About the course
This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.
Healthy Active Living Education 10
My Learning Oasis
Department Head & Contact Information
Anu Sharma (firstname.lastname@example.org)
Course Development Date
June 10th, 2021
Fitness Plan and Nutrition
In this unit students will start by identifying their fitness goal. They will then explore various fitness programs then analyze and rank them in order of effectiveness based on the preference of their own physical activities. They will look at the fundamentals of healthy eating and incorporate this knowledge into generating a healthy meal plan to support the exercise plan to meet their goal. Students will evaluate the soundness of their choices based on the nutrition label on the foods. This unit concludes with students looking at how one’s nutritional choice is influenced by Canada’s Food Guide and the trends and ‘fad’ of the day.
Expected Hours of Instruction: 25 hours
Safety and Well Being
This unit will begin with exploring the unfortunate health issues that may show up during a session. They will explore ways of dealing with them in an emergency situation. Such skills as CPR techniques and using external defibrillators are covered. Students will study some causes of these unfortunate circumstances and how to prevent them. Such actions as proper warm-up routines will be discussed. They will also look at safety risks in the environment and how to deal with them.
Expected Hours of Instruction: 25 hours
Movement and Decisions/Substance Abuse
When participating in physical activities, students will meet certain challenges. In this unit they will use adaptive, management, and coping skills to respond to these challenges during physical activities. They will also look at the components of healthy living like developing movement competence and proper eating. They will look at movement principles and the phases of movement. In this unit they will explore the different kinds of conflicts that may arise and brainstorm in groups how to deal with them effectively. They will look at the impact of substance abuse on the athlete both mentally and physically. They will also study how to deal with situations involving substance abuse and related behaviors. This unit concludes with students exploring the impacts of substance abuse and addiction to society, the world, and the individual.
Expected Hours of Instruction: 25 hours
Fair Play and Sexuality
In this unit, students will address ethics and fair play and the impact they have on creating a healthy and enjoyable activity environment. Students explore the components of a range of physical activities in various environments and critically assess and design different plays to suit different cases. Students will evaluate how they make sexual decisions and the factors that influence these decisions. They will explore how these decisions are appropriate for them. Students will explore how to communicate their sexual limits, needs, and desires effectively to their partners. Students will look at common misconceptions about sexuality and explore the importance of education in order to respect all people, regardless of differences. Students will evaluate the impacts that exclusive relationships have on them and the other parties.
Expected Hours of Instruction: 25 hours
Final Project to be decided by the students and teacher, collectively. It is worth 15% of the course.
Expected Hours of Instruction: 2 hours
Hours: 110 Hours
The course material (class notes and necessary handouts) will be provided by the
The students will be required to have:
● Access to a library or the Internet to do research.
● Access well as electronic devices for note taking and communication for those taking the class online.
Overall Curriculum Expectations
A. ACTIVE LIVING
A1: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives;
A2: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A3: demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
B. MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES
B1: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B2: apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
C. HEALTHY LIVING
C1: demonstrate an understanding of factors that contribute to healthy development;
C2: demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;
C3: demonstrate the ability to make connections that relate to health and well- being – how their choices and behaviors affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples). For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9- 12: Health and Physical Education, 2015; Pg 63-66 Date of extraction: Sunday, March 14, 2021.
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning.
The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other. This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”.
There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills.
One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself. Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments.
However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams: 70%
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