PPL1O Healthy Active Living Education, Grade 9
Course Title: PPL1O Healthy Active Living Education, Grade 9
Course Name: Healthy Active Living Education
Course Code: PPL1O
Credit Value: 1.0
Curriculum Policy Document: Health and Physical Education, The Ontario Curriculum, Grades 9 to 12, 2015
Course Developer: Toronto eSchool
Department: Health and Physical Education
Department Head: Erin Weir, B.A.(Hon), B.Ed., OCT
Developed Date: 2020
Most Recent Revised Date: 2022
Course Description :
PPL1O course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.
OUTLINE OF COURSE CONTENT
|Unit||Unit Titles and Descriptions||Time|
|1||Active Living This unit investigates healthy lifestyles and how to increase levels of fitness. Students will look at such themes as fitness benefits, the role of fitness and fair play.||25 hours|
|2||Movement Competence This unit focuses on the mechanics of movement and how physical activity is conducted. Students will look at such theme as safe exercise, phases of motion and the mechanics of movement.||25 hours|
|3||The Body In this unit, students will look at the physical components of the body and its relationship to a healthy lifestyle. Students will look at such themes as anatomy, body image and healthy sexual relationships.||25 hours|
|4||Healthy Living In this final unit, students will examine how to live a fully balanced healthy life. Students will look at such themes as healthy eating, mental health and daily habits.||25 hours|
|Midterm Assignment||4 hours|
|Final Culminating||6 hours|
|A – ACTIVE LIVING|
|A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives; A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living; A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.|
|B – MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES|
|B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities; B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.|
|C – HEALTHY LIVING|
|C1. demonstrate an understanding of factors that contribute to healthy development; C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being; C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.|
Teaching / Learning Strategies:
As in a conventional classroom, instructors employ a range of strategies for teaching a course: • Clear writing that connects French to real life texts • Examples of activities and opportunities to learn along the way • Direct instruction and coaching on student work by the teacher
In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments: • Electronic simulation activities • Video presentations • Discussion boards and email • Assessments with real-time feedback • Interactive activities that engage both the student and teacher in the subject • Peer review and assessment • Internet Instructional Videos All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and the course ends in a final exam which the student writes under the supervision of a proctor approved by Toronto eLearning School at a predetermined time and place. The final mark and report card are then forwarded to the student’s home school. Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout their course which outlines the activities they have completed and their total learning hours. This log must be submitted before the final exam can be written. The chart below indicates some general examples of online and offline activities.
|Online Learning Activities||Offline Learning Activities|
|Watching instructional videos||Reading materials for course|
|Watching additional resources videos||Studying instructional material|
|Completing online timed assignments||Practicing skills|
|Contributing to Forums||Completing assignments|
|Uploading video presentations||Completing essays|
|Communicating with instructor||Preparing presentations|
|Participating in live conferences||Reviewing for tests and exams|
|Practicing through online quizzes||Researching topics on internet|
|Reviewing peer submissions|
|Assessing peer presentations|
|Completing online timed exam|
Strategies for Assessment and Evaluation of Student Performance:
|Assessment as Learning||Assessment for Learning||Assessment of Learning|
|During each unit, students are asked to keep a log of new terminology they learn throughout the lessons and are asked to define that terminology. This will be a record of what students have learned, and provides a reference point for questions to ask the instructor, and a study guide when it comes to the final examination||Each unit will have a collection of texts that students are required to read, and each lesson will end with a set of questions to determine whether the student has a grasp on the knowledge needed to succeed in the course.||Two formal written assignments are distributed at various points in the course to assess the student’s learning on many of the topics studied during lessons. This assignment allows the instructor to see and assess the student’s ability to make further connections across texts.|
|Revising and editing written work is a large aspect of the course, which allows students to correct thinking, expand ideas, and change topics if necessary. Collaborative work between students when it comes to editing and revising is encouraged and suggested as a necessary component to the course.||Peer reviews and instructor consultations are a useful tool for students to assess their own ability to communicate thoughts and ideas, allowing them clarity on which aspects of the course they need to put more focus in.||A mid-term assignment will be distributed to students to assess their Knowledge and Understanding, as well as a summative assignment, which will both act as a way for students to demonstrate their ability to understand and make connections across several different texts.|
|Students will be utilizing the discussion forums to discuss work and ideas throughout the course, as well as having access to the instructor’s email address for any further concerns.||Discussion forums are not only used for discussion, but also as a way to check in on a student’s understanding, and to provide a gateway to resources that will aid in their learning and help them to be successful in the course.||The final examination will be the final assessment of the course, and will allow students to demonstrate their understanding of the covered content in the course.|
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Toronto eLearning school teachers. Assessment and evaluations:
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Metis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement
- develop students self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
The Final Grade
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- 70% of the grade will be based upon evaluations conducted 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 more recent evidence of achievement.
- 30% of the grade will be based on a final assessment, which may be a final exam, a final project, or a combination of both an exam and a project
The general balance of weighting of the categories of the achievement chart throughout the course is
|Knowledge and Understanding||25%|
The Report Card
Two official report cards are issued – midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.
Antidiscrimination Education in the English Program
The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to high standards, affirms the worth of all students, and helps them strengthen their sense of identity and develop a positive self-image. It encourages staff and students alike to value and show respect for diversity in the school and the wider society. It requires schools to adopt measures to provide a safe environment for learning, free from harassment, violence, and expressions of hate. Antidiscrimination education encourages students to think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active, responsible citizenship. The ESL and ELD program provides many opportunities to support the principles relating to antidiscrimination education. The ESL and ELD program should enable students to recognize the contributions of various cultures to Canada including the unique role of Aboriginal people in the historical and cultural development of the country. The wealth of linguistic and cultural diversity in ESL and ELD classrooms allows students to share information with each other about their own languages and cultures and about their experiences of their native countries and as newcomers to Canada. This will help students to develop a sense of personal identity and belonging. Teachers should seek to provide inclusive learning resources and materials representing diverse cultures, backgrounds, and experiences in order to reinforce students’ self-identity. Both students and teachers should explore aspects of intercultural communication – for example, how different cultures interpret the use of eye contact and body language in conversation and during presentations. Teachers should be aware of global events that may affect students and that can also be used as opportunities for instruction.
Achievement Chart: Overall
The purpose of the achievement chart is to:
- provide a common framework that encompasses all curriculum expectations for all courses;
- guide the development of high-quality assessment tasks and tools;
- help teachers plan instruction for learning;
- assist teachers in providing meaningful feedback to students;
- provide various categories/criteria with which to assess and evaluate students’ learning.
The achievement chart provides a reference point for all assessment practice and a framework within which achievement will be assessed and evaluated.
- The chart is organized into four broad criteria; Knowledge / Understanding, Thinking / Investigation, Communication, and Application.
- The achievement chart describes the levels of achievement of the curriculum expectations within each subset of criteria.
- The “descriptor” indicates the characteristic of performance, with respect to a particular criterion, on which assessment or evaluation is focused.
- A specific “qualifier” is used to define each of the four levels of achievement. It is used along with a descriptor to produce a description of performance at a particular level.
- The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:
|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.|
THE ACHIEVEMENT CHART: HEALTH AND PHYSICAL EDUCATION, GRADES 9-12 (e.g., transfer of movement skills, strategies, and tactics from a familiar physical activity to a new activity, transfer of planning skills to contexts such as fitness, healthy eating, healthy sexuality)
|Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)|
|Knowledge of content (e.g., facts, definitions, skills, principles and strategies, safe practices and procedures)||demonstrates limited knowledge of content||demonstrates some knowledge of content||demonstrates considerable knowledge of content||demonstrates thorough knowledge of content|
|Understanding of content (e.g., processes, techniques, ideas, relationships between concepts)||demonstrates limited understanding of content||demonstrates some understanding of content||demonstrates considerable understanding of content||demonstrates thorough and insightful understanding of content|
|Thinking – The use of critical and creative thinking skills and/or processes|
|Use of planning skills (e.g., identifying the problem, formulating questions and ideas, gathering and organizing information; developing fitness plans; selecting strategies)||uses planning skills with limited effectiveness||uses planning skills with moderate effectiveness||uses planning skills with considerable effectiveness||uses planning skills with a high degree of effectiveness|
|Use of processing skills (e.g., synthesizing information, evaluating risk and determining appropriate safety measures, revising fitness goals, detecting bias)||uses processing skills with limited effectiveness||uses processing skills with some effectiveness||uses processing skills with considerable effectiveness||uses processing skills with a high degree of effectiveness|
|Use of critical/creative thinking processes (e.g., goal setting, decision making, problem solving; analysing movement skills, strategizing, reflecting on learning and determining steps for improvement, critiquing)||uses critical / creative thinking processes with limited effectiveness||uses critical / creative thinking processes with some effectiveness||uses critical / creative thinking processes with considerable effectiveness||uses critical / creative thinking processes with a high degree of effectiveness|
|Communication – The conveying of meaning through various forms|
|Expression and organization of ideas and information in oral, visual, and written forms (e.g., demonstrations, role plays, conferences, presentations, posters, pamphlets, journals)||expresses and organizes ideas and information with limited effectiveness||expresses and organizes ideas and information with some effectiveness||expresses and organizes ideas and information with considerable effectiveness||expresses and organizes ideas and information with a high degree of effectiveness|
|Communication for different audiences (e.g., peers, teammates, adults) and purposes purposes (e.g., to inform, instruct, promote)in oral, visual, and/or written forms||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 f health and physical education conventions, vocabulary, and terminology (e.g., using and interpreting signals and body language; using correct terminology to discuss parts of the body, health-related components of fitness, phases of movement [preparation, execution, follow-through]) in oral, visual, and/or written forms||uses conventions, vocabulary, and terminology with limited effectiveness||uses conventions, vocabulary, and terminology with some effectiveness||uses conventions, vocabulary, and terminology with considerable effectiveness||uses conventions, vocabulary, and terminology with a high degree of effectiveness|
|Application – The use of knowledge and skills to make connections within and between various contexts|
|Application of knowledge and skills (e.g., movement skills, concepts, principles, strategies; training principles; health concepts; safe practices; personal and interpersonal skills, including teamwork, fair play, etiquette, leadership) in familiar contexts (e.g., physical activities, healthy living discussions)||applies knowledge and skills in familiar contexts with limited effectiveness||applies knowledge and skills in familiar contexts with some effectiveness||applies knowledge and skills in familiar contexts with considerable effectiveness||applies knowledge and skills in familiar contexts with a high degree of effectiveness|
|Transfer of knowledge and skills to new contexts||transfers knowledge and skills to new contexts with limited effectiveness||transfers knowledge and skills to new contexts with some effectiveness||transfers knowledge and skills to new contexts with considerable effectiveness||transfers knowledge and skills to new contexts with a high degree of effectiveness|
|Making connections within and between various contexts contexts (e.g., between active participation, learning in the health and physical education program, and healthy, active living; between health and physical education, other subjects, and personal experiences in and beyond school)||makes connections within and between various contexts with limited effectiveness||makes connections within and between various contexts with some effectiveness||makes connections within and between various contexts with considerable effectiveness||makes connections within and between various contexts with a high degree of effectiveness|
Note:A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.
Resources required by students
Resources required by students • Access to PPL1O online course of study • Access to a scanner or digital camera • Access to a word-processing software • Access to Google and various online resources • Access to Youtube Reference Texts This course is entirely online and does not require or rely on any textbook.
Program Planning Considerations
Program Planning Considerations Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
- Education for students with special education needs
- Environmental education
- Equity and inclusive education
- Financial literacy education
- Ontario First Nations, Metis, and Inuit education
- Role of information and communications technology
- English language learners
- Career education
- Cooperative education and other workplace experiences
- Health and safety
- Education for Students with Special Education Needs: Toronto eLearning School is committed to ensuring that all students are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence they need to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. The provision of special education programs and services for students at Toronto eLearning School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement. Teachers will take into account the needs of exceptional students as set out in the students’ Individual Education Plan. The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society. Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tela-typewriter (via Bell relay service), an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.
- Environmental Education: Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design allows environmental issues and topics to be woven in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.
- Equity and Inclusive Education: Toronto eLearning School is taking important steps to reduce discrimination and embrace diversity in our online school in order to improve overall student achievement and reduce achievement gaps due to discrimination. The Ontario Equity and Inclusive Education Strategy was launched in April 2009 and states that all members of the Toronto eLearning School community are to be treated with respect and dignity. This strategy is helping Toronto eLearning School educators better identify and remove discriminatory biases and systemic barriers to student achievement. These barriers related to racism, sexism, homophobia and other forms of discrimination may prevent some students from reaching their full potential. The strategy supports the Ministry’s key education priorities of high student achievement, reduced gaps in student achievement and increased accountability and public confidence in Ontario’s schools. Students, regardless of their background or personal circumstances, must be given every opportunity to reach their full potential. Research shows that when students feel welcomed and accepted in their school, they are more likely to succeed academically. Toronto eLearning School desires to create a culture of high expectations where factors such as race, age, gender, sexual orientation and socio-economic status do not prevent students from achieving ambitious outcomes.
- Financial Literacy Education: Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. Toronto eLearning School considers it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. The Ministry of Education and Toronto eLearning School are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process.
- Ontario First Nations, Metis, and Inuit Education: First Nation, Metis, and Inuit students in Ontario will need to have the knowledge, skills, and confidence they need to successfully complete their elementary and secondary education in order to pursue postsecondary education or training and/or to enter the workforce. They will need to have the traditional and contemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will need to have knowledge and appreciation of contemporary and traditional First Nation, Metis, and Inuit traditions, cultures, and perspectives. Toronto eLearning School and the Ministry of Education are committed to First Nation, Metis, and Inuit student success. TES teachers are committed to (1) developing strategies that will increase the capacity of the education system to respond to the learning and cultural needs of First Nation, Metis, and Inuit students; (2) providing quality programs, services, and resources to help create learning opportunities for First Nation, Metis, and Inuit students that support improved academic achievement and identity building; (3) providing a curriculum that facilitates learning about contemporary and traditional First Nation, Metis, and Inuit cultures, histories, and perspectives among all students where possible; and (4) developing and implementing strategies that facilitate increased participation by First Nation, Metis, and Inuit parents, students, communities, and organizations in working to support the academic success of the student.
- The Role of Information and Communications Technology in the Curriculum. Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all TES students when the situation is appropriate within their online course. 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 other course or any business environment.
- English Language Learners: This Toronto eLearning School online course can provide a wide range of options to address the needs of ESL/ELD students. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The TES teacher considers it to be their responsibility to help students develop their ability to use the English language properly. Appropriate modifications to teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. This online course can provide a wide range of options to address the needs of ESL/ELD students. Well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies. Toronto eLearning School has created course content to enrich the student’s learning experience. In addition, since many occupations in Canada require employees with capabilities in the English language, many students will learn English language skills which can contribute to their success in the larger world.
- Career Education: As the online student progresses through their online course, their teacher is available to help the student prepare for employment in a huge number of diverse areas. With the help of their teacher, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning their career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices.
- 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. TES teachers will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.
- Health and Safety: As part of every course, students must be made aware that health and safety are everyone’s responsibility – at home, at school, and in the workplace. Teachers must model safe practices at all times and communicate safety requirements to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations. It is important that classroom practice and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA).