Kindergarten to Senior 4 Physical EducationHealth Education Manitoba Curriculum Framework of Outcome

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Kindergarten to Senior 4Physical
Education/Health EducationManitoba
CurriculumFramework of Outcomes for.

• Active Healthy Lifestyles

http//www.edu.gov.mb.ca/metks4/curricul/k-s4curr/
physhlth/k-s4framework.html
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Five Interrelated General Learning Outcomes
(GLOs)
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Aim

• to provide students with planned and balanced
  programming to develop the knowledge, skill, and
  attitudes for physically active and healthy
  lifestyles

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Research-based

• focus on movement and social skill-based
  programs for lifelong physical activity
  participation and healthy living
• design learning experiences based on best
  practices such as learner centred, inclusive,
  enjoyable, and developmentally/age appropriate
• (See 13 Guiding Principles p. 6 for other
  examples)

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• promote partnership building among schools,
  families, and communities
• address the 5 major health risks for children and
  youth

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5 Major Health Risks

• inadequate physical activity
• unhealthy dietary behaviours
• drug use, including alcohol and tobacco
• sexual behaviours that result in sexually
  transmitted diseases or infections and unintended
  pregnancies
• behaviours that result in intentional and
  unintentional injuries

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Organizational Structure

• Curriculum Map
• Icon for each GLO
• Summary Charts for each GLO
• Scope and Sequence Charts for each GLO
• Code for each SLO

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Key Characteristics

• Combined curriculum
• Outcomes based
• Integrated
• Highly active and interactive
• Delivery model is a local decision through a
  planning process
• Treatment of potentially sensitive outcomes is
  determined by a local planning process

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Recommended Minimum Time Allotments

• Grades K-6 11 of the instructional time
• 11 x 300 min/day x 6 day/cycle198 min.
• 75 PE 150 min/6 day cycle
• 25 HE 48 min/6 day cycle
• Grades 7-8 9 of the instructional time
• 9 x 330 min/day x 6 day cycle 178 min.
• 75PE 134min/6 day cycle
• 25HE 44 min/6 day cycle
• S1-S2 2 credits with 50PE/50 HE reported as
  one full credit or 2 half credits
• Additional health time through integration in
  various subject areas
• Additional time through optional courses

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Students with Special Needs (chart p. 14)

• Modifications
• Adaptations
• Accommodations ( new policy related to adjustment
  of physical skill-based outcomes)
• Rescheduling
• Substitution

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Safety and Liability

• Safety and liability is the responsibility of
  school divisions/districts and its employees.
• Teachers are expected to
• be knowledgeable
• anticipate hazards
• minimize risks
• demonstrate expertise in physical activity
  management
• Teachers are expected to provide professional
  standard of care rather than the careful and
  prudent parent standard of care especially in
  high risk type of activities.

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Safety and Liability Criteria (p.15)

• The Supreme Court of Canada has established four
  criteria to determine the necessary and
  appropriate standard of care within the context
  of physical education
• Is the activity suitable to the age, mental, and
  physical condition of participating students?
• Have the students been progressively taught and
  coached to perform the activity(ies) properly and
  to avoid the dangers inherent in the
  activity(ies)?
• Is the equipment adequate and suitably arranged?
• Is the activity being supervised properly in
  light of the inherent danger involved?

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Assessment Planning Guidelines

• use the suggested 8 steps in planning assessment
  and evaluation strategies for outcomes (Appendix
  B, p.196)
• start with the end in mind - the outcome

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Reporting (p.197)

• grades/marks should include information that
  indicates progress and achievement related to the
  student learning outcomes
• behaviour can be part of the mark when it is
• an integral part of the specific student learning
  outcomes
• observable and measurable
• serves as a performance descriptor

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• behaviour related to areas such as punctuality,
  attendance, dress and attitude should not be part
  of the mark but reported by using a separate
  anecdotal comment or checklist
• fitness test results should be communicated
  separately from the final percent mark or grades
• reporting on student learning outcomes that are
  potentially sensitive is a local decision through
  the SDDPP (Appendix C)

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• how integrated student learning outcomes should
  be assessed and evaluated is determined by the
  teachers involved through team planning and
  collaboration
• for students with significant cognitive
  disabilities, refer to Individual Education
  Planning A Handbook for Developing and
  Implementing IEPs, Early to Senior Years (1998)
• for students with special needs and medical
  problems, refer to page 10

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Current Roll-Out Plan
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Expectations

• School divisions/districts are to determine best
  delivery model based on best practices for
  overall implementation of the Framework
• A planning process must be used to determine
  local policy related to potentially sensitive
  content
• Schools must seek parental involvement and
  provide a parental option prior to implementation
  of potentially sensitive content

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Part A Potential Decisions for Overall
Implementation of the Framework

• Timetabling
• Delivery/Staffing Choice
• Programming for non-sensitive outcomes that
  require special consideration
• Programming for potentially sensitive outcome
• Selection of Learning Resources for non-sensitive
  outcomes and potentially sensitive outcomes
• Teacher Training

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Overall Implementation of the Framework
(continued)

• Safety Guidelines
• Programming for Students with Special Needs
• Programming for Students with Medical Problems
• Reporting
• Parental/Community Involvement
• Extracurricular program
• Healthy school environment and services
• Other (e.g. budget, facilities, equipment)

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Part B Potential Decision Areas For School
Division/District Planning (p. 205)
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• Physically Active and Healthy Lifestyles for All
  Students

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Contact Information

• English Programs
• Heather Willoughby
• W260-1970 Ness Avenue Winnipeg, MB. R3J 0Y9
• Ph [phone] Fax [phone]
• Email hwilloughb_at_edu.gov.mb.ca
• http//www.edu.gov.mb.ca/metks4/curricul/k-s4curr/
  physhlth
• Français/French Immersion Programs
• Jacques Dorge
• 509-1181 Portage Avenue Winnipeg, MB. R3G 0T3
• Ph [phone] Fax [phone]
• Email jdorge_at_edu.gov.mb.ca
• http//www.edu.gov.mb.ca/manetfr/m-s4/pf/mat-scol/
  edu-phys/index.html