Curriculum Mapping - Movement Competence Example

This example begins by examining the specific expectation B2.2 and the activity options provided in both the Grade 11 and Grade 12 courses:

Note: the expectations selected are to emphasize the importance for differentiating the content in a focus course but the same considerations must be made to the HALE courses as students move through Grades 9-12.

Grade 11 (PPL3O)

B2.2 apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities, including individual activities, sports and/or recreational activities (e.g., individual activities: use relaxation techniques to improve focus; target activities: place guards to protect objects in scoring positions; eliminate objects close to the target in games like curling, bocce or croquet; net/wall activities: use a variety of shots to get your opponent out of position and make it more difficult for your opponent to return the object; striking/fielding activities: be ready to retrieve the object if a teammate misses; territory activities: rebound an object or be in position to intercept a pass when an object is thrown) [PS, IS, CT].

Grade 12 (PPL4O)

B2.2 apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities, including individual activities, sports and/or recreational activities (e.g., individual activities: draft to conserve energy when cycling or wheelchair racing; target activities: take the last shot in curling, when there is a choice, to achieve an offensive advantage; net/wall activities: split the court in badminton or tennis with a partner to improve offensive and defensive coverage; striking/fielding activities: hit the ball behind a runner to improve the runner’s chances of advancing to the next base; territory activities: cover the angles when protecting a goal) [PS, IS, CT].

Step-by-step Process

  1. Using the template, begin to explore the curriculum expectations at the Grade 11 and 12 levels where there are examples of activities provided.
  2. Each activity is placed into the chart in the appropriate course or courses where it fits best.
  3. In cases where the activity appears in more than one course the task is to provide the focus or context in which that activity will occur.
    • Grade 11: Individual Activities – use relaxation techniques to improve focus:
      • HALE: Fitness activities – individual program development – breathing techniques to enhance performance and ensure safety;
      • PAF: Training methods – introduce yoga;
      • PAQ: explore various breathing techniques to support roles (rescuer and victim) when involved in a variety of lifesaving situations.
    • Grade 12: Individual activities – draft to conserve energy when cycling or wheelchair racing 
      • HALE: Taking the lead to break the trail when snowshoeing or cross country skiing;
      • PAF: Training methods – activity specific – provide opportunities to explore techniques that support stress management, resiliency and personal coping skills.
  4. Once completed, the remaining examples from the curriculum expectation are distributed into the other courses being offered.
  5. The process is continued in the same manner with the next expectation where the examples provided can be placed into the appropriate focus course.
  6. This process is continued until all expectations within the Movement Competence strand for each course have been examined.
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