1. The Ontario Health and Physical Education Curriculum, Grades 1-8 and 9-12 1

2. Agenda Day 2 Questions – exit cards Board planning Planning with the end in mind Active break World Café Making connections Wrap up/Looking ahead 2 Day 1 The big picture Student voices Active break Major changes Front matter Resources and supports Reflection/Exit card

3. Learning Goals 3 To deepen understanding about the fundamental principles for the curriculum and how they are reflected in practice To increase awareness about major changes in the curriculum To build understanding of local resources to support implementation To make preliminary plans for supporting effective implementation of the curriculum and build system capacity for supporting Achieving Excellence: Ontario’s Renewed Vision for Education

4. Learning Goals Reflect on the learning goals and your own learning goals for the session 4

5. Health and Physical Education Curriculum and the Renewed Vision for Education Achieving Excellence Ensuring Equity Promoting Well-Being Enhancing Public Confidence 5

6. Vision See page 6 6

7. Making Connections Examine the word clouds What elements of the Vision (p. 6), Goals (p. 6), Fundamental Principles (p. 9,10), Physical Literacy (p. 7), Health Literacy (p. 7) do you see reflected? Missing? 7

8. 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 8

9. 9 Components of Curriculum Review 9 Financial Literacy

10. What we heard—2007-2010 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 10

11. What we heard—students Read the quotes and wishes from the students Consider the impact on your practice 11

12. Curriculum Overview (2015) 12 See page 8

13. Fundamental Principles, Grades 1-12 1.School, Family, and Community Support 2.Physical Activity as the Vehicle for Learning 3.Physical and Emotional Safety 4.Student-Centred, Skill-Based Learning 5.Balanced, Integrated Learning With Relevance to Students’ Lives 13

14. 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 14

15. Curriculum Overview, Grades 1-12 (2015) See pages 22elem, 26sec 15

16. Active Living See pages 25elem, 29sec 16

17. Movement Competence: Skills, Concepts and Strategies See pages 27elem, 31sec 17

18. Healthy Living See pages 34elem, 37-38sec 18

19. Strand Overview Review appendices (elem p. 221-225, sec., p. 201-205), and front matter Note key ideas Alignment with current practice New approaches Secondary – consider application to focus courses Elementary/Secondary - compare notes, examine flow of learning from grades 1-12 19

20. Living Skills Living skills 21 st century skills See pages 23-25elem, 26-29sec 20

21. Living Skills Planning integration of instruction and assessment Grade 9 A2.2 describe the short-term and long-term benefits of developing both health- related fitness (i.e., cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition) and skill-related fitness (i.e., balance, agility, power, reaction time, speed, and coordination), and explain how to use basic training principles to enhance both types of fitness (e.g., progressive overload: increasing the frequency, intensity, and/or duration of the activity or exercise over time to enhance health- related fitness; specificity: participating in physical activities that develop specific aspects of fitness, as when using aerobic activity to improve cardiorespiratory fitness or doing in-line skating or skateboarding to develop balance and agility) [PS, CT] 21 See pages 24elem, 27sec

22. 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) 22

23. 23

24. Break 24

25. Key Changes Pedagogical Approach Currency 21 st Century skills Diversity Curriculum structure Additional recent changes 25

26. Recent Updates Healthy relationships and consent Online safety, including risks of sexting Mental health and well-being Diversity including gender identity and sexual orientation Examine the focus of the learning Supporting the learning across the curriculum 26

27. Front Matter Move to grade/division groups Use bookmark to examine key components of the curriculum 27

28. Resources and Supports www.eduGAINS.ca 28

29. Resources and Supports Parent resources 29

30. Foundations for a Healthy School framework

31. Ophea provides:  Consultation Support  Fee-for-Service Training  Professional Learning at our annual conference  Monthly updates via our eNewsletter “eConnection” Ophea’s H&PE Support StrategySupport Strategy www.ophea.net

32. Resources and Support Materials ICE and OPECO will coordinate the development of resources to support implementation in Catholic Schools Initial materials available by August, 2015 Additional materials throughout 2015-16 school year www.iceont.ca Resources will include: –Curriculum links between HPE and Catholic Graduate Expectations –Curriculum links between HPE and Family Life Curriculum, Grades 1-8 –Curriculum links between HPE curriculum and Secondary Religious Education Curriculum –Updated Family Life Curriculum, including sample lessons, additional teacher prompts and suggestions, and classroom resources aligned with Fully Alive –Communication materials for school and system leaders –Letters and templates to support communication between home and classroom

33. Resources and Supports Discussion about local resources Public health Mental health lead 33

34. Personal Reflection and Exit Card Record personal reflections in portfolio. On Exit Card: 1.Things you learned 2.What you’re wondering about 3.High priority assessment and evaluation question about the revised HPE curriculum Thank you! 34

35. Welcome back! 35 Day 2 Questions – exit cards Board planning Planning with the end in mind Active break World Café Making Connections Wrap Up/Looking ahead

36. Reflection and Board Planning 1.Implementation ideas –Identify 5 interesting ideas from 2010 working document –Capacity building for system impact –Discussion of local plans for 2015 “I skate to where the puck is going to be, not where it has been.” Wayne Gretzky 2.Reflection about assessment practices observed throughout learning thus far 36

37. Planning with the end in mind Debrief – assessment strategies used on Day 1 In grade/division groups: High priority questions – small group facilitated discussion Links to policy Strategies to address question 37

38. Break 38

39. Dance Machine Curriculum links (active living, movement competence, living skills) Learning goal: We are learning how to communicate and work together as we develop and practice our movement sequence 39

40. Dance Machine Learning goal: We are learning how to communicate and work together as we develop and practice our movement sequence Success Criteria – what does this look like? sound like? 40

41. Planning with the end in mind Fundamental Principles, Grades 1-12 1.School, Family, and Community Support 2.Physical Activity as the Vehicle for Learning 3.Physical and Emotional Safety 4.Student-Centred, Skill-Based Learning 5.Balanced, Integrated Learning With Relevance to Students’ Lives 41

42. Dance Machine 42

43. Create a movement sequence that includes: 1)Five stability skills (a beginning pose, an ending pose, and three other poses). 2)Actions that represent Pan Am / Para Pan Am sports/activities. 3)Three locomotion skills that link the poses. See examples of skills: Stability Skills: - bending - twisting - balancing on one foot - transferring weight - landing from a jump - holding a static pose Sport Skills: - volleying a ball - rolling a ball underhand - blocking a ball - catching a ball - hitting a ball - carrying a ball Locomotion Skills: - leaping - dodging - galloping - jumping - running - hopping Dance Machine

44. Debrief Learning goal: We are learning how to communicate and work together as we develop and practice our movement sequence 1.Descriptive feedback using success criteria of demonstration of interpersonal skills. 2.How can observation can be used for assessment? 3.How were the fundamental principles reflected in instruction? 44

45. World Cafe 45

46. World Cafe Partnerships – parents, public health, community Answering the tough questions Implementation plan sharing Senior courses and Focus Courses Mental Health Human Development and Sexual Health Use of technology Catholic schools First Nations schools 46

47. Making Connections 47

48. Making Connections 48

49. Personal Reflection and Feedback Record personal reflections in portfolio – back page Consolidation with school board team Survey link will be e-mailed to you. Thank you! 49