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K 4 PEHE: A Foundation for Implementation

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The student will demonstrate competency in selected movement skills, and ... to body size, weight, restricted or specialized diets, availability or access to ... – PowerPoint PPT presentation

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Title: K 4 PEHE: A Foundation for Implementation


1
K - 4 PE/HEA Foundation for Implementation
  • Http//www.edu.gov.mb.ca/metks4/curricul/k-s4curr/
    physhlth

2
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.

3
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)

4
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

5
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

6
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.

7
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

8
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

9
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.

10
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

11
Scope and Sequence
12
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

13
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.

14
Key Strands and Skills
  • Goal-setting/planning skills
  • Decision-making/problem solving skills
  • Interpersonal skills
  • Conflict resolution skills
  • Stress management skills
  • A. Personal Development
  • B. Social Development
  • C. Mental-Emotional Development

15
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)

16
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.

17
Key Strands and Skills
  • Personal Health Practices
  • Active Living
  • Nutrition
  • Substance Use and Abuse Prevention
  • Human Sexuality
  • Making health-enhancing decisions

18
GLO - 5 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

19
Suggestions for Planning Overall
ImplementationAppendix 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

20
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

21
Planning for Health Themes (p. Overview -19)
22
Example of School Health Promotion
Planning(Appendices - 6)
23
Planning for Assessment
24
Fair Assessment
  • performance criteria clearly defined
  • students are informed
  • focuses on student learning
  • continuous and ongoing
  • meaningful
  • variety
  • involves students

25
(No Transcript)
26
Suggestion for Assessment Column
  • Assessment strategy Title of the Activity
  • Assessor Assessment Tool
  • Directional Statement
  • Example
  • Suggested Criteria
  • BLM reference

27
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

28
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

29
Managing Assessment
  • Sticky Notes
  • Anecdotal notes
  • Surveys
  • Graphing
  • Gym goals
  • Scoring Rubrics
  • Self/Peer Assessments
  • Enter/Exit Slips
  • Inventories
  • Human opinion line
  • Whats Behind Me?
  • Stand-up/sit down
  • Card-voting
  • I can posters
  • Rotating Reel
  • Scavenger Hunts

30
Planning for PE/HE Programming
31
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)

32
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

33
Planning for PE Integration
  • Promote Active Learning
  • Actively engaging students increases retention
  • Augment time
  • PE and HE connection
  • PE and SC Connection

34
PE/HE and ELA Connection
35
(No Transcript)
36
Yearly Planning (Appendices -17)
  • Determine of classes for each class for the
    year
  • Determine blocks of time by cycle, week, month,
    term, etc
  • Determine of days for inservices or other
    conflicts

37
  • 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

38
Traditional Athletic Program/ Season
39
Example 1 Organizing the Year by GLOs
40
(No Transcript)
41
Example 2 Yearly Planning By Activity Category
(Appendices -19)
42
Example 3 By PE/HE Skill Theme
43
By PE Skill Theme
44
By HE Skill Theme
45
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

46
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

47
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

48
Planning for Inclusion
49
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

50
Programming for Students with Special Needs
(Appendix C)
  • Personalize instruction
  • Individual Education Planning (IEPs)
  • 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)

51
Appendices-13
52
Appendices-15
53
Physically Active and Healthy Lifestyles for All
Students
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