K-4 PE/HE: A Foundation for Implementation

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K-4 PE/HEA Foundation for Implementation

• http//www.edu.gov.mb.ca/ks4/cur/physhlth

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Front Section

• Acknowledgments (iii)
• Introduction (Introduction-1)
• Overview (Overview-1)

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Middle Section

• Section Organization
• Guide to Reading the Four Columns
  (Suggestions-6,7)
• Suggestions for Instruction and Assessment (K-4)
• Prescribed Learning Outcomes
• Suggestions for Instruction
• Teacher notes
• Suggestions for Assessment
• Grade-Specific Blackline Masters (e.g., BLM K-7)

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Back Section

• Appendices
• General Blackline Masters in Appendice H (e.g.
  BLM G-1)
• Framework Excerpts
• including the overview and summary charts
• Bibliography
• includes references and websites used in the
  development of the document
• Posters

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Early Years Philosophy for Quality Programming
(Overview -2)

• Skill-based focus
• Active and Interactive Learning Strategies
• Exploratory and Cooperative Activities
• Integrated Approach
• Time and Instruction
• Involvement of Parents/Families and Communities

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GLO 1-Movement (Overview-4)

• The student will demonstrate competency in
  selected movement skills, and knowledge of
  movement development and physical activities with
  respect to different types of learning
  experiences, environment, and cultures.

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Key Strands and Skills

• Five Physical Activity Categories (Appendix A)
• Individual/Dual Sports/Games
• Team Sports/Games
• Alternative Pursuits
• Rhythmic/Gymnastic Activities
• Fitness Activities

• Transport Skills
• running, galloping, jumping, hopping skipping
• Manipulation Skills
• rolling, underhand overhand throwing, catching,
  bouncing, kicking, striking)
• Balance
• static, dynamic)

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Scope and Sequence

• Themes or topics are identified grade to grade to
  help differentiate learning outcomes from grade
  to grade.
• For example in Sub-strand, Game Strategies
• Kindergarten-simple games/station activities
• Grade 1- Target type activities
• Grade 2- Chasing/fleeing type activities
• Grade 3- Territory/Invasion type activities
• Grade 4- Net/wall, striking/fielding type
  activities

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GLO 1 Guidelines

• Establish start and stop signals for safety and
  class control
• Refrain from using exercise as a punishment
• Promote maximum participation
• Choose developmentally and age appropriate
  learning activities
• Use equitable strategies for group organization

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Physical Activity Risk Management
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GLO 2-Fitness Management (Overview-7)

• The student will demonstrate the ability to
  develop and follow a personal fitness plan for
  lifelong physical activity and well-being.

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Key Strands and Skills

• Five Physical Activity Categories (Appendix A)
• Individual/Dual Sports/Games
• Team Sports/Games
• Alternative Pursuits
• Rhythmic/Gymnastic Activities
• Fitness Activities

• Active participation
• Heart-rate monitoring

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GLO 2 Guidelines

• Ensure all students are ACTIVE
• Use positive reinforcement, incentives rather
  than awards
• Promote personal goal-setting strategies
• Involve parents, families and communities
• Do not include fitness results as part of the
  mark
• Begin formal fitness assessments at Grade 4

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GLO 3-Safety (Overview-9)

• The student will demonstrate safe and responsible
  behaviours to manage risks and prevent injuries
  in physical activity participation and in daily
  living.

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Key Strands and Skills

• A. Physical Activity Risk Management
• B. Safety of Self and Others

• Following rules and routines
• Introduction to first aid practices in Grade 4

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Scope and Sequence
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GLO 3 Guidelines

• Establish safety routines early in the year
• Be current in safety and student medical
  information (e.g., contraindicated exercises,
  equipment and its use, allergies)
• Follow current divisional/school guidelines for
  teaching potentially sensitive content

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GLO 4-Personal and Social Management(Overview-12)

• The student will demonstrate the ability to
  develop self-understanding, to make
  health-enhancing decisions, to work cooperatively
  and fairly with others, and to build positive
  relationships with others.

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Key Strands and Skills

• A. Personal Development
• B. Social Development
• C. Mental-Emotional Development

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

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GLO 4 Guidelines

• Make connections with ELA
• Choose a decision-making/problem-solving process
  and encourage students to use and practise the
  steps in daily situations
• Use case scenarios that are developmentally and
  age appropriate
• Be sensitive to family configurations, accidents
  or deaths involving family members, and home
  environments when addressing topics that should
  be treated with sensitivity including loss and
  grief, body image, body weight, self-esteem
• Emphasize cooperation, de-emphasize winning and
  losing in games
• Choose games that promote maximum participation
  (do not eliminate players)

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GLO 5-Healthy Lifestyle Practices(Overview-14)

• The student will demonstrate the ability to make
  informed decisions for healthy living related to
  personal health practices, active living, healthy
  nutritional practices, substance use and abuse,
  and human sexuality.

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Key Strands and Skills

• Personal Health Practices
• Active Living
• Nutrition
• Substance Use and Abuse Prevention
• Human Sexuality

• Making health-enhancing decisions

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GLO 5 HLP Guidelines

• Encourage parental involvement where possible
• Be sensitive to body size, weight, restricted or
  specialized diets, availability or access to
  healthy foods
• Follow current divisional/district/school
  guidelines or policy related to substance use and
  abuse prevention and human sexuality

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Suggestions for Planning Overall Implementation
Appendix B (Appendices -5)

• Decide on a delivery model
• Conduct a learning outcome analysis
• Distribution of PE and HE outcomes
• Perform a curricular connection analysis
• integration in other subject areas
• health promotion calendar

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Health Strands

• Safety of Self and Others
• Personal Development
• Social Development
• Mental-Emotional Development
• Personal Health Practices
• Active Living
• Nutrition
• Substance Use and Abuse Prevention
• Human Sexuality

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Planning for Health Themes (p. Overview -19)
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Example of a School Health Promotion
Planning(Appendices-6)
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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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(No Transcript)
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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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Suggestion for Assessment Column

• Example K.1.K.B.1 on page K-6 and K-7
• Learning Log Good Practice Makes Perfect
• Teacher Inventory
• Have students draw themselves practising a skill
  they feel needs practice. Ask them to describe
  what they are practising and how they feel about
  their progress. Teachers could also photograph
  students practicing the skill
• Refer to BLM K-1 Good Practice Makes Perfect

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Develop an Assessment Plan

• 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 with the test in mind
• Play with a purpose
• Refer to 8 step planning process to guide
  thinking

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Managing Assessment

• Sticky Notes
• Anecdotal notes
• Surveys
• Graphing
• Gym goals
• Scoring Rubrics
• Self/Peer Assessments
• Enter/Exit Slips

• Inventories
• Human opinion line
• Whats Behind Me?
• Stand-up/sit down
• Card-voting
• I can posters
• Rotating Wheel (Roulette)
• Scavenger Hunts

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Planning for PE/HE Programming
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Planning for PE/HE Programming ( Overview-16)

• Part A Planning for Implementation
• Part B Planning for Instruction
• Integration
• Students with Special Needs
• Potentially Sensitive Content
• Yearly/Unit/Lesson Planning
• Part C Planning for Assessment (Overview-23)
• Part D Additional Planning (Overview -25)

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Characteristics of the Learning Outcomes

• some are PE related, HE related, and some are PE
  and HE inter-related
• supports making curricular connections
• recursive
• year-end
• can be clustered
• short or long term
• vary in degree of complexity

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Planning for PE Integration

• Promote Active Learning
• Actively engaging students increases retention
• Augment time
• PE and HE connection
• PE and SC Connection

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PE/HE and Science Connection
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PE/HE and ELA Connection
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(No Transcript)
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Yearly Planning (Appendices 17)

• Determine no. of classes for each class for the
  year
• Determine blocks of time by cycle, week, month,
  term, etc
• Determine no. of days for inservices or other
  conflicts

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• Determine available resources (e.g., equipment,
  facilities, people, books, software, student
  materials, visual aids, etc.)
• Establish time blocks and schedule
  units/modules/themes for achieving the student
  learning outcomes for each grade
• Deadline dates for report card marks
• Marking system, weighting of PE and HE
• Determine components of the mark

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Traditional Athletic Program/ Season
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Example 1 Organizing the Year by GLOs
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(No Transcript)
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Example 2 Yearly Planning By Activity Category
(Appendices-19)
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Example 3 By PE/HE Skill Theme
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By PE Skill Theme
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By HE Skill Theme
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Unit Planning(Appendices -21)

• Backward Design
• Choose outcomes and plan teaching/learning
  strategies or choose theme or topic and then
  outcomes
• Teach with Intent
• What is the purpose of the activity? Why you are
  teaching it? What will the students be learning?
• Facilitate integration where possible

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Developing Integrated Unit Plans

• Pick a strand/sub-strand/theme/topic
• Choose and cluster outcomes (mapping activity)
• Choose teaching/learning strategies from S for I
  or own
• Choose an assessment strategy and tool from S for
  A or own
• Assess and select local learning resources
• Make curricular connections

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Lesson Planning (Appendices-27)

• include activating, acquiring, applying type of
  activities
• plan with the end in mind (the outcome)
• plan for safety, inclusion, maximum
  participation, success, etc

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Planning for Inclusion
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Inclusive PE/HE Programming (Overview -20)

• includes all students
• uses the provincial PE/HE curriculum as a base
• respects learning needs and interests of
  individual students
• involves planning and collaboration with others
• provides assistance only to the degree required

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Programming for Students with Special Needs
(Appendix C)

• Personalize instruction
• Individual Education Planning (IEPs)
• Planning Tools
• Form 1 Planning for Inclusion in PE/HE (p.
  App-10)
• Form 2 Learning Outcome Planner (p. App-12)
• Form 3 Visual Planner (p. App-15)

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Appendices-13
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Appendices-15
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Physically Active and Healthy Lifestyles for All
Students