Healthy Active Living Education (PPL40)
Exercise Science (PSE4U)
Recreation and Fitness Leadership (PLF4C)
Grade 12 Health and Physical Education Additional Supports
Supplementary Material

Background

In response to the growing demand and need for curriculum support in Grade 12, supporting material for the Grade 12 Health and Physical Education Course Profiles (Public and Catholic) have been developed. The Ontario Physical and Health Education Association (OPHEA) and the Ontario Association for the Supervision of Physical and Health Education (OASPHE), have worked in partnership with the Kempenfelt Consortium and the Halton District School Board to develop the materials.

Quality Health and Physical Education programs play an essential role in a balanced and positive education experience for students. OPHEA and OASPHE, in partnership, are committed to supporting the implementation of the provincial curriculum because of the potential it has to positively influence the lifestyles of Ontario’s children and youth. Recently they were involved in a large undertaking – the development of the Ontario Health and Physical Education Curriculum Support: Kindergarten to Grade 10. On-line supports for the Healthy Living component of the Grade 11 Healthy Active Living Education course were developed last year and are available free on www.ophea.net. Developing the additional support resources for Grade 12 Course Profiles completes the set of resources for secondary schools.

The Kempenfelt Consortium is an independent group that is working together to develop and share completed secondary course profiles. Using the Ministry of Education Curriculum Planner and resources from the Halton District School Board, the writers have developed complete course profiles and supporting materials for all three grade 12 Health and Physical Education courses.

The Course Profile Resource Package: Additional Supports Healthy Living Supplementary Material

The intent of this resource package is to provide teachers with support materials to effectively and efficiently deliver the Ontario Health and Physical Education Curriculum using the Public and Catholic course profiles. The course profile provides a comprehensive program of study to guide teachers’ implementation of the course. The additional support material provided in this resource provides the necessary hands on materials to help teachers use the profiles.

This resource is a "supplement" and is intended to be used as a companion to the course profiles. It is highly recommended that teachers use this resource side by side with the course profiles. The curriculum (The Ontario Curriculum, Grades 11 and 12: Health and Physical Education, 2000) is available from the Ministry of Education (www.edu.gov.on.ca). The course profiles are available from the Ontario Curriculum Centre (www.curriculum.org). Direct links to the sites to download these documents can be found on OPHEAnet (www.ophea.net) on the Links page of the HPE section of the site.

The supplement contains:

• Completed course profiles for the three Grade 12 HPE courses (Healthy Active Living Education – PPL40, Recreation and Fitness Leadership – PLF4C and Exercise Science – PSE4U);
• Support material for both the Public and Catholic Course Profiles;
• Supplementary material: background information, student work sheets (including inquiry-based learning as appropriate), and assessment tools - to assist teachers in using the course profiles;
• Web site links and teaching learning strategies to support integration of technology into the course

The materials have been developed using the Ministry of Education Curriculum Planner. Teachers are encouraged to download the material in the planner format and to import it into their personal copy of the planner. The material will also be posted in pdf format so that teachers may simply print the material and use it as a paper resource. The materials included as blackline masters are labeled “Teacher Resource” or “Student Resource”. Labeled as teacher resources, are background information about health topics, answer sheets to quizzes and worksheets, additional teaching/learning strategy suggestions and suggestions for framing lessons. Labeled as student resources, are task cards, copy ready materials for students to fill out, homework sheets to reinforce information, assignments and assessment tools.

 How to use the Additional Supports Supplementary Material

1. Read the course profile.
2. Check the supplementary material to find additional supports for the teaching/learning strategies. Links to the profiles are noted at the top of each supplementary page or in a summary table at the beginning of the blackline masters. The same referencing system was used with the grade 9 and 10 Health and Physical Education support material produced by OPHEA and partners in 2000. Each piece of supporting material is linked to a specific Unit, Activity and Teaching/Learning Strategy in both the Public and Catholic profiles.
3. Print or download and adapt the material for use in the classroom. The materials are posted in the curriculum planner format and as pdf files.

This material is designed to help teachers implement the new Grade 12 secondary school curriculum. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste and otherwise adapt this material for educational purposes.

A Note Regarding Teaching Health Education

The Healthy Living units in the Catholic and Public grade 12 course profiles provide students with opportunities to acquire and discuss information related to healthy living. Due to the nature of the health topics, teachers should be aware of and be sensitive to students’ needs, individual life circumstances, cultural beliefs, and values. Teachers should consider investigating appropriate community counselling and support services that are available for students and consider booking speakers from community agencies. Teachers should use a variety of media products when appropriate and read/preview them carefully for the presentation of accurate and up-to-date information. Role plays and scenarios are useful tools for students to practise living skills. Teachers should develop scenarios that are realistic and reflect students’ needs. Where appropriate, teachers should be aware of the legal implications and the consequences of policies related to the health topics being presented. The teacher should frame each lesson by identifying the learning expectations and connecting and clarifying the assessment/evaluation strategies to ensure students have clear targets to work towards.

 Teachers should develop some tone setting activities to help students get to know each other, to identify classroom expectations, and to establish rules for discussion at the beginning of each healthy living activity.

 To facilitate class discussions about sensitive issues, teachers should be aware that their own deeply held beliefs, and those of their students, may be challenged. Preparation for such discussions requires thoughtful, sensitive consideration to ensure balanced leadership by the teacher and respect for the various points of view, which may be expressed.

 The role of the teacher is not to determine a “correct” position, but rather to ensure the provision of a positive, respectful, and supportive learning environment, which will encourage students to share their responses, explore issues, and express their concerns. Teachers should not offer personal opinions regarding belief systems. To ensure supportive and respectful dialogues, teachers should prepare students in understanding the concept of “point of view.” As students experience opportunities to hear and explore diverse viewpoints, some of which may conflict with their own, the teacher can guide the development of the critical thinking skills necessary to expand perspectives.

 Teachers are encouraged to set the tone before beginning discussions regarding sensitive issues. Clear “ground rules” for discussion with students should be established, taking the following into consideration:

• everyone has the right to think what he/she wants; no one should try to take this right away
• many different viewpoints may arise during discussions
• because of personal values and beliefs, some people are accepting of differences, while others are not. Classroom conversations will focus on understanding a variety of personal values and beliefs, not on judging them.
• our thoughts and feelings alone do not have negative effects on people; hurtful behaviours do
• a person may not agree with others’ opinions, but needs to treat all individuals with dignity and respect

The above points were adapted from a York Region District School Board resource document entitled “Sensitive Issues in the Classroom, 1997”

 Comments/questions

Post items for discussion on OPHEAnet’s Community Forum. Click on the OPHEAnet forum in the Community Centre of OPHEAnet to post questions, opinions and answers about this curriculum material and any other Health and Physical Education topic.

Resource Development Partnership

The Ontario Physical and Health Education Association (OPHEA), Ontario Association for Supervisors of Physical and Health Education (OASPHE), in partnership with the Kempenfelt Consortium, Halton District School Board and the Centre for Addiction and Mental Health have made significant financial and “in kind” contributions to support the development of this resource. A diverse writing team and reviewing team from across the province was assembled to develop the resource. The team included classroom teachers, subject specialists, Health and Physical Education consultants, public health nurses/educators and representatives from both Public and Catholic School Boards.

 OPHEA also wishes to acknowledge and thank the following individuals and key organizations that have significantly contributed to the development of the resource.

Project Manager/Lead Writer

Susan Orchard, Halton District School Board

Project Administrative Support

Jo-Anne Bryant, Halton District School Board

Project Program Writers

Healthy Active Living Education

Christie Corey, Waterloo Region District School Board (Lead Writer)

Michele Van Bargen, Thames Valley District School Board

George Kourtis, Toronto District School Board

Sharon LaBonte-Jacques, Centre for Addiction and Mental Health

Sara Sanchez, Halton Region Health Department

 Exercise Science

Debra Courville, Halton District School Board (Lead Writer)

Jamie Nunn, Hamilton Wentworth District School Board

Kim Parkes, Hamilton Wentworth District School Board

Carolyn Temertzoglou, Havergal College

Ted Temertzoglou, Toronto District School Board

Recreation and Fitness Leadership

Susan Orchard, Halton District School Board (Lead Writer)

Debra Austin, Trillium Lakelands District School Board

Dean Edgar, York Region District School Board

Pat Leith, Trillium Lakelands District School Board

Jill Robertson, Seneca College, King Campus

Dave Weber, York Region District School Board

Project Curriculum Consultant

Myra Stephen, Ontario Physical and Health Education Association

Project Leader

Carolyn Arthur, Ontario Physical and Health Education Association

Reviewers

Ontario Physical and Health Education Association (OPHEA)

Ontario Association for the Supervision of Physical and Health Education (OASPHE)

Table of Contents
Healthy Active Living Education (PPL40)

Note: Material within the curriculum unit planner is numbered as a part of the planner. Each sub-task is numbered separately.

Table of Contents
Exercise Science (PSE4U)

  Note: Material within the curriculum unit planner is numbered as a part of the planner. Each sub-task is numbered separately.

Table of Contents
Recreation and Fitness Leadership (PLF4C)

  Note: Material within the curriculum unit planner is numbered as a part of the planner. Each sub-task is numbered separately.