School%20Health%20Planning

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School Health Planning
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www.healthcanada.ca/paguide
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Guidelines

• Accumulate at least 60 minutes of moderate
  physical activity and 30 minutes of vigorous
  physical activity each day

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Active Health
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Knowledge Health Strands

• Safety of Self and Others (3.B)
• Personal Development (4.A)
• Social Development (4.B)
• Mental-Emotional Development (4.C)
• Personal Health Practices (5.A)
• Active Living (5.B)
• Nutrition (5.C)
• Substance Use and Abuse Prevention (5.D)
• Human Sexuality (5.E)

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Planning for HE Integration Chart (Overview -18)
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Grade Safety Topics(Overview-10)
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Planning for Health Themes (Overview -19)
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Example of a School Health Promotion
Planning(Appendices-6)
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School Health Calendar Activity
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Planning for Assessment
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Fair Assessment

• performance criteria clearly defined
• students are informed
• focuses on student learning
• continuous and ongoing
• meaningful
• variety
• involves students

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Why assess?
for instructor evaluation
to motivate
to predict
to diagnose
to determine a starting point
for selection
for research
for placement
for grading students
to improve learning
for public relations
justification for change
for program evaluation
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Manitoba Guidelines for Assessment, Evaluation,
and Reporting
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Reporting Guidelines (p.197 Framework)

• Review/develop assessment and reporting policies
  to align with new integrated PE/HE curriculum at
  local level
• Final marks on report cards are stated as
  percentages for Grade 6 and up

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• Marks/grades are based on the learning outcomes
  (the 5 GLOs)
• Weighting of marks is determined by the
  school/teacher with a higher weight on skills
• Reporting on student learning outcomes that are
  potentially sensitive is a local decision

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• Information that is not reflective of the
  learning outcomes such as punctuality,
  attendance, dress and attitude should be reported
  separately
• Behaviour can be part of the mark when it is
• an integral part of the specific student learning
  outcomes
• observable and measurable
• serves as a performance descriptor

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• Fitness testing should not begin before Grade 4
• Results or scores of fitness tests are reported
  separately and are not to be part of the final
  mark

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• for students with significant cognitive
  disabilities, use modifications ( Individual
  Education Planning A Handbook for Developing and
  Implementing IEPs, Early to Senior Years 1998)
• for students with special needs and medical
  problems, use adaptations or accommodations to
  help students achieve the learning outcomes

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Before we DO assessment we need to THINK ABOUT
what we are doing and why we are doing it.
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In good teaching, curriculum, instruction and
assessment are woven together. They are
inseparable and as such, give coherence and
strength.
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Design of the Assessment Column

• Planning for Assessment of Learning Outcomes
  Chart(Overview-28 and Appendix G )

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Suggestion for Assessment Column

• Assessment strategy Title of the Activity
• Assessor Assessment Tool
• Directional Statement
• Example
• Suggested Criteria
• BLM reference

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Suggestions for Assessment Column

• Example S.2.8.A.1a on page 8-58
• Journal/Learning Log Personal Fitness Record
• Self-Assessment Inventory
• Have students write an action plan for a
  health-related fitness goal using the FITT
  principle and then record the activities in which
  they participated during a given time frame to
  work towards achieving their goal.
• Suggested Criteria Students should be able to
• set goals for the health-related fitness
  components
• write an action plan using the FITT principle
• keep a daily physical activity participation log

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Suggestions for Assessment Column

• Example S.2.8.A.1a on page 8-58 (continued...)
• Performance Task All Activities
• Self-Assessment Scoring Rubric
• Have students rate their activity
  participation using a rubric developed by the
  class (or see the example on the previous page).
  Other criteria could be added.
• Suggested Criteria The student
• participates in warm-up and cool-down activities
  in an appropriate manner
• performs exercises/activities that contribute to
  personal fitness development

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Suggestions for Assessment Column

• Example K.5.6.C.2 on pages 6-130/131
• Questioning/Interview Human Opinion Line
• Teacher Inventory
• Observe students ability to identify the
  nutrition habits and fluid practices to support
  healthy participation in physical activities when
  responding to selected statements/questions.
• (Sample questions provided)

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Assessment Sharing inPartners or Groups
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Movement

• K.1.7.B.1Examine external factors (i.e., cost,
  facility availability, practice opportunities
  outside school) that may affect movement skill
  development.

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Fitness Management

• S.2.7.A.1a Demonstrate behaviours (e.g., regular
  participation, correct and safe execution,
  appropriate intensity level, self-monitoring,
  self-discipline...) for personal fitness-goal
  attainment.

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Safety

• K.3.7.B.5a Describe scenarios that illustrate
  examples of physically, verbally, and emotionally
  abusive behaviours in different relationships
  (i.e., within families, between friends, among
  peers, with employers, groups, gangs, on sports
  teams, when babysitting).

• K.3.7.A.5bOutline the emergency steps (e.g.,
  seeking help, administering basic first aid...)
  related to water incidents or accidents (e.g.,
  hypothermia, drowning...).

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Personal and Social Management

• K.4.7.B.1bDescribe conduct (e.g., personal,
  group, team...) and ethical behaviours
  appropriate for engaging in physical activity
  and/or social events.

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Healthy Lifestyle Practices

• S.5.7.A.4Apply decision-making/problem-solving
  strategies in case scenarios that focus on
  substance use and abuse (e.g., over-the-counter
  drugs, supplements, performance-enhancing drugs,
  tobacco, alcohol, street drugs, restricted
  drugs...)

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Promoting Student Involvement

• Healthy Active Five Routine

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Exit Slip

• 1. I liked...
• 2. I still wonder about..
• 3. Temperature Check1 to 10 (1 is sinking and
  10 is swimming)

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Planning for Instruction

• Making Curricular Connections

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Active Learning Strategies

• Rotating Reel (e.g. 8-16, 8-48)
• Bone Scavenger Hunt (6-126) BLM 6-8
• Human Opinion Line (6-130)
• Outer Space Orienteering (6-16)

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Planning for PE Integration

• Make learning active, interactive and fun!

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Making PE and HE Connections

• Use active learning strategies such as
• Sort and Predict (e.g. Enigma)
• Carousel Brainstorming (e.g. Consequence Circle)
• Scavenger Hunts (e.g. Bone Scavenger Hunt)
• Rotating Reel
• Relays
• Human Opinion Line
• Word Splash

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Making the PE/HE and Science Connection
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5-8 Science Clusters
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PE/HE and ELA Connection

• STOP Stereotyping (8-92)
• Stress Management Booklet

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Yearly Planning
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Traditional Athletic Program/Season
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Movement Skills
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Physical Activity Categories (Appendix A)
Individual/Dual Sports/Games
Team Sports/Games
Alternative Pursuits
Rhythmic/Gymnastic Activities
Fitness Activities
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5 Personal and Social Management Skills

• Goal setting/planning skills
• Decision-making/problem-solving skills
• Interpersonal skills
• Conflict Resolution skills
• Stress management skills

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Health Knowledge Strands

• Safety of Self and Others (3.B)
• Personal Development (4.A)
• Social Development (4.B)
• Mental-Emotional Development (4.C)
• Personal Health Practices (5.A)
• Active Living (5.A)
• Nutrition (5.C)
• Substance Use and Abuse Prevention (5.D)
• Human Sexuality (5.E)

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An Example of Organizing the Year by GLOs
(Appendices-15)
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Detailed Example of Organizing the Year by
General Learning Outcomes

• Appendices -16 to 19

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Assessment/Evaluation Planning

• Plan with the end in mind the learning
  outcome(s)
• Backward design
• Know what you are looking for (criteria)
• Clearly communicate criteria to students
• Teach to the test
• Play with a purpose

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Unit Planning (Appendices -21)

• Unit Planning Steps
• target outcomes
• backward design
• Teach with Intent
• What is the purpose of the activity? What will
  the students be learning?
• Make curricular connections where possible
• adapted from Jay McTighe, Grant Wiggins

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1. Content Focus

• Choose a strand or sub-strand, skill, theme, or
  physical activity/sport

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2. Cluster the Outcomes

• Read through grade-specific outcomes and identify
  the slos that are relevant or related to the
  topic (identify the knowledge outcomes and skill
  outcomes that fit)

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3. Essential Questions

• Determine the overarching essential questions
  that capture the essence of what the student will
  learn based on the cluster of outcomes.

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4. Evidence

• Identify the assessment strategy(ies) and tool(s)
  that will be used as acceptable evidence. For
  example
• Observation Checklist
• Performance Task (project) Scoring Rubric
• Journal entry Inventory
• Performance Task (Game) Checklist

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5. Learning Experiences and Resources

• Choose learning strategies, activities, and
  resources that will help students answer the
  essential questions. Make curricular connections
  where possible.

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6. Re-design

• How will we judge our unit designs?

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Unit Planning Steps

• Content Focus Choose a topic, skill or game
  theme, or physical activity/sport
• Cluster Read through grade-specific outcomes and
  identify the slos that are relevant or related
  to the topic (identify the knowledge outcomes and
  skill outcomes that fit)
• Essential Questions Determine the overarching
  essential questions that capture the essence of
  what the student will learn based on the cluster
  of outcomes.
• Evidence Identify the assessment strategy(ies)
  and tool(s) that will be used as acceptable
  evidence. For example
• Observation Checklist
• Performance Task (project) Scoring Rubric
• Journal entry Inventory
• Performance Task (Game) Checklist
• Learning Experiences and resources Choose
  learning strategies, activities, and resources
  that will help students answer the essential
  questions. Make curricular connections where
  possible.
• Re-Design How will we judge our unit designs?

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Lesson Planning (Appendices-27)

• Include activating, acquiring, applying types of
  activities
• Plan with the end in mind (the outcome)
• Plan for safety, inclusion, maximum
  participation, success, etc.

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Outcomes

• K.2.5.A.1 Identify health-related fitness
  components (e.g., cardiovascular endurance,
  muscular endurance, muscular strength,
  flexibility, body composition...) and one example
  of an appropriate exercise/activity for each
  component (e.g., skip rope for cardiovascular
  endurance development...).
• K.2.5.C.3 Show an understanding that stretching
  exercises for the major muscle groups should be
  held for a minimum length of time to be effective
  (e.g., as long as a stretch feels comfortable,
  which is usually 10 to 30 seconds with three to
  five repetitions...).

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Outcomes

• S.2.5.A.1a Demonstrate correct execution of
  exercises (e.g., keeping body straight for
  push-ups, keeping legs bent for curl-ups...)
  designed to improve and maintain personal fitness
  associated with health-related fitness
  components.
• K.3.5.A.2 Show an understanding of safe
  stretching technique (e.g., sustained rather than
  bounce stretching, proper body alignment,
  keeping within the joints normal range of
  motion...) of selected exercises (e.g., calf
  stretch, modified hurdle stretch, arm circles...)
  in warm-up and cool-down routines.

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Lesson Plan Example
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Fitness Component Sub-Strand Outcomes

• K.2.6.A.1 Recognize the health- and
  skill-related fitness components (e.g., agility,
  power, reaction time, speed, coordination) that
  contribute to skill development.
• K.2.7.A.1 Sort and classify physical
  activities/exercises (e.g., jogging, cycling,
  weight training, gymnastics...) that are best
  suited to developing each of the health-related
  fitness components (e.g., cardiovascular
  endurance, muscular endurance, muscular strength,
  flexibility, body composition).
• K.2.8.A.1 Identify the five health-related
  fitness components (e.g., cardiovascular
  endurance, muscular endurance, muscular strength,
  flexibility, body composition) and their
  importance to a balanced fitness plan.

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Warm-up/Cool-Down Sub-Strand Outcomes

• K.2.6.C.3 Identify the proper techniques (e.g.,
  slow and sustained, within comfort zone, focusing
  on target muscles and minimizing other body
  parts, stretching to the limit of the movement,
  slow and rhythmical breathing...) and harmful
  techniques (e.g., bouncing, swinging, stretching
  too hard...) in stretching exercises.
• K.2.7.C.3 Describe the purpose of a warm-up
  (e.g., increased circulation, increased body
  temperature, mental preparation, increased focus
  on task, prevention of injuries, improved
  performance...) and a cool-down (e.g., gradual
  lowering of heart rate, prevention of
  dizziness/blood pooling, minimized muscle
  stiffness/soreness...) for physical activity
  participation.
• K.2.8.C.3 Identify three stages (i.e., indirect,
  direct, identical) of activity-specific warm-ups
  and examples of each stage for specific physical
  activities (e.g., a soccer warm-up could include
  light running, specific leg-stretching exercises,
  easy dribbling/passing drills...).

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Active Participation Sub-Strand Outcomes

• S.2.6.A.1a Participate in exercises/activities
  (e.g., juggling for developing coordination,
  moving through obstacle course for agility...)
  designed to improve and maintain personal fitness
  associated with health-related and skill-related
  fitness components.
• S.2.7.A.1a Demonstrate behaviours (e.g., regular
  participation, correct and safe execution,
  appropriate intensity level, self-monitoring,
  self-discipline...) for personal fitness-goal
  attainment.
• S.2.8.A.1a Participate in fitness activities
  that use the FITT principle and contribute to
  personal health-related fitness goals.

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Exercise Safety Sub-Strand Outcomes

• K.3.6.A.2 Determine how environmental conditions
  can influence safety while exercising outdoors
  (e.g., effects of ultraviolet rays, hot sunny
  weather can lead to heat exhaustion and sunburn,
  cold weather and high wind-chill factors increase
  risk of hypothermia and frostbite...).
• K.3.7.A.2 Determine personal responsibilities
  (e.g., keep inhalator handy for asthmatic
  condition when participating in aerobic
  activities...) and risk levels (e.g., low
  personal strength/fitness level may result in
  back injury during lifting activities...) in
  performing specific exercises.
• K.3.8.A.2 Identify the risks of contraindicated
  exercises (e.g., deep knee bends, straight leg
  sit-ups, full neck rotations...) and safe
  exercise alternatives.

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Planning for Potentially Sensitive Content

• Appendix C in the Framework (Decision Chart) and
• Overview-20 in the Implementation document

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Local Decision-Making Authority for Treatment of
Potentially Sensitive Content

• School/Division/District Planning Process must be
  used to determine local policy related to
  potentially sensitive content
• Schools must seek parental involvement
• Schools must provide a parental option prior to
  implementation

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Potential Decision Areas For School/Division/Distr
ict Planning
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Potentially Sensitive Outcome Analysis Tool
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Suggestions for Instruction

• Puberty Changes
• K.5.5.E.1b, K.5.5.E.1c, K.5.5.E.2 (page 3 of
  handout)
• Video Thinkagain
• K.5.7.E.3a (page 7 of handout)
• Decide Model (BLM 8-5)
• S.5.7.A.5

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Learning Resources

• The PE/HE Annotated Bibliography is available
  only online at http//www.edu.gov.mb.ca/ks4/learn
  res/bibliographies.html
• All resources are available to borrow from the
  Department Library
• To order, contact the Manitoba Textbook Bureau

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Action Planning

• Discuss next steps for sharing todays
  information with other staff and implementing
  this new curriculum in your school or
  division/district
• Choose your target audience (administration,
  teachers, parents, students)
• Determine actions, timelines, and
  responsibilities
• Determine workshop format (1 hour, 1/2 day, full
  day) and agenda
• Determine additional PD teacher training
• Other?

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Physically Active and Healthy Lifestyles for All
Students