11

Kindergarten to Senior 4Kindergarten to Senior 4Physical Education/Health EducationPhysical Education/Health Education

Manitoba CurriculumManitoba CurriculumFramework of Outcomes forFramework of Outcomes for

..Active Healthy LifestylesActive Healthy Lifestyles

http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth/k-s4framework.html

33

Five Interrelated General Five Interrelated General Learning Outcomes (GLO’s)Learning Outcomes (GLO’s)

44

AimAim

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

55

Research-basedResearch-based focus on movement and social focus on movement and social

skill-based programs for lifelong skill-based programs for lifelong physical activity participation and physical activity participation and healthy livinghealthy living

design learning experiences based design learning experiences based on best practices such as learner on best practices such as learner centred, inclusive, enjoyable, and centred, inclusive, enjoyable, and developmentally/age appropriatedevelopmentally/age appropriate

(See 13 Guiding Principles p. 6 for other examples)(See 13 Guiding Principles p. 6 for other examples)

66

promote partnership building promote partnership building among schools, families, and among schools, families, and communitiescommunities

address the 5 major health risks address the 5 major health risks for children and youthfor children and youth

77

5 Major Health Risks5 Major Health Risks inadequate physical activityinadequate physical activity unhealthy dietary behaviours unhealthy dietary behaviours drug use, including alcohol and drug use, including alcohol and

tobaccotobacco sexual behaviours that result in sexual behaviours that result in

sexually transmitted diseases or sexually transmitted diseases or infections and unintended pregnanciesinfections and unintended pregnancies

behaviours that result in intentional behaviours that result in intentional and unintentional injuriesand unintentional injuries

88

Organizational StructureOrganizational Structure

Curriculum MapCurriculum Map Icon for each GLOIcon for each GLO Summary Charts for each GLOSummary Charts for each GLO Scope and Sequence Charts for each Scope and Sequence Charts for each

GLOGLO Code for each SLOCode for each SLO

99

Key CharacteristicsKey Characteristics Combined curriculumCombined curriculum Outcomes basedOutcomes based IntegratedIntegrated Highly active and interactiveHighly active and interactive Delivery model is a local decision Delivery model is a local decision

through a planning processthrough a planning process Treatment of potentially sensitive Treatment of potentially sensitive

outcomes is determined by a local outcomes is determined by a local planning processplanning process

1010

Recommended Minimum Time AllotmentsRecommended Minimum Time Allotments

Grades K-6:Grades K-6: 11% of the instructional time 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 Grades 7-8:Grades 7-8: 9% of the instructional time9% 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 cycle 25%HE= 44 min/6 day cycle S1-S2: 2 credits with 50%PE/50% HE reported as one full S1-S2: 2 credits with 50%PE/50% HE reported as one full

credit or 2 half creditscredit or 2 half credits Additional health time through integration in various Additional health time through integration in various

subject areassubject areas Additional time through optional coursesAdditional time through optional courses

1111

Students with Special Needs (chart p. 14)Students with Special Needs (chart p. 14)

ModificationsModifications AdaptationsAdaptations Accommodations ( new policy Accommodations ( new policy

related to adjustment of physical related to adjustment of physical skill-based outcomes)skill-based outcomes)

ReschedulingRescheduling SubstitutionSubstitution

1212

Safety and LiabilitySafety and Liability Safety and liability is the responsibility of school Safety and liability is the responsibility of school

divisions/districts and its employees.divisions/districts and its employees. Teachers are expected to:Teachers are expected to:

• be knowledgeablebe knowledgeable• anticipate hazardsanticipate hazards• minimize risksminimize risks• demonstrate expertise in physical activity managementdemonstrate expertise in physical activity management

Teachers are expected to provide “professional” Teachers are expected to provide “professional” standard of care rather than “the careful and standard of care rather than “the careful and prudent parent” standard of care especially in prudent parent” standard of care especially in high risk type of activities.high risk type of activities.

1313

Safety and Liability Criteria (p.15)Safety and Liability Criteria (p.15)

The Supreme Court of Canada has established The Supreme Court of Canada has established four criteria to determine the necessary and four criteria to determine the necessary and appropriate standard of care within the context of appropriate standard of care within the context of physical education:physical education:• Is the activity Is the activity suitablesuitable to the age, mental, and physical to the age, mental, and physical

condition of participating students?condition of participating students?• Have the students been Have the students been progressivelyprogressively taught and taught and

coached to perform the activity(ies) coached to perform the activity(ies) properlyproperly and to and to avoid the avoid the dangersdangers inherent in the activity(ies)? inherent in the activity(ies)?

• Is the Is the equipmentequipment adequate and suitably arranged? adequate and suitably arranged?• Is the activity being Is the activity being supervisedsupervised properly in light of the properly in light of the

inherent danger involved?inherent danger involved?

1414

Assessment Planning GuidelinesAssessment Planning Guidelines use the suggested 8 steps in planning use the suggested 8 steps in planning

assessment and evaluation strategies assessment and evaluation strategies for outcomes (Appendix B, p.196)for outcomes (Appendix B, p.196)

start with “the end in mind” - the start with “the end in mind” - the outcomeoutcome

1515

Reporting (p.197)Reporting (p.197)

grades/marks should include information grades/marks should include information that indicates progress and achievement that indicates progress and achievement related to the student learning outcomesrelated to the student learning outcomes

behaviour can be part of the mark when it behaviour can be part of the mark when it is:is:• an integral part of the specific student an integral part of the specific student

learning outcomeslearning outcomes• observable and measurableobservable and measurable• serves as a performance descriptorserves as a performance descriptor

1616

behaviour related to areas such as behaviour related to areas such as punctuality, attendance, dress and attitude punctuality, attendance, dress and attitude should not be part of the mark but should not be part of the mark but reported by using a separate anecdotal reported by using a separate anecdotal comment or checklist comment or checklist

fitness test results should be fitness test results should be communicated separately from the final communicated separately from the final percent mark or gradespercent mark or grades

reporting on student learning outcomes reporting on student learning outcomes that are potentially sensitive is a local that are potentially sensitive is a local decision through the SDDPP (Appendix C)decision through the SDDPP (Appendix C)

1717

how integrated student learning outcomes how integrated student learning outcomes should be assessed and evaluated is should be assessed and evaluated is determined by the teachers involved determined by the teachers involved through team planning and collaborationthrough team planning and collaboration

for students with significant cognitive for students with significant cognitive disabilities, refer to disabilities, refer to Individual Education Individual Education Planning: A Handbook for Developing and Planning: A Handbook for Developing and Implementing IEP’s, Early to Senior Years Implementing IEP’s, Early to Senior Years (1998)(1998)

for students with special needs and for students with special needs and medical problems, refer to page 10medical problems, refer to page 10

Implementation of K-S2 Physical Education/Health Education

2000-01 2001-02 2002-03* 2003-04** 2004-05 2005-06

K-4

Implementation

planning yearfor schools

K-4

Voluntary implementationK-4

System-wide implementation

5-8

Implementation

planning yearfor schools

5-8

Voluntaryimplementation

5-8

System-wideimplementation

S1-S2

Implementation

planning yearfor schools

S1-S2

Voluntaryimplementation

S1-S2

System-wideimplementation

* Distribution of K-8 Annotated Bibliography targeted for Nov. 2002** Distribution of S1-S2 Annotated Bibliography targeted for Nov. 2003

Current Roll-Out PlanCurrent Roll-Out Plan

1919

ExpectationsExpectations School divisions/districts are to determine School divisions/districts are to determine

best delivery model based on best practices best delivery model based on best practices for overall implementation of the Frameworkfor overall implementation of the Framework

A planning process must be used to A planning process must be used to determine local policy related to potentially determine local policy related to potentially sensitive contentsensitive content

Schools must seek parental involvement Schools must seek parental involvement and provide a parental option prior to and provide a parental option prior to implementation of potentially sensitive implementation of potentially sensitive contentcontent

2020

Part A: Potential Decisions for Overall Part A: Potential Decisions for Overall Implementation of the FrameworkImplementation of the Framework

Timetabling Timetabling Delivery/Staffing ChoiceDelivery/Staffing Choice Programming for non-sensitive outcomes that Programming for non-sensitive outcomes that

require special considerationrequire special consideration Programming for potentially sensitive outcomeProgramming for potentially sensitive outcome Selection of Learning Resources for non-Selection of Learning Resources for non-

sensitive outcomes and potentially sensitive sensitive outcomes and potentially sensitive outcomesoutcomes

Teacher TrainingTeacher Training

2121

Overall Implementation of the Overall Implementation of the Framework (continued)Framework (continued)

Safety GuidelinesSafety Guidelines Programming for Students with Special NeedsProgramming for Students with Special Needs Programming for Students with Medical ProblemsProgramming for Students with Medical Problems ReportingReporting Parental/Community InvolvementParental/Community Involvement Extracurricular programExtracurricular program Healthy school environment and servicesHealthy school environment and services Other (e.g. budget, facilities, equipment)Other (e.g. budget, facilities, equipment)

Part B: Potential Decision Areas For Part B: Potential Decision Areas For School Division/District Planning (p. 205)School Division/District Planning (p. 205)

A B C D E F G

PotentiallySensitiveContent

Breadth/Depth

Treatmentof Content

ParentalOptions

Schedulingof

Instruction

ParentalCommuni-

cation

TeacherTrainingRequire-

ments

StaffAssignments

PersonalSafety SubstanceUse and Abuse Prevention HumanSexuality

more/at/less/none

school-based/alternativedelivery

within/integrated/separate/combination

letters/meetings/permissionforms/websites/brochures/newsletters

numberof days/type oftraining

staff/parents/peers/community/others

PotentiallySensitiveContent

Breadth/Depth

Treatmentof Content

ParentalOptions

Schedulingof

Instruction

ParentalCommuni-

cation

TeacherTrainingRequire-

ments

StaffAssignments

PersonalSafety SubstanceUse and Abuse Prevention HumanSexuality

more/at/less/none

school-based/alternativedelivery

within/integrated/separate/combination

letters/meetings/permissionforms/websites/brochures/newsletters

numberof days/type oftraining

staff/parents/peers/community/others

2323

Physically Physically Active and Active and Healthy Healthy Lifestyles for Lifestyles for All StudentsAll Students

2424

Contact InformationContact InformationEnglish Programs:English Programs:

Heather WilloughbyHeather Willoughby

W260-1970 Ness Avenue Winnipeg, MB. R3J 0Y9W260-1970 Ness Avenue Winnipeg, MB. R3J 0Y9

Ph: (204) 945-8143 Fax: (204) 945-3042Ph: (204) 945-8143 Fax: (204) 945-3042

Email: hwilloughb@edu.gov.mb.caEmail: hwilloughb@edu.gov.mb.ca

http://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlthhttp://www.edu.gov.mb.ca/metks4/curricul/k-s4curr/physhlth

Français/French Immersion Programs:Français/French Immersion Programs:

Jacques DorgeJacques Dorge

509-1181 Portage Avenue Winnipeg, MB. R3G 0T3509-1181 Portage Avenue Winnipeg, MB. R3G 0T3

Ph: (204) 945-6929 Fax: (204) 945-1625Ph: (204) 945-6929 Fax: (204) 945-1625

Email: jdorge@edu.gov.mb.caEmail: jdorge@edu.gov.mb.ca

http://www.edu.gov.mb.ca/manetfr/m-s4/pf/mat-scol/edu-phys/http://www.edu.gov.mb.ca/manetfr/m-s4/pf/mat-scol/edu-phys/index.htmlindex.html