A Culturally Responsive and Relevant Pedagogy (CRRP) approach in Health and Physical Education (H&PE) requires educators to take the time to do some personal thinking and reflection. It also requires educators to take the time to get to know their students and the identities they hold. Rather than...
We are learning where food comes from and how it can affect its nutritional value and the environment.
At the secondary level, five out of nine activities are geared towards grades nine and ten and four activities are geared towards grades eleven and twelve. Each activity includes references to the overall expectations for the Healthy Living Strand in The Ontario Curriculum, Grade 9-12: Health and...
In November, Ophea hosted a webinar to explore Strand A: Social-Emotional Learning (SEL) skills within the 2019 Elementary Health and Physical Education (H&PE) curriculum and share examples of how these skills can be taught and assessed in Grades 1 through 8. We would like to thank our co-presenters...
Assessment happens in an ongoing way when using inquiry. In inquiry-based learning, the educator assesses the curriculum expectations from the Health and Physical Education curriculum, integrating the process and the product of the inquiry where applicable, always planning based on curriculum. In...
By the end of this lesson, students will be able to: self-monitor their active participation in a variety of activities while demonstrating critical and creative thinking to assess their level of heal
Q&A featuring Paul André Cyr, EAO, Teacher at St. Marguerite d'Youville 1. Why do you feel inquiry is such a powerful approach to engage students in learning? Inquiry is empowering. It allows students to gain greater control of their learning, and to become more critical of their progress. Students...
We are learning to apply our health knowledge about smoking, vaping, and healthy coping, relationship, and critical-thinking skills to make reasoned decisions and take appropriate actions for our
By the end of this lesson, students will be able to: apply their knowledge of sending and receiving movement skills and tactical solutions to solve tactical problems in a modified game of jai alai
In January, Ophea hosted two new webinars (one in English and one in French) with a specific focus on understanding Mental Health as a health topic in the 2019 Ontario Elementary Health and Physical Education (H&PE) curriculum. With the goal of enhancing teacher confidence, the webinar examined...
Asking questions and searching for answers is a fundamental part of being human. A young child curiosity knows no bounds. Whether it’s “why?” or “what’s that?” they constantly look for answers from the trusted adults in their lives. As children mature, however, an important shift takes place whereby...
By the end of this lesson, students will be able to: communicate effectively (verbal and non-verbal) and interpret information correctly in order to actively
By the end of this lesson, students will be able to: run short to moderate distances, utilizing simple tactics such as changing speed, pacing and focusing on an end point in order to facilitate...
Amos, S., & Orchard, S. (1998). Getting Assessment Right: Health and Physical Education: Grades 1-8 . Ontario: Data Based Directions. Gallahue, D., & Donnelly, F. C., (2007). Developmental Physical Education for all Children. Ontario: Human Kinetics. Goodwin, D. (2000). Inclusive Physical Education...
By the end of this lesson, students will be able to: use critical thinking skills to describe factors that motivate them to or impede them from being active while participating in territory games send
By the end of this lesson, students will be able to: apply skills and tactical solutions to a game of volleyball.
By the end of this lesson, students will be able to: communicate effectively with peers, both verbally and non-verbally, to help build and develop skills and strategies actively participate in
