2. K-4 PE/HE: A Foundation for Implementation http://www.edu.gov.mb.ca/ks4/cur/physhlth

3. Front Section Acknowledgments (iii) Introduction (Introduction-1) Overview (Overview-1)

4. 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)

5. 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

6. 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

7. 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.

8. 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)

9. 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

10. 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

11. Physical Activity Risk Management

12. 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.

13. 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

14. 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

15. 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.

16. 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

17. Scope and Sequence

18. 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

19. 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.

20. 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

21. 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)

22. 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.

23. Key Strands and Skills Personal Health Practices Active Living Nutrition Substance Use and Abuse Prevention Human Sexuality Making health- enhancing decisions

24. 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

25. 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

26. 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

27. Planning for Health Themes (p. Overview -19)

28. Example of a School Health Promotion Planning (Appendices-6)

29. Planning for Assessment

30. Fair Assessment performance criteria clearly defined students are informed focuses on student learning continuous and ongoing meaningful variety involves students

32. Suggestion for Assessment Column Assessment strategy: Title of the Activity Assessor: Assessment Tool –Directional Statement –Example –Suggested Criteria –BLM reference

33. 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

34. 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

35. Managing Assessment Sticky Notes –Anecdotal notes –Surveys –Graphing –Gym goals Scoring Rubrics –Self/Peer Assessments –Enter/Exit Slips Inventories –Human opinion line –What’s Behind Me? –Stand-up/sit down –Card-voting –I can posters –Rotating Wheel (Roulette) –Scavenger Hunts

36. Planning for PE/HE Programming

37. 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)

38. 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

39. Planning for PE Integration Promote Active Learning Actively engaging students increases retention Augment time PE and HE connection PE and SC Connection

40. PE/HE and Science Connection

41. PE/HE and ELA Connection

43. 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

44. -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

45. Traditional Athletic Program/ Season

46. Example 1: Organizing the Year by GLO’s

48. Example 2: Yearly Planning By Activity Category (Appendices-19)

49. Example 3: By PE/HE Skill Theme

50. By PE Skill Theme

51. By HE Skill Theme

52. 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

53. 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

54. 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

55. Planning for Inclusion

56. 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

57. Programming for Students with Special Needs (Appendix C) Personalize instruction Individual Education Planning (IEP’s) 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)

58. Appendices-13

59. Appendices-15

60. Physically Active and Healthy Lifestyles for All Students