SENIOR P.E. ELECTIVE

1
SENIOR P.E. ELECTIVE

• Overview
• PPZ 30
• PLF 4C
• PSE 4U
• Assessment
• Resources

2
PPZ 30 Health for Life

• Grade 11 OPEN

3
Grade 11 Health for Life (Open)

• Determinants of Health
• Personal Factors
• Social Factors
• Community Health
• Consumer Health
• Health and Environmental Factors
• Health Promotion
• Vitality
• The Concept
• Personal Commitment

4
PPZ 30 Health for Life

• Course Profile

5
PPZ at a Widdifield S.S.

• Lifespan approach to health, extending concepts
  in PPL courses
• Emphasis on relationships
• Sexual health
• 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 Styles
• Leadership Skills
• Group Development
• Teamwork Skills
• Facilitation of Recreation and Leisure
• Needs Assessment
• Plan Co-ordination
• Promotion 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 Plan 300minutes Activity 4 Event
Promotion 180minutes Activity 5 Implementing
the Physical Education and Health
Activity 300minutes Activity 6 Evaluation of
the Event 120minutes Activity 7 Project Group
Event 120minutes
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 Physiology
• Biomechanics
• Human Performance
• Motor Development
• Growth and Development
• Motor Learning
• Physical Activity in Sports and Society
• Physical Activity and Sports Issues
• Society 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 7Issues 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
• Journal, quiz, test
• Case study, debate, discussion
• Fitness profile/log, graphic organizer
• Conference
• Project, presentation
• Role play
• Portfolio, contract
• 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
• (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,
• outline, distinguish, define, analyze,
• relate, determine

36
Verbs Linked to Knowledge/Skills Categories

• Thinking/Inquiry
• Analyze, interpret, formulate, form, determine,
  apply, conclude, explain, use, evaluate

37
Verbs Linked to Knowledge/Skills Categories

• Communication
• explain, describe, communicate,
• 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

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

• Translate the students highest most consistent
  level from your recording page
• Translate that level into a percentage grade
• View process as moving from 4 point scale to 12
  point scale

42
Provincial Guide for Grading

• Level 4 A 90-100
• A 85-89
• A- 80-84
• Level 3 B 77-79
• B 73-76
• B- 70-72
• Level 2 C 67-69
• C 63-66
• C- 60-62
• Level 1 D 57-59
• D 53-56
• D- 50-52
• R (Below 50) R Below 50

43
Learning Skills

• Initiative E
• Work Habits G
• Organization S
• Teamwork N
• Works Independently

44
Anecdotal Comments

• Describe the students strengths and weaknesses
  in relationship to the four Knowledge/skills
  categories
• Describe the students 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

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 an unbiased, reliable source?
• Is it aligned with the Ontario Curriculum?
• How can I use this resource?
• Which course(s) at the secondary level could
  apply?