senior p.e. elective overview: ppz 30 ppz 30 plf 4c plf 4c pse 4u pse 4u assessment assessment...

SENIOR P.E. ELECTIVESENIOR P.E. ELECTIVE

Overview:Overview: PPZ 30PPZ 30 PLF 4CPLF 4C PSE 4UPSE 4U AssessmentAssessment ResourcesResources

PPZ 30 – Health for LifePPZ 30 – Health for Life

Grade 11 OPENGrade 11 OPEN

Grade 11: Health for Life (Open)Grade 11: Health for Life (Open)

Determinants of HealthDeterminants of Health • Personal Factors Personal Factors

• Social FactorsSocial Factors

Community HealthCommunity Health• Consumer HealthConsumer Health

• Health and Environmental FactorsHealth and Environmental Factors

• Health PromotionHealth Promotion

VitalityVitality• The ConceptThe Concept

• Personal CommitmentPersonal Commitment

PPZ 30 – Health for LifePPZ 30 – Health for Life

Course ProfileCourse Profile

PPZ at a Widdifield S.S.PPZ at a Widdifield S.S. Lifespan approach to health, extending Lifespan approach to health, extending

concepts in PPL coursesconcepts in PPL courses Emphasis on relationshipsEmphasis on relationships

Sexual healthSexual health CommunicationCommunication

Independent study topics address Independent study topics address additional PPZ expectationsadditional PPZ expectations

Variety of instructional methods, Variety of instructional methods, particularly large and small group particularly large and small group discussion, presentations, etc.discussion, presentations, etc.

Grade 12: Recreation and Grade 12: Recreation and Fitness Leadership (College)Fitness Leadership (College)

Prerequisites:Prerequisites: Any grade 11 or 12 open HPE courseAny grade 11 or 12 open HPE course

Course Focus:Course Focus: development of leadership development of leadership and coordination skills related to and coordination skills related to recreational activitiesrecreational activities

Grade 12: Recreation and Grade 12: Recreation and Fitness Leadership (College)Fitness Leadership (College)

LeadershipLeadership• Leadership StylesLeadership Styles• Leadership SkillsLeadership Skills• Group DevelopmentGroup Development• Teamwork SkillsTeamwork Skills

Facilitation of Facilitation of Recreation and LeisureRecreation and Leisure

• Needs AssessmentNeeds Assessment• Plan Co-ordinationPlan Co-ordination• Promotion of Promotion of

ParticipationParticipation

Physical Fitness and Physical Fitness and Well-BeingWell-Being

• Health-related Health-related FitnessFitness

• MentoringMentoring• Nutrition and Well-Nutrition and Well-

beingbeing• Injury Prevention and Injury Prevention and

First AidFirst Aid

Public Course Profile: Public Course Profile:

Grade 12 Recreation and Fitness Leadership Grade 12 Recreation and Fitness Leadership (PLF4C)(PLF4C)

- Overview of Units -- Overview of Units -

Catholic Catholic Course Profile: Course Profile:



Recreation and Fitness Leadership (PLF4C)Recreation and Fitness Leadership (PLF4C)

Notes: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.



Unit 3: Awesome Events(Facilitation of Recreation and Leisure)

Activity 1: Recreation and Leisure 540minutesActivity 2: Program Planning Cycle 600minutesActivity 3: Developing an Action Plan 300minutesActivity 4: Event Promotion

180minutesActivity 5: Implementing the Physical Education and

Health Activity300minutes

Activity 6: Evaluation of the Event120minutes

Activity 7: Project Group Event120minutes

CatholicCatholic Course Profile: Course Profile:


Unit 4: Planning and Event Management

Activity 1: A Survey and Its Statistical Analysis

Activity 2: Planning EventsActivity 3: Planning and Implementing

Sports and Games

Recreation and Fitness Leadership (PLF4C)Recreation and Fitness Leadership (PLF4C)

Notes: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.

PLF at Widdifield S.S.PLF at Widdifield S.S.(Interdisciplinary Course – IDC)(Interdisciplinary Course – IDC)

Student leaders encouraged to enrollStudent leaders encouraged to enroll Scheduled class meetings at lunch (compulsory)Scheduled class meetings at lunch (compulsory) Points accumulate for activities completed – Points accumulate for activities completed –

single or double credit coursesingle or double credit course ActivitiesActivities: Special events with feeder schools, : Special events with feeder schools,

intramural scheduling and management, in-intramural scheduling and management, in-school event organization, fundraising, school event organization, fundraising, inventory, athletic promotion within the school, inventory, athletic promotion within the school, etc.etc.

PSE 4UPSE 4UEXERCISE SCIENCEEXERCISE SCIENCE

Grade 12: Exercise Science Grade 12: Exercise Science (University)(University)

Prerequisites:Prerequisites: Any grade 11 university or university/college Any grade 11 university or university/college

course in sciencecourse in science

OROR Any grade 11 or 12 open HPE courseAny grade 11 or 12 open HPE course

Course focusCourse focus: human movement, systems, : human movement, systems, factors and principles of human developmentfactors and principles of human development

Grade 12: Exercise Science Grade 12: Exercise Science (University)(University)

The Biological Basis of MovementThe Biological Basis of Movement• Anatomy and PhysiologyAnatomy and Physiology

• BiomechanicsBiomechanics

• Human PerformanceHuman Performance

Motor DevelopmentMotor Development• Growth and DevelopmentGrowth and Development

• Motor LearningMotor Learning

Physical Activity in Sports and SocietyPhysical Activity in Sports and Society• Physical Activity and Sports IssuesPhysical Activity and Sports Issues

• Society and CultureSociety and Culture

What are the key What are the key learnings for Grade learnings for Grade 12 Exercise Science 12 Exercise Science (PSE4U)?(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


Grade 12 Exercise Science (PSE4U)Grade 12 Exercise Science (PSE4U)


Exercise Science (PSE4U)Exercise Science (PSE4U)Notes: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



Unit 3: Anatomy and PhysiologyActivity 1: Anatomical Terminology

490 minutesActivity 2: Function of Muscular and

Skeletal Systems 560 minutes

Activity 3: Moving Through the Body: Cardiorespiratory System and Energy Production 630 minutes



Unit 4: Physical Activity in Sport and SocietyActivity 1: The Historical Development of SportActivity 2: Participation in Physical Activity and

SportActivity 3: The Business of SportActivity 4: The Sports ConsumerActivity 5: Benefits of School and Community Physical Activity and Sports ProgramsActivity 6: Career Opportunities in Sport and

Physical ActivityActivity 7:Issues in Society Related to Sports and

Physical Activity


Static and Dynamic LabsStatic 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 LabC) complete a worksheet that compares common terms

versus anatomical terms (e.g., thigh bone versus femur, skull versus cranium)


Assessment and EvaluationAssessment 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 PerformanceMotor DevelopmentPhysical Activity and Sport in Society and Culture

Now a little bit more on….Now a little bit more on….

ASSESSMENTASSESSMENT

What is Unique About H & PE?What is Unique About H & PE?

Immediate skill demonstrationImmediate skill demonstration Large number of studentsLarge number of students Expectations are combined within and Expectations are combined within and

across strandsacross strands Assessment may be ongoing, multi-activity Assessment may be ongoing, multi-activity

or single activityor single activity Exceptional students may need a variety Exceptional students may need a variety

of alterationsof alterations

From the Curriculum to the Report From the Curriculum to the Report Card – What is the Process?Card – What is the Process?

Step #1.Step #1. Understanding the CurriculumUnderstanding the Curriculum

Step #2.Step #2. Collecting the evidenceCollecting the evidence

Step #3.Step #3. Recording the evidence of Recording the evidence of student learningstudent learning

Step #4.Step #4. Evaluating – making theEvaluating – making the judgementjudgementStep #5.Step #5. Completing the ProvincialCompleting the Provincial Report CardReport Card

Achievement LevelsAchievement Levels

Level 1 – below standardLevel 1 – below standard

Level 2 – approaching standardLevel 2 – approaching standard

Level 3 – Provincial standardLevel 3 – Provincial standard

Level 4 – achievement above standardLevel 4 – achievement above standard

Knowledge and Skills CategoriesKnowledge and Skills Categories

Knowledge/UnderstandingKnowledge/Understanding Thinking/InquiryThinking/Inquiry CommunicationCommunication ApplicationApplication

These categories develop learning tasks and These categories develop learning tasks and assessment activities, inform parents of the assessment activities, inform parents of the focus of assessment, and identify the learning focus of assessment, and identify the learning expectation as a “knowledge” or “skill”expectation as a “knowledge” or “skill”

Step # 2, continued…Step # 2, continued… Sample Assessment strategies (what will Sample Assessment strategies (what will

students be doing?):students be doing?):

Skill demonstrationSkill demonstration Journal, quiz, testJournal, quiz, test Case study, debate, discussionCase study, debate, discussion Fitness profile/log, graphic organizerFitness profile/log, graphic organizer ConferenceConference Project, presentationProject, presentation Role playRole play Portfolio, contractPortfolio, contract Written or verbal responseWritten or verbal response

Step #2: Collecting the EvidenceStep #2: Collecting the Evidence

Sample assessment tools (what instrument Sample assessment tools (what instrument will the teacher/student use to collect the will the teacher/student use to collect the evidence?):evidence?):

Assessment scales (rubric)Assessment scales (rubric) Marking schemeMarking scheme Target/wheelTarget/wheel Observation checklistObservation checklist

Designing Assessment TasksDesigning Assessment Tasks

Focus on essential learnings (overall Focus on essential learnings (overall expectations), group specific expectationsexpectations), group specific expectations

Determine the knowledge/skill category for Determine the knowledge/skill category for each by examining the verbeach by examining the verb

What evidence is required? – use a variety What evidence is required? – use a variety of assessment tasks to gather evidenceof assessment tasks to gather evidence

Provide students with clear targets, Provide students with clear targets, opportunities to meet expectationsopportunities to meet expectations

Use Achievement level descriptors as a Use Achievement level descriptors as a guide for gathering evidenceguide for gathering evidence

Matching Assessment TasksMatching Assessment Tasks

Connect the learning expectations toConnect the learning expectations to the Categories and the descriptors in the the Categories and the descriptors in the

Achievement levels in “The Ontario Achievement levels in “The Ontario Curriculum”Curriculum”

(page 38)(page 38)Expectations – Expectations – content for learningcontent for learning

Achievement Levels – Achievement Levels – how well the student how well the student has achieved the expectationshas achieved the expectations

Verbs Linked to Knowledge/Skills Verbs Linked to Knowledge/Skills CategoriesCategories

Knowledge/Understanding:Knowledge/Understanding:

identify, recognize, label, examine, identify, recognize, label, examine,

outline, distinguish, define, analyze, outline, distinguish, define, analyze,

relate, determinerelate, determine


Thinking/Inquiry:Thinking/Inquiry:

Analyze, interpret, formulate, form, Analyze, interpret, formulate, form, determine, apply, conclude, explain, use, determine, apply, conclude, explain, use, evaluateevaluate


Communication:Communication:

explain, describe, communicate, explain, describe, communicate,

discuss, present, suggestdiscuss, present, suggest

Verb Linked to Knowledge/Skills Verb Linked to Knowledge/Skills CategoriesCategories

ApplicationApplication

use, employ, apply, display, work, follow, use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, demonstrate, stay, assess, participate, implement, improve, maintain, adopt, implement, improve, maintain, adopt, provide, acquire, incorporate, transfer, provide, acquire, incorporate, transfer, monitormonitor

STEP #3: Recording the EvidenceSTEP #3: Recording the Evidence

create a separate recording chart for each create a separate recording chart for each Knowledge/Skills category (e.g. Knowledge/Skills category (e.g. Knowledge/Understanding, Knowledge/Understanding, Thinking/Inquiry, Communication, Thinking/Inquiry, Communication, Application of required knowledge)Application of required knowledge)

Step # 4: Evaluating… Making a Step # 4: Evaluating… Making a JudgementJudgement

This involves determining the HIGHEST This involves determining the HIGHEST MOST CONSISTENT LEVEL of MOST CONSISTENT LEVEL of achievementachievement

A weighting factor should be considered A weighting factor should be considered for each Knowledge/Skills category, taking for each Knowledge/Skills category, taking into consideration QUANTITY, TIME, and into consideration QUANTITY, TIME, and QUALITYQUALITY

Entering the GradeEntering the Grade

Translate the student’s highest most Translate the student’s highest most consistent level from your recording pageconsistent level from your recording page

Translate that level into a percentage Translate that level into a percentage gradegrade

View process as moving from 4 point scale View process as moving from 4 point scale to 12 point scaleto 12 point scale

Provincial Guide for Grading Provincial Guide for Grading

Level 4Level 4 A+A+ 90-10090-100AA 85-8985-89A-A- 80-8480-84

Level 3Level 3 B+B+ 77-7977-79BB 73-7673-76B-B- 70-7270-72

Level 2Level 2 C+C+ 67-6967-69CC 63-6663-66C-C- 60-6260-62

Level 1Level 1 D+D+ 57-5957-59DD 53-5653-56D-D- 50-5250-52

R (Below 50)R (Below 50) RR Below 50Below 50

Learning SkillsLearning Skills

InitiativeInitiative EE Work HabitsWork Habits GG OrganizationOrganization SS TeamworkTeamwork NN Works IndependentlyWorks Independently

Anecdotal CommentsAnecdotal Comments

Describe the student’s strengths and weaknesses in Describe the student’s strengths and weaknesses in relationship to the four Knowledge/skills categoriesrelationship to the four Knowledge/skills categories

Describe the student’s achievement rather than simply Describe the student’s achievement rather than simply listing the curriculum taughtlisting the curriculum taught

Be clear, concise, and consistent with level of Be clear, concise, and consistent with level of achievementachievement

Describe the “next steps”, giving concrete suggestions Describe the “next steps”, giving concrete suggestions for parent and studentfor parent and student

The Provincial Report CardThe Provincial Report Card

Secondary Report Card Secondary Report Card

RESOURCESRESOURCES

Course ProfilesCourse Profiles

Curriculum Unit PlannerCurriculum Unit Planner

Web based resourcesWeb based resources

Print Resources Print Resources

Community ResourcesCommunity Resources

WEBSITE RESOURCE ACTIVITYWEBSITE RESOURCE ACTIVITY With a partner, explore one website and With a partner, explore one website and

be prepared to answer the following be prepared to answer the following questions for your classmates:questions for your classmates: Is it a Canadian site?Is it a Canadian site? Is it an unbiased, reliable source?Is it an unbiased, reliable source? Is it aligned with the Ontario Curriculum?Is it aligned with the Ontario Curriculum? How can I use this resource?How can I use this resource? Which course(s) at the secondary level could Which course(s) at the secondary level could

apply?apply?

senior p.e. elective overview: ppz 30 ppz 30 plf 4c plf 4c pse 4u pse 4u assessment assessment...

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