to the

1
Welcome

• to the
• Physical Education/Health Education Framework
  Orientation Session
• Heather Willoughby
• Physical Education/Health Education Consultant
• Manitoba Education, Training and Youth

2
Agenda

• Overview Framework Orientation
• Activating and acquiring activity
• Break (1030 -1045)
• Outcome Analysis
• Applying activity
• Lunch (1145-100)
• Planning Process
• Activating and acquiring activity
• Break (215-230)
• Divisional Planning
• Applying Activity
• Wrap up

3
Session Outcomes

• Participants will be able to
• outline key characteristics of the Framework,
  implementation phases and timelines, and the
  School Division District Planning Process (SDDPP)
• identify the implications of the Framework in
  more detail for Early Years programming
• initiate planning for implementation of PE/HE
  Framework in own school division/district

4
Kindergarten to Senior 4Physical
Education/Health EducationManitoba
CurriculumFramework of Outcomes for.

• Active Healthy Lifestyles

http//www.edu.gov.mb.ca/metks4/curricul/k-s4curr/
physhlth/k-s4framework.html
5
Acknowledgements (pages iii to ix)

• Joint project with Bureau de léducation
  française
• Large number of people were involved
• Collaborative and team approach in development
  process

6
Vision

• Physically active and healthy lifestyles for all
  students

7
Rationale
8
Research-Based

• Movement skill-based for lifelong physical
  activity participation

9

• Social behaviour-based skills for healthy living

10

• Developmentally/age appropriate
• Learner centred
• Inclusive
• Enjoyable

11

• Involvement of parents, families, communities

12

• Designed to address the 5 major health risks for
  children and youth

13
Inadequate physical activity
14

• 63 of children and youth are insufficiently
  active for optimal growth and development
  (Statistics Canada, 1996)
• Elementary school children should accumulate at
  least 30 minutes and up to 2 hours of physical
  activity on all, or most days of the week
  including accumulation or bouts of 10-15 minutes
  of moderate to vigorous activity daily. (Physical
  Activity Guidelines, NASPE, 1998)
• Research supports Quality Daily Physical
  Education as recommended delivery model for
  school age children (US Surgeon Generals Report,
  1996 CFLR ,1996 Canadian Medical Association,
  1998)

15

Unhealthy dietary behaviours
16

• Majority of children are not eating the
  recommended number of servings (5-10) of fruit
  and vegetables a day
• Children are eating more total and saturated fat
  than experts recommend
• The of young people who are overweight has more
  than doubled in the last 30 years
• Many children spend more time viewing TV than in
  any other activity besides sleep
• US Department of Agriculture's Dietary Guidelines
  for Americans, 2000

17
Drug use including alcohol and tobacco
18

• In Manitoba, high school student survey, 60 of
  all students identified alcohol and drug use as
  the biggest problem students face at school (1997
  Student Survey Report, Addictions Foundation of
  Manitoba)
• 43 adolescents males and 42 females reported
  really drunk on 2 or more occasions (Health
  Canada, 1999)

19

• 24 of youth aged 15-19 smoke
• The good news is that there has been a decrease
  from 43 in 1981 to 24 in 1994
• Generally, males smoke more than females but
  females are higher at ages 15-17 (26 vs. 20)
• 1994 Youth Smoking Survey, Health Canada

20
Sexual behaviours that result in STDs and STIs
and unintended pregnancies
21

• Manitoba has one of the highest teen pregnancy
  rates in Canada (Manitoba Health, 2000)
• 7 children and teens get pregnant every day in
  Manitoba (Manitoba Health, 2000)
• Good sexuality education programs help to delay
  first intercourse and protect sexually active
  youth from HIV, STDs, and pregnancy (CYS Steering
  Committee on Adolescent Pregnancy, 1996)

22
Behaviours that result in intentional and
unintentional injuries
23

• Unintentional injuries are the leading cause of
  death among children and youth (SmartRisk
  Foundation,1998)

24
Five Focus Areas

• physical activity participation
• healthy eating
• substance use and abuse prevention
• sexual and reproductive health
• safety education

25
Aim

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

26
Organizational Structure
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
A Guide to Reading the Outcomes (p.19)
32
Key Characteristics
33
1. Combined Curriculum

• One document
• Health-oriented PE curriculum model
• Wellness-oriented HE curriculum model
• Five interrelated General Learning Outcomes
  (GLOs)

34
2. Outcomes Approach

• Identifies student learning outcomes grade by
  grade for knowledge and skills
• Provides attitude indicators for each GLO to
  guide anecdotal reporting
• All outcomes are compulsory
• Treatment of compulsory outcomes related to
  potentially sensitive content is determined
  locally

35
Example of a Skill Outcome

• S.2.4.A.1a Participate regularly in a variety of
  purposeful and individually challenging fitness
  activities that develop health-related and/or
  skill-related fitness components (e.g.,
  activities that increase heart rate, lung
  capacity, strength, muscular endurance,
  flexibility, coordination)
• S.2.S2.A.1a Participate in different types of
  training and conditioning activities that
  contribute to personal fitness development

36
Example of a Knowledge Outcome

• K.5.4.C.1a Demonstrate an understanding of food
  groups, serving sizes and serving numbers that
  support good health
• K.5.8.C.1a Evaluate information related to
  healthy body weight and body image

37
3. Integrated Approach

• Health components are integrated in other subject
  areas (See Appendix B Curricular Connections)
• Research supports using a comprehensive school
  health approach

38
Example of a Language Arts Outcome Connection

• LA - 4.5.1 Develop and Celebrate Community
• Discuss connections in representations of
  cultures in oral, literacy, and media text
• PE/HE - 4. B.1b Personal and Social Management
• Discuss connections or representations of
  cultures in different physical recreational
  activities (e.g., lacrosse from Aboriginal
  culture, tinikling from Philippines, voyageur
  games from French- Canadian culture)

39
Example of a Science Outcome Connection

• SC- 2-1-05 Cluster 1 Growth and Changes in
  Animals
• Identify the four food groups of Canadas Food
  Guide to Health Eating and give examples of foods
  from each group
• PE/HE - K.5.2.C.1a Healthy Lifestyle Practices
• Differentiate between everyday and sometime
  foods in Canadas Food Guide to Healthy Eating

40
4. Active and Interactive Approach

• Emphasizes a skill-based approach using a high
  level of physically active and interactive
  learning experiences

41
5. Locally-Determined Delivery Model

• delivery models are to be determined by school
  divisions/ schools based on best practices
  through a collaborative planning process

42
6. Treatment of Potentially Sensitive Outcomes
Determined by a Local Planning Process

• School Division/District Planning Process must be
  used to determine local policy related to
  potentially sensitive content (i.e., personal
  safety, substance use and abuse, human sexuality)
  
• Schools must seek parental involvement and
  provide a parental option prior to implementation
• Be proactive rather than reactive

43
Summary of Key Characteristics

• Combined curriculum
• Outcomes based
• Integrated
• Highly active and interactive
• Delivery model is a local decision through a
  planning process
• Treatment of potentially sensitive outcomes is
  determined by a local planning process

44
Time Allotments
45
Recommended Minimum Time Allotments

• Grades K-6 11 of the instructional time
• 11 x 300 min/day x 6 day/cycle198 min.
• 75 PE 150 min/6 day cycle
• 25 HE 48 min/6 day cycle
• Grades 7-8 9 of the instructional time
• 9 x 330 min/day x 6 day cycle 178 min.
• 75PE 134min/6 day cycle
• 25HE 44 min/6 day cycle
• S1-S2 2 credits with 50PE/50 HE reported as
  one full credit or 2 half credits
• Additional health time through integration in
  various subject areas
• Additional time through optional courses

46
Students With Special Needs and Medical Problems
47
Students with Special Needs (chart p. 14)

• Modifications
• Adaptations
• Accommodations ( new policy related to adjustment
  of physical skill-based outcomes)

48
Accommodation Example

• S.1.3.A.1. Demonstrate proficiency in basic
  transport skills (i.e., running, hopping,
  galloping, jumping, skipping)
• Demonstrate proficiency in basic transport skills
  when using a wheelchair (i.e., wheeling
  techniques, travelling in a straight line,
  travelling without bumping)

49
Students with Special Needs (chart p. 14)

• Rescheduling
• Substitution

50
Safety and Liability
51
Safety and Liability

• Safety and liability is the responsibility of
  school divisions/districts and its employees.
• Teachers are expected to
• be knowledgeable
• anticipate hazards
• minimize risks
• demonstrate expertise in physical activity
  management
• Teachers are expected to provide professional
  standard of care rather than the careful and
  prudent parent standard of care especially in
  high risk type of activities.

52
Safety and Liability Criteria (p.15)

• The Supreme Court of Canada has established four
  criteria to determine the necessary and
  appropriate standard of care within the context
  of physical education
• Is the activity suitable to the age, mental, and
  physical condition of participating students?
• Have the students been progressively taught and
  coached to perform the activity(ies) properly and
  to avoid the dangers inherent in the
  activity(ies)?
• Is the equipment adequate and suitably arranged?
• Is the activity being supervised properly in
  light of the inherent danger involved?

53
Assessment and Reporting(Appendix B)
54
Assessment Planning Guidelines (p.196)

• review/develop assessment /reporting policies to
  align with new integrated PE/HE curriculum at
  local level
• use the suggested 8 steps in planning assessment
  and evaluation strategies for outcomes (p.196)
• start with the end in mind - the outcome
• ensure students have a clear understanding of the
  performance expectations (i.e., criteria) for all
  student learning outcomes

55
Reporting (p.197)

• grades/marks should include information that
  indicates progress and achievement related to the
  student learning outcomes
• 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
• behaviour related to areas such as punctuality,
  attendance, dress and attitude should not be part
  of the mark but reported by using a separate
  anecdotal comment or checklist.

56

• fitness test results should be communicated
  separately from the final percent mark or grades
• reporting on student learning outcomes that are
  potentially sensitive is a local decision through
  the SDDPP (Appendix C)
• how integrated student learning outcomes should
  be assessed and evaluated is determined by the
  teachers involved through team planning and
  collaboration

57

• for students with significant cognitive
  disabilities, refer to Individual Education
  Planning A Handbook for Developing and
  Implementing IEPs, Early to Senior Years (1998)
• for students with special needs and medical
  problems, refer to page 10

58

• Physically Active and Healthy Lifestyles for All
  Students

59
Contact Information

• English Programs
• Heather Willoughby
• W260-1970 Ness Avenue Winnipeg, MB. R3J 0Y9
• Ph [phone] Fax [phone]
• Email hwilloughb_at_edu.gov.mb.ca
• http//www.edu.gov.mb.ca/metks4/curricul/k-s4curr/
  physhlth
• Français/French Immersion Programs
• Jacques Dorge
• 509-1181 Portage Avenue Winnipeg, MB. R3G 0T3
• Ph [phone] Fax [phone]
• Email jdorge_at_edu.gov.mb.ca
• http//www.edu.gov.mb.ca/manetfr/m-s4/pf/mat-scol/
  edu-phys/index.html

60
Outcome Analysis inFramework Work Groups

• Content Analysis for PE and/or HE Connection
• Using Framework documents, each person analyzes
  the Summary Chart for the GLO/substrands that
  matches the icon on their nametag. Framework ICON
  person analyzes CF and acts as the Group leader.
  Each person is asked to highlight or use code P
  for PE, H for HE and PH for both. Discuss the
  results.

61
Outcome Analysis inFramework Work Groups

• Potentially Sensitive Content Analysis
• Treated with Sensitivity (TWS)
• Sensitive (S)
• Using the grade list of outcomes, each person is
  responsible for reading through their icon
  section and determine whether or not there are
  outcomes that should be treated with sensitivity
  and are potentially sensitive content locally.
  Share findings. Framework icon person act as
  group leader.

62
Outcome Analysis inFramework Work Groups

• Content Analysis for Curricular Connections
• Group leader assigns each person in the group to
  wear a subject area hat (e.g., SC, LA, SS, MA,
  Music, Art, French). Each person reads through
  all the slos for subject area connection.
  Discuss the results.

63
Outcome Analysis inFramework Work Groups

• Content Analysis for PE and/or HE Connection
• Potentially Sensitive Content Analysis
• Content Analysis for Curricular Connections