H&PE New Curriculum, New Approach

Health & Physical Education Department - TCDSB

The H&PE Curriculum VISION

learner of 2021 will be physically and health literate and have the comprehension, commitment and capacity to lead and promote a healthy active life in an ever-changing, global society.

Physical & Health LiteracyPhysical & Health Literacy

Physical Literacy:Physical Literacy:Individuals who are physically literate move Individuals who are physically literate move

with competence in a wide variety of with competence in a wide variety of physical activities that benefit the physical activities that benefit the development of the whole person.development of the whole person.

Health Literacy:Health Literacy:Health Literacy involves the skills needed to Health Literacy involves the skills needed to

get, understand and use information to get, understand and use information to make good decisions for health.make good decisions for health.

Our Health & Physical Education Our Health & Physical Education StudentStudent

Fundamental Principles in Health Fundamental Principles in Health & Physical Education& Physical Education

1.1. H&PE programs are most effective when they H&PE programs are most effective when they are delivered in healthy schools and the learning are delivered in healthy schools and the learning is supported by school staff, families and is supported by school staff, families and communities.communities.

2.2. Physical activity is the key vehicle for student Physical activity is the key vehicle for student learning.learning.

3.3. Physical & emotional safety is a precondition for Physical & emotional safety is a precondition for effective learning in H&PEeffective learning in H&PE

4.4. Learning in H&PE is student-centred and skill Learning in H&PE is student-centred and skill based.based.

5.5. Learning in H&PE is balanced, integrated and Learning in H&PE is balanced, integrated and connected to real life.connected to real life.

Document Front Matter

• Updated and expanded all content including: Vision, Roles and Responsibilities

• Program Planning considerations and

connections to Healthy Schools and the use of Public Health Units.

• Clearly describes the physically literate and health literate student.

• Added scope and sequence charts to clearly identify progression of learning

Document Format

Consistent strands, sub-organizers from Grades 1-12 will improve opportunities for communication / collaboration between elementary/secondary panel

Improves transition for students from elementary to secondary H & PE

Document FormatDocument Format

More User friendly Organized elementary document by grade Reduced overall # of expectations, but

increased depth of expectations Clarified expectations with use of additional

examples, student talk, teacher prompts Expanded glossary, included in all documents Use of graphics, charts, colour Added division overviews and detail to course

descriptions.

Living SkillsLiving SkillsPersonal SkillsPersonal Skills Use self awareness and self-Use self awareness and self-

monitoring skills to develop a positive monitoring skills to develop a positive sense of self and the ability to cope sense of self and the ability to cope with adapt and respond to challenges with adapt and respond to challenges and changesand changes

Building protective factorsBuilding protective factors Limiting risk factorsLimiting risk factors Building resiliency skillsBuilding resiliency skills

Interpersonal SkillsInterpersonal Skills Interpersonal skills (communication, Interpersonal skills (communication,

cooperation, teamwork) to cooperation, teamwork) to send/receive and interpret information send/receive and interpret information and to interact positively with othersand to interact positively with others

Relating to othersRelating to others Building healthy relationshipsBuilding healthy relationships

Critical and Creative Critical and Creative ThinkingThinking

Plan, process, present, reflectPlan, process, present, reflect Use critical and creative thinking Use critical and creative thinking

processes to lead healthy active livesprocesses to lead healthy active lives Making decisionsMaking decisions Setting goalsSetting goals

Active Living Strand

Improved the Active Living strand to improve consistency and approach to fitness, active participation and safety.

Inclusion of DPA (Daily Physical Activity).

Added specific expectations for safety at the elementary level.

Movement Competence Strand

• Renaming of Fundamental Movement strand to Movement Competence strand to improve scope and sequence of skill development

• Focus is on transferable skills/strategies/tactics from grades 1-12

• More detailed examples, including physical activity, recreation and sport

• Assessment is focused on transferable skills and strategies

Healthy Living Strand•Re-structured Healthy Living strand to reflect need for a health promotion approach.•Raise focus from content to skills.•Incorporated feedback regarding emerging

health issues and trends•Addressed gaps e.g., mental health, stigma,

cyber safety, sexual orientation, gender identity•Shift when expectations are introduced at a

developmentally appropriate age, so students have the information before they need to make a decision about it

Healthy Living Strand

Understanding Health ConceptsUnderstanding the factors that influence healthy development

Making Healthy ChoicesCare for self through accepting personal responsibility for lifelong healthy living

Making Connections for Healthy LivingRespecting and promoting the health of self and others

Health Topics StudiedHealth Topics Studied Healthy EatingHealthy Eating Substance Use, Addiction and Substance Use, Addiction and

Related BehavioursRelated Behaviours Human Development and SexualityHuman Development and Sexuality Personal Safety and Injury PreventionPersonal Safety and Injury Prevention (Mental Health and Living skills (Mental Health and Living skills

woven throughout the topics)woven throughout the topics)

HEALTHY LIVING FOCUS FOR THE HEALTHY LIVING FOCUS FOR THE GRADEGRADE

The expectation focus for each of the The expectation focus for each of the topics will be dictated by the grade topics will be dictated by the grade level.level.

Example: Example: • In grade 7 personal safety and injury In grade 7 personal safety and injury

prevention the focus will be on prevention the focus will be on assessing the impact of bullying or assessing the impact of bullying or harassment NOT identifying types of harassment NOT identifying types of bullying.bullying.

Assessment

Overall expectations are aligned with the revised achievement chart.

Assessment for learning (starting point for lessons and ongoing feedback on learning)

Assessment as learning (self and peer assessment)

Assessment of learning (evaluation)

Inclusion of Living Skills