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COURSE OUTLINE

Course Title: Healthy Active Living
Course Code: PPL1O
Grade: 9
Course Type: Open
Credit Value: 1
Prerequisite: None
Curriculum Policy Document: Health and Physical Education, The Ontario Curriculum, Grades 9 and 10, 1999
Department: English
Course Developer: Dawn Ruddick, Dan Strutt, Chad DeVries
Development Date: Winter 2007
Course Revised by: -
Revision Date: -

Course Description:

This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles,ways to improve personal fitness and physical competence, and safety and injury prevention. They will investigate issues related to healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Healthy Living Three major topics compromise this unit. They are substance abuse (definition of a drug, drugs and their effects, narcotics, ecstasy, alcohol, tobacco; growth and sexuality (what is sexuality, stages of sexuality, female and male anatomy, menstrual cycle, pregnancy, STD’s, sexual health); and Personal Safety ( injuries, non-physical abuse, injury prevention, young workers safety, healthy relationships, and strategies for personal safety).	25 hours
Unit 2	Living Skills The focus of this skills-based unit is three-fold: Decision-Making Skills, Conflict Resolution Skills, and Social Skills.	23 hours
Unit 3	Physical Activity Students will learn and participate in three activities: Orienteering, Line Dancing and Bowling.	28 hours
Unit 4	Active Living This Unit is a little different in that you will do this unit alongside the others. That is, while completing Unit One you are also working on this unit and while completing Unit Two you are also completing this unit. Each week for 16 weeks you will complete a physical activity four times a week for 30 minutes each time. You will complete an Activity log for each time you participate that your vitality coach signs off on. Each week has a theme with information and activities.	32 hours
	Final Evaluation The final assessment task is a proctored two hour exam worth 30% of the student’s final mark.	2 hours
	Total	110 hours

Teaching / Learning Strategies:

Students will be involved in reading, writing, researching. They will also use visuals from diagrams to charts to graphic organizers to assist their understanding. Students will participate actively in activities by following instructions and giving it a try. Students will set personal fitness and nutrition goals and record progress along the way. Students will be involved in physical activity throughout the course as part of the Active Living Unit.

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.

Overall Expectations - PPL1O

Physical Activity
Overall Expectations
PPA.01	demonstrate personal competence in applying movement skills and principles;
PPA.02	demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities.
Active Living
Overall Expectations
PAL.01	participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;
PAL.02	demonstrate improvement in personal health-related physical fitness;
PAL.03	demonstrate safe practices regarding the safety of themselves and others.
Healthy Living
Overall Expectations
PHL.01	identify the factors that contribute to positive relationships with others;
PHL.02	explain the consequences of sexual decisions on the individual, family, and community;
PHL.03	demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis);
PHL.04	identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).
Living Skills
Overall Expectations
PLS.01	use appropriate decision-making skills to achieve goals related to personal health;
PLS.02	explain the effectiveness of various conflict resolution processes in daily situations;
PLS.03	use appropriate social skills when working collaboratively with others.

The Final Grade:

The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more. The final grade will be determined as follows:

• 70% of the grade will be based upon assessment tasks completed throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to the most recent evidence of achievement.



• 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will take the form of a final examination which will be completed online under the supervision of a pre-approved proctor.

The Report Card

The report card will focus on two distinct but related components of student achievement: the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Health and Physical Education, Grades 9-10

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
Knowledge of facts and terms	demonstrates limited knowledge of facts and terms	demonstrates some knowledge of facts and terms	demonstrates considerable knowledge of facts and terms	demonstrates thorough knowledge of facts and terms
Understanding of concepts, principles, requirements, guidelines, and strategies	demonstrates limited understanding of concepts, principles, requirements, guidelines, and strategies	demonstrates some understanding of concepts, principles, requirements, guidelines, and strategies	demonstrates considerable understanding of concepts, principles, requirements, guidelines, and strategies	demonstrates thorough and insightful understanding of concepts, principles, requirements, guidelines, and strategies
Understanding of relationships between concepts	demonstrates limited understanding of relationships between concepts	demonstrates some understanding of relationships between concepts	demonstrates considerable understanding of relationships between concepts	demonstrates thorough and insightful understanding of relationships between concepts
Thinking - The use of critical and creative thinking skills and/or processes
	The student:
Thinking skills	uses thinking skills with limited effectiveness	uses thinking skills with moderate effectiveness	uses thinking skills with considerable effectiveness	uses thinking skills with a high degree of effectiveness
inquiry skills (e.g.,formulating questions; planning; selecting strategies and resources; analysing and interpreting information; forming conclusions)	applies few of the skills involved in the inquiry process	applies some of the skills involved in the inquiry process	applies most of the skills involved in the inquiry process	applies all or almost all of the skills involved in the inquiry process
Communication - The conveying of meaning through various forms
	The student:
Communication of information and ideas	communicates ideas and information with limited clarity	communicates ideas and information with some clarity	communicates ideas and information with considerable clarity	communicates ideas and information with a high degree of clarity, and with confidence
Communication for different audiences and purposes	communicates for different audiences and purposes with limited effectiveness	communicates for different audiences and purposes with some effectiveness	communicates for different audiences and purposes with considerable effectiveness	communicates for different audiences and purposes with a high degree of effectiveness
Use of various forms of communication (e.g., interview, short report)	demonstrates limited command of the various forms	demonstrates moderate command of the various forms	demonstrates considerable command of the various forms	demonstrates extensive command of the various forms
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
Active participation	infrequently participates actively	sometimes participates actively	regularly participates actively	always or almost always participates actively
Personal physical fitness	maintains a limited level of personal physical fitness	maintains a moderate level of personal physical fitness	maintains a considerable level of personal physical fitness	maintains a high level of personal physical fitness
Safe use of procedures, equipment, and technology	uses procedures, equipment, and technology safely and correctly only with supervision	uses procedures, equipment, and technology safely and correctly with some supervision	uses procedures, equipment, and technology safely and correctly	demonstrates and promotes the safe and correct use of procedures, equipment, and technology
Movement skills	performs movement skills with limited competence	performs movement skills with moderate competence	performs movement skills with considerable competence	performs movement skills with a high degree of competence
Application of behaviour, strategies, and tactics that enhance participation and personal success in sport and recreation activities	infrequently demonstrates appropriate behaviour, strategies, and tactics	sometimes demonstrates appropriate behaviour, strategies, and tactics	regularly demonstrates appropriate behaviour, strategies, and tactics	always or almost always demonstrates appropriate behaviour, strategies, and tactics
Living skills (e.g., decision-making, conflict-resolution, assertiveness, and social skills) related to healthy living	infrequently demonstrates appropriate living skills related to healthy living	sometimes demonstrates appropriate living skills related to healthy living	frequently demonstrates appropriate living skills related to healthy living	routinely demonstrates appropriate living skills related to healthy living
Making connections (e.g., between personal experiences and the subject, between subjects, and between subjects and the world outside the school)	makes connections with limited effectiveness	makes connections with some effectiveness	makes connections with considerable effectiveness	makes connections with a high degree of effectiveness

Resources:

Students will use external websites or books for brief research activities. They will need a compass for orienteering, access to a bowling alley for bowling, and music for the line dancing all of which are physical activities taught in the course. Students will be asked to find a Vitality Coach early on in the course. This adult will monitor the physical activity component of the course to ensure completion and effort.

Program Planning Considerations for English:

Teachers who are planning a program in English must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in English are noted here.

Education for Exceptional Students. In planning courses in English, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. English courses reflect the creative part of our literary world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as writers. Just as English responds to the needs and demands of the greater world of work, English courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by English students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.

English As a Second Language and English Literacy Development (ESL/ELD). This English course can provide a wide range of options to address the needs of ESL/ELD students. Detailed analysis of the components of sentences aid ESL students in mastering the English language and all of its idiosyncrasies. We have purposely chosen literature from different countries to enrich out student's own experiences. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their backgrounds and language skills can contribute to their success in the larger world.

Career Education. English definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this English course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity would be an overall intention of this English course, as it helps students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of English should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The English program provides the reading skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.