K-4 PE/HE: A Foundation for Implementation .

K-4 PE/HE:A Foundation for Implementation

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

Front Section

• Acknowledgments (iii)

• Introduction (Introduction-1)

• Overview (Overview-1)

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)

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

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

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.

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)

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

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

Physical Activity Risk Management

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.

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

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

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.

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

Scope and SequenceKindergarten Grade 1 Grade 2 Grade 3 Grade 4- Traffic- School Bus

Ridership- Waterfront- Poisons &

Chemicals- Stoves or

Ovens- Sharp

Utensils- Bathtubs

- Toys- Clothing- Road and

vehicles- School Bus

Ridership- Unsupervised

situations- Fire safety- Holidays- Forest fires- Floods- Tornadoes- Lightning

- Road andvehicle

- School BusRidership

- Electricity- Weather- Seasons- Stairs/ balconies- Tools- Internet use- Water

conditions- Unsupervised

situations

- Fire Safety- School Bus

Ridership- Crosswalk

Procedures- Seatbelts- Train tracks

and railwaycrossings

- Firearms- Floatation

Devices

- Fire Safety- School Bus

Ridership- Road and

vehiclesafety

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

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.

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

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)

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.

Key Strands and Skills

• Personal Health Practices

• Active Living• Nutrition• Substance Use and

Abuse Prevention• Human Sexuality

• Making health-enhancing decisions

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

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

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

Planning for Health Themes (p. Overview -19)

Example of a School Health Promotion Planning

(Appendices-6)

Planning for Assessment

Fair Assessment

• performance criteria clearly defined

• students are informed

• focuses on student learning

• continuous and ongoing

• meaningful

• variety

• involves students

Suggestion for Assessment Column

Assessment strategy: Title of the Activity

Assessor: Assessment Tool

– Directional Statement– Example– Suggested Criteria– BLM reference

Suggestion for Assessment Column

Example K.1.K.B.1 on page K-6 and K-7:

Learning Log: Good Practice Makes Perfect

Teacher: InventoryHave 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

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

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

Planning for PE/HE Programming

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)

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

Planning for PE Integration

• Promote Active Learning

• Actively engaging students increases retention

• Augment time• PE and HE connection• PE and SC Connection

S . 2 . 1 . A . 1 a A n i m a l M o v e m e n t C a r d s B L MG - 7

PE/HE and Science Connection

Cluster #/Grade K 1 2 3 4

1 Trees Characteristicsand Needs ofLiving Things

Growth andChanges inAnimals

Growth andChanges inPlants

Habitats andCommunities

2 Colours The Senses Properties ofSolids, Liquids,and Gases

Materials andStructures

Light

3 Paper Characteristicsof Objects andMaterials

Position andMotion

Forces thatAttract orRepel

Sound

4 Daily andSeasonalChanges

Air and Water inthe Environment

Soils in theEnvironment

Rocks,Minerals, andErosion

PE/HE and ELA Connection

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

- 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

Traditional Athletic Program/ Season

Cross Country Running

Soccer

Volleyball

Dance

Basketball

Winter Activities

Gymnastics

Badminton

Track & Field

Baseball

Example 1: Organizing the Year by GLO’s

Example 2: Yearly Planning By

Activity Category (Appendices-19)

Example 3: By PE/HE Skill Theme

Transport

Manipulation

Balance

Fitness Management

Safety

Goal-setting/planning

Decision-making/problem-solving

Interpersonal

Conflict resolution

Stress Management

By PE Skill Theme

Transport

Manipulation

Balance

Fitness Management

Safety

Personal/Social Management

By HE Skill Theme

Goal-setting/planning

Decision-making/problem-solving

Interpersonal

Conflict resolution

Stress Management

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

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

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

Planning for Inclusion

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

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)

Appendices-13

Appendices-15

Physically Active and Healthy Lifestyles for All Students