Curriculum Mapping - Active Living Example

This example pertains to the active living strand and the activity options utilized in each type of course at the Grade 11 level. The example used in the chart references specific expectation A2.1 and the activity options provided – cycling, sledge hockey, snowshoeing, continuous movement during a game.

Overall Expectation: A2. demonstrate an understanding of the importance of being physically active and apply physical fitness concepts and practices that contribute to healthy, active living.

Specific Expectation: A2.1 participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of 20 minutes (e.g., cycling, sledge hockey, snowshoeing, continuous movement during a game) [PS].

Step-by-Step Process:

  1. Create an 8 column by 2 row chart.
  2. Place Grade 11 in the second row of the first column.
  3. Identify the focus courses being offered and place them as headings of the other columns. This example uses all of the focus course codes but it will only be necessary to add the focus courses that each school is offering.
  4. Begin to explore the curriculum expectations at the Grade 11 level where there are examples of activities provided.
  5. Place the activities into the chart, in the appropriate course or courses where they fit best.
  6. Provide content in cases where the activity appears in more than one course (e.g., how will that activity take place).
    • For example: cycling will appear in the HALE, PAF and PAI course in the following context:
      • Test
        • HALE: Cycling: spin cycle, fitness activities – individual program development;
        • PAF: Cycling: spin cycle, fitness activities – group spin class;
        • PAI: Cycling: paved surface (sidewalks, bike paths, roads) – mountain biking.
  7. Once the decision to assign and distribute activities has been made, the remaining examples from the curriculum expectation are distributed amongst the other courses being offered.
    • Sledge Hockey: PAL;
    • Snowshoeing: PAD;
    • Continuously moving during a game: PAQ (contextualized as an endurance swim or water running).
  8. The process continues in the same manner with the next expectation where the examples provided can be placed into the appropriate focus course column.
  9. Continue this process until all expectations within the Active Living strand have been examined.
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