sexual health Communication Communication  Independent study topics address additional PPZ expectations  Variety of instructional methods, particularly large and small group discussion, presentations, etc.

6. Grade 12: Recreation and Fitness Leadership (College) Prerequisites:  Any grade 11 or 12 open HPE course  Course Focus: development of leadership and coordination skills related to recreational activities

7. Grade 12: Recreation and Fitness Leadership (College) Leadership Leadership StylesLeadership Styles Leadership SkillsLeadership Skills Group DevelopmentGroup Development Teamwork SkillsTeamwork Skills Facilitation of Recreation and Leisure Needs AssessmentNeeds Assessment Plan Co-ordinationPlan Co-ordination Promotion of ParticipationPromotion of Participation Physical Fitness and Well-Being Health-related Fitness Mentoring Nutrition and Well- being Injury Prevention and First Aid

8. Public Course Profile: Grade 12 Recreation and Fitness Leadership (PLF4C) - Overview of Units -

9. Catholic Course Profile: Grade 12 Recreation and Fitness Leadership (PLF4C) - Overview of Units -

10. Recreation and Fitness Leadership (PLF4C) Notes: Focus on leadership, coordination, promotion of healthy active living, fitness leadership, mentoring. Public Identifies essential learnings in course notes. Catholic Includes detailed course notes and suggestions for culminating activity.

11. Public Course Profile: Grade 12 Recreation and Fitness Leadership (PLF4C) Unit 3: Awesome Events (Facilitation of Recreation and Leisure) Activity 1: Recreation and Leisure 540minutes Activity 2: Program Planning Cycle 600minutes Activity 3: Developing an Action Plan300minutes Activity 4: Event Promotion180minutes Activity 5: Implementing the Physical Education and Health Activity300minutes Activity 6: Evaluation of the Event120minutes Activity 7: Project Group Event120minutes

12. Catholic Course Profile: Grade 12 Recreation and Fitness Leadership (PLF4C) Unit 4: Planning and Event Management Activity 1: A Survey and Its Statistical Analysis Activity 2: Planning Events Activity 3: Planning and Implementing Sports and Games

13. Recreation and Fitness Leadership (PLF4C) Notes:  Offering certification courses  Establishing a leadership focus  Using off site facilities (ropes course, outdoor education centre, hiking trip)  Balancing between theory and practical  Using surveys to measure student interest.  Communication with staff/administration.  Use of portfolio recommended.  Catholic profile (p.10) - Summary of Assessment and Evaluation strategies and tools.

14. PLF at Widdifield S.S. (Interdisciplinary Course – IDC)  Student leaders encouraged to enroll  Scheduled class meetings at lunch (compulsory)  Points accumulate for activities completed – single or double credit course  Activities: Special events with feeder schools, intramural scheduling and management, in- school event organization, fundraising, inventory, athletic promotion within the school, etc.

15. PSE 4U EXERCISE SCIENCE

16. Grade 12: Exercise Science (University) Prerequisites:  Any grade 11 university or university/college course in science OR  Any grade 11 or 12 open HPE course  Course focus: human movement, systems, factors and principles of human development

17. Grade 12: Exercise Science (University) The Biological Basis of Movement Anatomy and PhysiologyAnatomy and Physiology BiomechanicsBiomechanics Human PerformanceHuman Performance Motor Development Growth and DevelopmentGrowth and Development Motor LearningMotor Learning Physical Activity in Sports and Society Physical Activity and Sports IssuesPhysical Activity and Sports Issues Society and CultureSociety and Culture

18. What are the key learnings for Grade 12 Exercise Science (PSE4U)?  Describe the structure and function of the body and of physiological principles relating to human performance  Use biomechanical principles to analyze and improve movement  Demonstrate an understanding of the ways in which nutrition and training principles affect human performance  Demonstrate an understanding of individual differences in performance, growth, and development  Use the principles of motor learning to analyze or teach a skill  Investigate the evolution of physical activity in sport  Analyze the relationship of society and culture to sports and physical activity

19. Public Course Profile: Grade 12 Exercise Science (PSE4U) - Overview of Units -

20. Catholic Course Profile: Grade 12 Exercise Science (PSE4U) - Overview of Units -

21. Exercise Science (PSE4U) Notes: Public Units based on the following conceptual framework: Stage One: The Experience (“Why?”) Stage Two: The Theory (“What?) Stage Three: The Practice (“How?) Stage Four: The Extension Application (“If?”) Catholic Includes suggestions for culminating activity in course notes Final Unit - Independent Study

22. Public Course Profile: Grade 12 Exercise Science (PSE4U) Unit 3: Anatomy and Physiology Activity 1: Anatomical Terminology 490 minutes Activity 2: Function of Muscular and Skeletal Systems 560 minutes Activity 3: Moving Through the Body: Cardiorespiratory System and Energy Production 630 minutes

23. Catholic Course Profile: Grade 12 Exercise Science (PSE4U) Unit 4: Physical Activity in Sport and Society Activity 1: The Historical Development of Sport Activity 2: Participation in Physical Activity and Sport Activity 3: The Business of Sport Activity 4: The Sports Consumer Activity 5: Benefits of School and Community Physical Activity and Sports Programs Activity 6: Career Opportunities in Sport and Physical Activity Activity 7:Issues in Society Related to Sports and Physical Activity

24. Grade 12 Exercise Science (PSE4U) Static and Dynamic Labs  Opportunities for students to physically experience the concept (dynamic labs) or to examine the concept through research/videos etc. (static labs)  Dynamic/experiential/hands on approach is suggested.  E.g., Public Profile, Unit #1, Activity #1, TL Strategy #6:  Parts and Structures of the Skeletal System: A) examine the model skeleton or x-rays to complete worksheets B) complete skeletal Manipulations Lab C) complete a worksheet that compares common terms versus anatomical terms (e.g., thigh bone versus femur, skull versus cranium)

25. Grade 12 Exercise Science (PSE4U) Assessment and Evaluation  70% - based on assignments and evaluations conducted throughout the course  30% - based on final examination in the form of an examination, performance, essay and/or other method  Consider: examination and a portfolio.  Portfolio could consist of a collection of student work (case studies, technology projects, labs) that focuses on three main areas:  Human Performance  Motor Development  Physical Activity and Sport in Society and Culture

26. Now a little bit more on…. ASSESSMENT

27. What is Unique About H & PE?  Immediate skill demonstration  Large number of students  Expectations are combined within and across strands  Assessment may be ongoing, multi-activity or single activity  Exceptional students may need a variety of alterations

28. From the Curriculum to the Report Card – What is the Process? Step #1.Understanding the Curriculum Step #2.Collecting the evidence Step #3.Recording the evidence of student learning Step #4.Evaluating – making the judgement Step #5.Completing the Provincial Report Card

29. Achievement Levels Level 1 – below standard Level 2 – approaching standard Level 3 – Provincial standard Level 4 – achievement above standard

30. Knowledge and Skills Categories  Knowledge/Understanding  Thinking/Inquiry  Communication  Application These categories develop learning tasks and assessment activities, inform parents of the focus of assessment, and identify the learning expectation as a “knowledge” or “skill”

31. Step # 2, continued…  Sample Assessment strategies (what will students be doing?): Skill demonstration Skill demonstration Journal, quiz, test Journal, quiz, test Case study, debate, discussion Case study, debate, discussion Fitness profile/log, graphic organizer Fitness profile/log, graphic organizer Conference Conference Project, presentation Project, presentation Role play Role play Portfolio, contract Portfolio, contract Written or verbal response Written or verbal response

32. Step #2: Collecting the Evidence Sample assessment tools (what instrument will the teacher/student use to collect the evidence?):  Assessment scales (rubric)  Marking scheme  Target/wheel  Observation checklist

33. Designing Assessment Tasks  Focus on essential learnings (overall expectations), group specific expectations  Determine the knowledge/skill category for each by examining the verb  What evidence is required? – use a variety of assessment tasks to gather evidence  Provide students with clear targets, opportunities to meet expectations  Use Achievement level descriptors as a guide for gathering evidence

34. Matching Assessment Tasks  Connect the learning expectations to the Categories and the descriptors in the Achievement levels in “The Ontario Curriculum” the Categories and the descriptors in the Achievement levels in “The Ontario Curriculum” (page 38) (page 38) Expectations – content for learning Achievement Levels – how well the student has achieved the expectations

35. Verbs Linked to Knowledge/Skills Categories  Knowledge/Understanding: identify, recognize, label, examine, identify, recognize, label, examine, outline, distinguish, define, analyze, outline, distinguish, define, analyze, relate, determine relate, determine

36. Verbs Linked to Knowledge/Skills Categories  Thinking/Inquiry: Analyze, interpret, formulate, form, determine, apply, conclude, explain, use, evaluate Analyze, interpret, formulate, form, determine, apply, conclude, explain, use, evaluate

37. Verbs Linked to Knowledge/Skills Categories  Communication: explain, describe, communicate, explain, describe, communicate, discuss, present, suggest discuss, present, suggest

38. Verb Linked to Knowledge/Skills Categories  Application use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement, improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement, improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor

39. STEP #3: Recording the Evidence  create a separate recording chart for each Knowledge/Skills category (e.g. Knowledge/Understanding, Thinking/Inquiry, Communication, Application of required knowledge)

40. Step # 4: Evaluating… Making a Judgement  This involves determining the HIGHEST MOST CONSISTENT LEVEL of achievement  A weighting factor should be considered for each Knowledge/Skills category, taking into consideration QUANTITY, TIME, and QUALITY

41. Entering the Grade TTTTranslate the student’s highest most consistent level from your recording page TTTTranslate that level into a percentage grade VVVView process as moving from 4 point scale to 12 point scale

42. Provincial Guide for Grading Level 4A+90-100 A85-89 A-80-84 Level 3B+77-79 B73-76 B-70-72 Level 2C+67-69 C63-66 C-60-62 Level 1D+57-59 D53-56 D-50-52 R (Below 50)RBelow 50

43. Learning Skills  Initiative E  Work HabitsG  OrganizationS  TeamworkN  Works Independently

44. Anecdotal Comments  Describe the student’s strengths and weaknesses in relationship to the four Knowledge/skills categories  Describe the student’s achievement rather than simply listing the curriculum taught  Be clear, concise, and consistent with level of achievement  Describe the “next steps”, giving concrete suggestions for parent and student

45. The Provincial Report Card  Secondary Report Card Secondary Report Card Secondary Report Card

46. RESOURCES  Course Profiles  Curriculum Unit Planner  Web based resources  Print Resources  Community Resources

47. WEBSITE RESOURCE ACTIVITY  With a partner, explore one website and be prepared to answer the following questions for your classmates: Is it a Canadian site? Is it a Canadian site? Is it an unbiased, reliable source? Is it an unbiased, reliable source? Is it aligned with the Ontario Curriculum? Is it aligned with the Ontario Curriculum? How can I use this resource? How can I use this resource? Which course(s) at the secondary level could apply? Which course(s) at the secondary level could apply?