Professional Documents
Culture Documents
EDUCATION
11 AND 12
Integrated Resource Package 1997
Ministry of Education,
Skills and Training IRP 083
Copyright © 1997 Ministry of Education, Skills and Training, Province of British Columbia.
Copyright Notice
No part of the content of this document may be reproduced in any form or by any means, including electronic storage,
reproduction, execution or transmission without the prior written permission of the Province.
Proprietary Notice
This document contains information that is proprietary and confidential to the Province. Any reproduction,
disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing.
Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within
British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and
administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and
other parties providing direct or indirect education programs to entitled students as identified by the School Act or the
Independent School Act.
TABLE OF CONTENTS
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Characteristics of Learners in a Physical Education Program . . . . . . . . . . . . . . . . . . . . 1
Aim and Approach of the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Curriculum Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Suggested Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Suggested Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Integration of Cross-Curricular Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Planning Your Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Additional Considerations for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
T
his Integrated Resource Package (IRP) concepts, skills, and attitudes for each
provides some of the basic information subject. They are statements of what students
that teachers require to implement the are expected to know and be able to do in
Physical Education 11 and 12 curriculum. each grade. Learning outcomes are clearly
The information contained in this IRP is also stated and expressed in observable terms. All
available through the Internet. Contact the learning outcomes complete this stem: “It is
Ministry of Education, Skills and Training’s expected that students will. . . .” Outcome
home page: http://www.est.gov.bc.ca/ statements have been written to enable
teachers to use their experience and
THE INTRODUCTION professional judgment when planning and
evaluating. The outcomes are benchmarks
The Introduction provides general
that will permit the use of criterion-
information about Physical Education 11 and
referenced performance standards. It is
12, including special features and
expected that actual student performance
requirements. It also provides a rationale for
will vary. Evaluation, reporting, and student
teaching Physical Education 11 and 12 in BC
placement with respect to these outcomes
schools.
depend on the professional judgment of
teachers, guided by provincial policy.
THE PHYSICAL EDUCATION 11 AND 12
CURRICULUM
Suggested Instructional Strategies
The provincially prescribed curriculum for
Instruction involves the use of techniques,
Physical Education 11 and 12 is structured in
activities, and methods that can be employed
terms of curriculum organizers. The main body
to meet diverse student needs and to deliver
of this IRP consists of four columns of
the prescribed curriculum. Teachers are free
information for each organizer or
to adapt the suggested instructional
suborganizer. These columns describe:
strategies or substitute others that will enable
• provincially prescribed learning outcome their students to achieve the prescribed
statements for each grade outcomes. These strategies have been
• suggested instructional strategies for developed by specialist and generalist
achieving the outcomes teachers to assist their colleagues; they are
• suggested assessment strategies for suggestions only.
determining how well students are
achieving the outcomes Suggested Assessment Strategies
• provincially recommended learning
The assessment strategies suggest a variety
resources
of ways to gather information about student
performance. Some assessment strategies
Prescribed Learning Outcomes
relate to specific activities; others are general.
Learning outcome statements are content These strategies have been developed by
standards for the provincial education specialist and generalist teachers to assist
system. Prescribed learning outcomes set out their colleagues; they are suggestions only.
the knowledge, enduring ideas, issues,
Grade GRADE 12 • PERSONAL AND SOCIAL RESPONSIBILITY (Leadership and Community Involvement) Curriculum Organizer
and Suborganizer
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students apply leadership skills and the knowledge they gain
It is expected that students will:
through certification programs as they initiate and organize
Prescribed Learning • apply knowledge, skills, and personal qualities
school and community recreational programs. They reflect
and expand on personal leadership skills through peer-
Outcomes required for leadership in areas related to physical
teaching experiences and career-related sports programs.
activity and recreation
• organize and co-ordinate events and programs in the • To help students develop their leadership abilities, have
Grade GRADE 12 • PERSONAL AND SOCIAL RESPONSIBILITY (Leadership and Community Involvement) Curriculum Organizer
and Suborganizer
Suggested Assessment SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Strategies At this level, students demonstrate their leadership and community
involvement in increasingly diverse situations, depending on their
interests and strengths. Encourage students to take increasing ␣␣␣␣␣␣Print Materials
responsibility for documenting evidence of their progress.
The Suggested • Fair Play - It’s Your Call
• Assess students’ work with mentors by checking the records they
Assessment Strategies keep and conducting short conferences. Look for evidence that • The Fitness Knowledge Course
• Great Careers for People Interested in Sports and
offer a wide range of students have:
- identified potential mentors by analysing their own strengths Fitness
these as examples they observed • Futures 2: Fitness and Physical Performance Recommended Learning
• When students organize and manage a school recreational or
might modify to suit their sports activity, provide opportunities for them to assess and
Resources
give evidence of the effectiveness and thoroughness of: ␣␣␣␣␣␣Multimedia
own needs and the - background information they collect to assist with planning
T
his Integrated Resource Package (IRP) facilities management, coaching, teaching,
sets out the provincially prescribed and sports administration.
curriculum for Physical Education 11
and 12. The development of this IRP has been CHARACTERISTICS OF LEARNERS IN A
guided by the principles of learning: PHYSICAL EDUCATION PROGRAM
• Learning requires the active participation of The physical education curriculum spans
the student. Kindergarten to Grade 12. The
• People learn in a variety of ways and at Characteristics of Development chart on
different rates. page 2 describes the physical, emotional,
• Learning is both an individual and a group social, and intellectual characteristics of
process. young people aged 5 to 8, 9 to 11, 12 to 15,
and 16 to 18. These qualities have been used
RATIONALE as a reference for the development of the
prescribed learning outcomes in the Physical
There is an increasing awareness of the
Education K to 12 curriculum. This chart can
importance of providing students with
guide teachers in planning and evaluating
meaningful and enjoyable movement
physical education.
experiences. Regular physical activity
enhances student learning, concentration,
AIM AND APPROACH OF THE CURRICULUM
problem-solving abilities, and social skills,
which contribute to student achievement and The aim of physical education is to enable all
well-being. Physical education, therefore, is students to enhance their quality of life
an integral part of the total education process through active living. The Physical
for students. Education 11 and 12 curriculum builds on
and expands the curriculum developed for
Social and Emotional Development Kindergarten to Grade 10.
Participation in enjoyable physical activities Physical Education 11 and 12 provides
both at school and in the community opportunities for students to experience a
motivates students to develop healthy, active variety of recreational pursuits, career
lifestyles. Physical education also contributes interests, and activities that promote lifelong,
to increased self-confidence by encouraging healthy living. Students focus their learning
students to respect themselves and others. in areas of personal interest and participate
in activities that promote social interaction,
Career Development community responsibility, and skill
development.
Through a variety of competitive and co-
operative physical activities and related In Physical Education 11 and 12, teachers
volunteer work and service, students learn to work with students to develop programs to
solve problems and develop communication, meet student needs and interests. Programs
teamwork, and leadership skills useful in are structured so that the duration, intensity,
their future careers. In addition, physical and frequency of activities motivate students
education provides the specific skills and to meet their individual goals. Students
knowledge students need to pursue careers participate in a balance of activities from the
such as fitness training, therapy, recreational- movement categories.
Characteristics of Development
This chart shows the characteristics of development for children and youth that are particularily relevant to physical education. Given that students
have had both home and school opportunities to develop in each area, the following widely held expectations may apply to the child's development.
(Source: Ministry of Education Supporting Learning, 1991, p.19.)
Ages • eye-hand co-ordination not fully developed • may show intense and variable emotions • learn from direct experience
5 to 8 (lack precise focus and spatial judgement) (may sometimes be judgmental and critical • continue to expand their understanding and
• large muscles may be more developed than of others) use of language to clarify thinking and learning
small muscles • learning to co-operate with others for longer • may understand concepts like tomorrow or
• continue to develop climbing, balancing, period of time (friendships may change yesterday but are still unsure about length of
running, galloping, and jumping abilities (may frequently) time
have trouble skipping) • continue to develop feelings of independence • assert personal choice in decision making
• develop an awareness of safety with guidance and may begin to define themselves in terms
of what they have or own
• usually show enthusiasm for most physical
activities • begin to develop the ability to share
possessions and take turns
• continue to develop eye-hand co-ordination • may appear relatively calm and at peace with • continue to use direct experience, objects,
Ages (skill development in physical activities may themselves and visual aids to help understanding
9 to 11 depend on this increase in co-ordination) • becoming more outgoing and develop close • can expand thinking more readily through
• continue to refine fine-motor development or best friends writing, reading, and viewing (may begin to
(girls may reach puberty and may experience • generally positive about themselves (define use puns)
rapid growth spurt) self by physical characteristics and • continue to develop understanding of time,
• show increased co-ordination, but growth possessions as well as likes and dislikes) but may forget dates and responsibilities
spurts may begin to interfere • continue to develop the ability to work and • need increased ownership in decision making
• may show more daring, exploring behaviour play with others (need social acceptance)
that could lead to accidents
• may begin to show a preference for some
physical activities over others
• may appear to enjoy more complex group
games and simple sports (show a strong
sense of loyalty to a group or team)
Ages • continue to develop and refine hand-eye • may begin to show bouts of anxiety or • begin to develop abilities to manipulate
skills and demonstrate increased muscle co- moodiness (emotions may come close to thoughts and ideas, but still need some hands-
12 to 15 ordination the surface) on experiences
• boys reach puberty and may experience • start to question adult authority • can do some abstract reasoning
rapid and uneven growth (arms and legs • sometimes engage in self put-down (may • often like jokes and words with double
may grow rapidly) begin to define self in terms of opinions, meanings
• may show periods of relatively poor co- beliefs, and values and to expand their sense • developing abilities to talk about recent
ordination and awkwardness (may show of self by copying the culture or current fad) events, plans for the future, and career
poor posture because of rapid growth) • gradually gaining independence from parental aspirations
• understand safety rules but sometimes take influence (may view brothers and sisters as • need ownership of decision making with
risks a bother or nuisance) responsible guidance
• often are marked differences between sexes
in their preferences for physical activity
• often engage in more formal team activities
(continue to show great loyalty to group or
team)
Ages • have more refined hand-eye skills and • increase in self-confidence and • increased ability to deal with abstract
demonstrate stronger muscle co-ordination independence reasoning
16 to 18 • females at age 16 approach adult weight • usually friendly and well-adjusted • ability to rationalize decisions made by
and height • less focus on self and more consideration themselves and others
• males at age 17–18 approach adult weight given to others • can take ownership for decision making with
and height • more able to make choices and decisions minimal guidance
• males tend to increase in trunk length first independently • increasing emphasis on career planning and
• skeletal and muscle growth normally • beginning to see themselves as adults future aspirations
accompanied by loss of body fat • male and female students often make choices
in activities based on stereotypes and may
need encouragement to broaden skills and
attitudes
AIM
To enable
all learners to
enhance their quality
of life through active living.
Curriculum Goal
Curriculum Organizers
Active Personal
Living Movement and Social
Responsibility
• Understand the • Demonstrate efficient • Develop positive
principles and concepts and effective personal and social
that support active movement skills and behaviours and
living. concepts in a variety interpersonal
of movement relationships.
• Develop and maintain categories.
a personal functional • Develop career and
level of physical fitness. • Demonstrate efficient occupational
and effective body opportunities related
• Develop a positive mechanics. to physical activities.
attitude toward active
living in the pursuit of • Demonstrate a • Develop intellectual
lifelong health and personal functional skills through
well-being. level of activity-specific participation in physical
motor skills. activity.
Movement Categories
Alternative- Individual
Environment Games and Dual
Activities Activities
Body Mechanics
Balance, Motion, Force, Levers, Buoyancy
• Non-Locomotor Skills: bend, curl, hold, lift, lower, pull, push, stand, stretch, swing,
twist, turn, fall
Personal and Social Responsibility For each organizer, a list of specific strategies
is introduced by a context statement that
Students demonstrate personal growth and
focusses the reader on the important aspects
have a positive impact on their community
of this section of the curriculum and links the
as they learn to accept personal and social
prescribed learning outcomes with
responsibility. Through physical education,
instruction.
they develop respect for themselves and
others as they learn and practise skills, There is not necessarily a one-to-one
communicate, co-operate, and compete. relationship between learning outcomes and
Students apply knowledge and skills learned instructional strategies, nor is this
in recommended certification programs and organization intended to prescribe a linear
develop an understanding of the means of course delivery. It is expected that
qualifications required to pursue careers teachers will adapt, modify, combine, and
related to physical activity. They are organize instructional strategies to meet the
encouraged to use technology to enhance needs of students and to respond to local
event organization and management, and requirements.
solve problems involving physical activity.
SUGGESTED ASSESSMENT STRATEGIES
The prescribed learning outcomes of the
Personal and Social Responsibility organizer The assessment strategies in this IRP
have been divided into two suborganizers: describe a variety of ideas and methods for
gathering evidence of student performance,
• Personal Behaviours and Safety Practices
and provide examples of criteria for
- safety practices, rules, routines, and
assessing the extent to which the prescribed
procedures
learning outcomes have been met. Teachers
- interpersonal skills, confidence, and
determine the best assessment methods for
self-respect
gathering this information.
- etiquette and fair play
- care and prevention of athletic injuries For each organizer, a list of specific strategies
is introduced by a context statement that
• Leadership and Community Involvement
explains how students at this age can
- leadership and organizational skills
demonstrate their learning, what teachers
- certification programs
can look for, and how this information can be
- service and volunteer activities
used to plan further instruction.
SUGGESTED INSTRUCTIONAL STRATEGIES The assessment strategies or criteria
examples for a particular organizer are
Instructional strategies have been included
always specific to that organizer. Some
for each curriculum organizer or
strategies relate to particular activities, while
suborganizer and grade level. These
others are general and could apply to any
strategies are suggestions only, designed to
activity.
provide guidance for generalist and
specialist teachers planning instruction to
About Assessment in General
meet the prescribed learning outcomes. The
strategies may be either teacher directed or Assessment is the systematic process of
student directed, or both. gathering information about students’
learning in order to describe what they
know, are able to do, and are working The assessment of student performance is
toward. From the evidence and information based on a wide variety of methods and
collected in assessments, teachers describe tools, ranging from portfolio assessment to
each student’s learning and performance. pencil-and-paper tests. Appendix D includes
They use this information to provide a more detailed discussion of assessment and
students with ongoing feedback, plan further evaluation.
instructional and learning activities, set
subsequent learning goals, and determine About the Provincial Learning Assessment
areas for further instruction and Program
intervention. Teachers determine the
The Provincial Learning Assessment
purpose, aspects, or attributes of learning on
Program gathers information on students’
which to focus the assessment. They also
performance throughout the province.
decide when to collect the evidence and
Results from these assessments are used in
which assessment methods, tools, or
the development and revision of curricula,
techniques are most appropriate.
and provide information about teaching and
Assessment focusses on the critical or learning in British Columbia. Where
significant aspects of the learning that appropriate, knowledge gained from these
students will be asked to demonstrate. assessments has influenced the assessment
Students benefit when they clearly strategies suggested in this IRP.
understand the learning goals and learning
expectations. Provincial Reference Sets
Evaluation involves interpreting assessment The provincial reference sets can also help
information in order to make further teachers assess the skills that students
decisions (e.g., set student goals, make acquire across curricular areas. These are:
curricular decisions, plan instruction).
• Evaluating Reading Across Curriculum
Student performance is evaluated from the
(RB 0034)
information collected through assessment
• Evaluating Writing Across Curriculum
activities. Teachers use their insight,
(RB 0020 & RB 0021)
knowledge about learning, and experience
• Evaluating Problem Solving Across
with students, along with the specific criteria
Curriculum (RB 0053)
they establish, to make judgments about
• Evaluating Group Communication Skills
student performance in relation to learning
Across Curriculum (RB 0051)
outcomes.
• Evaluating Mathematical Development Across
Students benefit when evaluation is Curriculum (RB 0052)
provided on a regular, ongoing basis. When
A series of assessment handbooks developed
evaluation is seen as an opportunity to
to provide guidance for teachers as they
promote learning rather than as a final
explore and expand their assessment
judgment, it shows learners their strengths
repertoires is also available:
and suggests how they can develop further.
Students can use this information to redirect • Performance Assessment (XX0246)
efforts, make plans, and establish future • Portfolio Assessment (XX0247)
learning goals. • Student-Centred Conferencing (XX0248)
• Student Self-Assessment (XX0249)
• Strategies that promote the Students demonstrate an understanding of movement concepts and
development of a personal skills by refining their motor skills through a variety of activities in
functional level of competitive and co-operative settings. Students have opportunities
competence in physical to determine and work toward developing a personal functional level
activities. of competence in activities from the movement categories.
• Strategies that foster To help students learn to enjoy and value physical activity, they are
positive attitudes toward given opportunities to safely explore new activities, work co-
lifelong physical activity. operatively with others, achieve a personal functional level of
physical fitness, and plan for the achievement of personal goals in
the field of sports and recreation.
• Strategies that foster active Physical education should include relevant and enjoyable learning
participation and enjoyment experiences for students. In grades 11 and 12, students extend their
in the school and in the learning experiences through participation in school activities and
community. those outside the school such as community service and volunteer
work. Students actively participate in planning their learning activities.
• Strategies that promote The workplace requires people who can work individually and
problem-solving skills. with others to solve problems and complete tasks. Instructional
strategies are designed to help students find active ways to solve
problems, represent solutions in a variety of ways, and evaluate
and modify their solutions based on individual and group feedback.
• Strategies that involve Learning activities and choice of equipment, facilities, and materials
students with a variety of should reflect student abilities and interests. When planning
abilities and interests. learning opportunities for students, teachers should consider
special needs and the community’s cultural heritage.
• Strategies that develop Effective communication and leadership skills are important
communication and attributes for the workplace. Activities in physical education are
leadership skills. designed to enhance students’ interpersonal skills and to promote
appropriate co-operative and competitive behaviours. Students
work together to enhance and reinforce an active healthy lifestyle.
Developing a Program
C
on
te
•S
xt
po
s/
rt
T
sE
he
•S
xe
po
m
rc
es
rt
is
sa
e
•L
Sc
nd
ea
ien
Re
de
ce
rs
cr
•F
hi
ea
itn
tio
es
n
sa
•S
M
nd
an
po
ag
C
rt
em
on
an
di
en
d
tio
Le
t
ni
isu
ng
re
Learning Outcomes
• Active Living
• Movement
s
ua
ie
•A
or
es
eg
am
an
at
•G
em ual
tC
d
ivi
en
nd
•I
ov
M
The Movement Category Activities chart of activities within each category that could
provides a list of suggested activities within help students achieve the prescribed learning
each of the three movement categories. This outcomes.
is not a complete list, but indicates the types
The Framework for Developing Instructional not a complete list, but examples of themes
Activities chart provides examples of and activities that teachers might use to help
contexts or themes that teachers can use to students achieve the prescribed learning
develop instructional activities. Again, this is outcomes.
The Program Dimensions chart illustrates produce units that address prescribed
how theme/context dimensions and learning outcomes from one or more
movement categories are combined to curriculum organizer.
Program Dimensions
ADDITIONAL CONSIDERATIONS FOR INSTRUCTION for some students and parents (e.g., self-
image, body image, eating disorders).
When developing a physical education program
Concerns may arise about a student having an
for grades 11 and 12, consideration must be
eating disorder, or a student may disclose this
given to a variety of issues including health,
information directly. The following are some
safety, ability, special needs, culture, and
suggested guidelines for dealing with such
gender.
issues:
Creating a Safe Learning Environment • obtain the support of the school
administration before beginning instruction
When planning instructional activities to meet
on any potentially sensitive issues
the prescribed learning outcomes and the needs
• inform an administrator or counsellor when
of students, teachers should always select
a concern arises (warning signals may
appropriate exercises, drills, and activities that
include some or all the following: excessive
reflect best and safe practices in physical
perfectionism, compulsive exercising,
education. It is essential that teachers establish
depression, very low or high body weight,
guidelines and instruct students to follow rules
or avoidance of wearing standard gym
and routines including:
attire)
• wearing appropriate clothing and footwear • be aware of provincial and district policy
for the activity and legislation on disclosure related to child
• using and handling equipment appropriately abuse and eating disorders or suicide
• moving in the designated space with control • do not promise that information disclosed
and respect for others will be kept in confidence
• recognizing hazards in the activity areas • obtain appropriate in-service training before
• respecting and supporting one another beginning instruction in these sensitive
areas
When designing instruction, teachers should
consider whether:
Adapting Instruction for All Students
• activities are appropriate to the age and
Participation in physical education is
ability level (e.g., addresses student interest,
important for all students. Some students with
practical experience, and confidence level)
special needs may require program
• instruction is sequenced progressively to
modification to facilitate their participation.
ensure safety
When students with special needs are
• equipment and facilities are in good repair
expected to achieve the learning outcomes,
and suitably arranged
with or without adaptations, teachers should
• students are prepared for activities that may
follow regular grading practices and reporting
involve contact or collision
procedures. When students are not expected to
• supervision is active
achieve the learning outcomes because of
special needs, teachers should make program
Sensitive Content
modifications. In these cases, reports should
The body image components of the Physical be in the form of structured written comments
Education 11 and 12 curriculum address issues rather than letter grades.
and concerns that may be a source of sensitivity
Key Terms
What Who
- make posters Glen
A-2
APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Physical Education 11 and 12
Grade 11
A-3
APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Physical Education 11 and 12
Grade 11
A-4
APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Physical Education 11 and 12
Grade 12
A-5
APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Physical Education 11 and 12
Grade 12
A-6
APPENDIX B
Learning Resources
APPENDIX B: LEARNING RESOURCES
B-2
APPENDIX B: LEARNING RESOURCES
WHAT IS APPENDIX B?
Appendix B is a comprehensive list of the recommended learning resources for Physical Education
11 and 12. The titles are listed alphabetically and each resource is annotated. In addition,
Appendix B contains information on selecting learning resources for the classroom.
¨
Quality Lesson Plans for Curriculum Organizer(s): Active Living
Secondary Physical Education Movement
Personal and Social Responsibility
¨
Author(s): Zakrajsek, D.; Carnes, L.; Pettigrew, F. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12 ¨
¨ General Description: Book has 150 lessons for a wide
range of physical activity and sports. Each lesson ✓ ✓ ✓ ✓ ✓ ✓
contains sections on purpose, equipment and facilities, Year Recommended: 1995
warm-up, skill cues, teaching cues, activities, and
closure. Also Recommended For: Drama 11/12
¨
¨ Supplier: Human Kinetics Canada
Caution: Imperial measurments used for courts,
fields, weights, and compass bearings. Box 24040
1275 Walker Road
¨
Audience: General Windsor, ON
N8Y 4Y9
Category: Teacher Resource
Tel: 1-800-465-7301 Fax: (519) 944-7614
¨
Price: $47.50
ISBN/Order No: 0873226712/BZAK0671
8. Audience
7. Category 9. Supplier
B-3
APPENDIX B: LEARNING RESOURCES
B-4
APPENDIX B: LEARNING RESOURCES
B-5
APPENDIX B: LEARNING RESOURCES
B-6
APPENDIX B: LEARNING RESOURCES
B-7
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Curriculum
Active Living: The Miracle Medicine to aOrganizer(s): Active Living
Movement
Long & Healthy Life
Personal and Social Responsibility
Author(s): Sewart, Gordon W.
Grade Level:
General Description: Book promotes the value of physical activity.
K/1 2/3 4 5 6 7 8 9 10 11 12
The easy-to-read format engages the reader in understanding that
✓ ✓
physical activity can be lifelong, enjoyable, self-paced, manageable,
and beneficial to the participant's well-being. Year Recommended: 1996
Price: $19.50
Price: $21.00
B-9
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Curriculum
Canada's Food Guide to Healthy Eating, Organizer(s): Active Living
Personal and Social Responsibility
Revised
General Description: Three print components present and explain Grade Level:
the revised Canada Food Guide in its rainbow format. Senior students K/1 2/3 4 5 6 7 8 9 10 11 12
may use the resource independently. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Audience: General Year Recommended: 1993
Also Recommended For: Career and Personal Planning
Category: Professional Reference
Home Economics
Food Studies 11/12
Personal Planning
Supplier: Health and Welfare Canada Publications Unit
4th floor, Jeanne Mance Building, Tunney's Pasture
Ottawa, ON
K1A 1B4
Curriculum
The Comprehensive Manual of Taping andOrganizer(s): Personal and Social Responsibility
Wrapping Techniques
Author(s): Wright, Kenneth E.; Whitehall, William R. Grade Level:
General Description: Manual presents a comprehensive guide to K/1 2/3 4 5 6 7 8 9 10 11 12
taping and wrapping techniques. Clear photos illustrate taping ✓ ✓
techniques. Purpose of all these procedures is to provide support
Year Recommended: 1996
and stabilization to the affected body part. Students should have
some prior practice before actually taping. Cornerstone In-service Supplier: Cornerstone Health Care Systems
provides training. 101-2469 Montrose Avenue
Abbotsford, BC
Audience: General V2S 3T6
Category: Student, Teacher Resource
Tel: (604) 859-6364 Fax: (604) 859-6364
Price: $42.00
B-10
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Fair Play - It's Your Call Curriculum Organizer(s): Personal and Social Responsibility
Grade Level:
General Description: Four manuals and one pamphlet focus on the K/1 2/3 4 5 6 7 8 9 10 11 12
concept that if programs are to successfully provide social interaction ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
and mental and physical conditioning, participants need to respect Year Recommended: 1995
the written and unwritten rules of games. Also useful for
Supplier: Coaching Association of Canada
recreational leadership programs.
1600 James Naismith Drive
Audience: General Gloucester, ON
Category: Professional Reference K1B 5N4
Grade Level:
General Description: Twenty-five-minute American video depicts K/1 2/3 4 5 6 7 8 9 10 11 12
the relationship between fat and fast food. It examines and ✓
compares fat content of various menu items in fast-food restaurants. Year Recommended: 1996
Includes a brief teacher's guide. Also Recommended For: Food Studies 11/12
Home Economics
Audience: General
Supplier: McIntyre Media Ltd.
Category: Student, Teacher Resource
6845 Rexwood Road, Unit 2
Mississauga, ON
L4L 1S5
Price: $39.95
B-11
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Futures 2: Fitness and Physical Curriculum Organizer(s): Personal and Social Responsibility
Performance
General Description: Fifteen-minute video provides a motivational Grade Level:
means of expanding students' knowledge of career-related K/1 2/3 4 5 6 7 8 9 10 11 12
opportunities in the health and athletic fields. ✓ ✓
Audience: General Year Recommended: 1996
Curriculum
Great Careers for People Interested in Organizer(s): Personal and Social Responsibility
Price: $13.95
B-12
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Curriculum
Harassment in Sport: A Guide To Policies,Organizer(s): Personal and Social Responsibility
Grade Level:
General Description: Fifteen-minute video presents an adolescent
K/1 2/3 4 5 6 7 8 9 10 11 12
perspective on aging by projecting two teens into the future as
✓ ✓
seniors. A humorous approach highlights how current nutrition and
lifestyle practices will influence the aging process. Brief discussion Year Recommended: 1996
guide provides objectives and activities. Also Recommended For: Family Management 11/12
Home Economics
Audience: General
Supplier: Visual Education Centre Ltd.
Category: Student, Teacher Resource Unit 3, 41 Horner Avenue
Etobicoke, ON
M8Z 4X4
Price: $28.00
B-13
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Grade Level:
General Description: Twenty-five-minute video explores the
K/1 2/3 4 5 6 7 8 9 10 11 12
history of lacrosse and its spiritual significance to First Nations, their
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
generosity in sharing lacrosse, and the period they were excluded
from playing on the professional circuit. Combines archival footage Year Recommended: 1995
with interviews with modern lacrosse players and First Nations Also Recommended For: Social Studies
leaders. Supplier: Magic Lantern Communications Ltd. (Ontario)
Caution: Depicts First Nations women as passive spectators and Unit 38, 775 Pacific Road
perpetuates male "macho" image, within the historical context. Oakville, ON
L6L 6M4
Audience: General
Category: Student, Teacher Resource Tel: 1-800-263-1717 Fax: (905) 827-1154
Price: $99.00
Grade Level:
General Description: Twenty-two-minute video presents methods K/1 2/3 4 5 6 7 8 9 10 11 12
of reducing fat and cholesterol. The focus is on how a low-fat, ✓
healthy diet can help achieve personal goals. Includes a discussion Year Recommended: 1996
and activity guide. Also Recommended For: Food Studies 11/12
Home Economics
Audience: General
Supplier: Visual Education Centre Ltd.
Category: Student, Teacher Resource
Unit 3, 41 Horner Avenue
Etobicoke, ON
M8Z 4X4
B-14
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Price: $22.00
B-15
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Curriculum Organizer(s):
Physical Education, Revised Edition Personal and Social Responsibility
Grade Level:
Author(s): Kidd, Bruce K/1 2/3 4 5 6 7 8 9 10 11 12
General Description: Booklet provides a current reference on ✓ ✓ ✓
career and occupational opportunities related to physical education. Year Recommended: 1995
It examines postsecondary training throughout Canada, occupations
Supplier: Guidance Centre - O.I.S.E.
in which a degree is essential, occupations in which training in P.E. is
712 Gordon Baker Road
useful, and P.E. as a stepping-stone to other health professions.
Toronto, ON
Audience: General M2H 3R7
Category: Student, Teacher Resource
Tel: 1-800-668-6247 Fax: (416) 502-1101
Price: $9.00
Curriculum
Power Training for Sport: Plyometrics for Organizer(s): Active Living
Movement
Maximum Power Development
Personal and Social Responsibility
Author(s): Bompa, Tudor O.
Grade Level:
General Description: Current Canadian book provides information
K/1 2/3 4 5 6 7 8 9 10 11 12
on power training for developing individual training and fitness
✓ ✓ ✓ ✓ ✓ ✓ ✓
programs. Includes methodology, planning, illustrations, testing, and
a glossary. Focusses on training principles for the normal population, Year Recommended: 1995
rather than athletes who have enhanced their training with drugs. Supplier: Mosaic Press/International Publishers Inc.
Audience: General Box 1032
1252 Speers Road, Units 1 & 2
Category: Professional Reference
Oakville, ON
L6L 5N9
Price: $18.95
B-16
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Curriculum Organizer(s):
Quality Lesson Plans for Secondary Active Living
Movement
Physical Education
Personal and Social Responsibility
Author(s): Zakrajsek, D.; Carnes, L.; Pettigrew, F.
Grade Level:
General Description: Book has 150 lessons for a wide range of
K/1 2/3 4 5 6 7 8 9 10 11 12
physical activity and sports. Each lesson contains sections on
✓ ✓ ✓ ✓ ✓ ✓
purpose, equipment and facilities, warm-up, skill cues, teaching
cues, activities, and closure. Year Recommended: 1995
Caution: Imperial measurements used for courts, fields, weights, and Supplier: Human Kinetics Canada
compass bearings. Box 24040
1275 Walker Road
Audience: General
Windsor, ON
Category: Teacher Resource N8Y 4Y9
Price: $47.50
Curriculum
Self Esteem, Sport and Physical Activity Organizer(s): Personal and Social Responsibility
Grade Level:
General Description: Professional resource folder consists of eight K/1 2/3 4 5 6 7 8 9 10 11 12
articles from various newspapers and journals addressing issues ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
affecting girls and women in physical activity and sport, such as Year Recommended: 1995
self-esteem and gender equity.
Supplier: Promotion Plus
Audience: General 305 - 1367 West Broadway
Category: Professional Reference Vancouver, BC
V6H 4A9
Price: $10.95
B-17
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Curriculum Organizer(s):
Slim Hopes: Advertising and the Active Living
Price: $350.00
Curriculum
Small Craft Safety: Instructor Guide and Organizer(s): Movement
Personal and Social Responsibility
Reference
Author(s): Rankin-Collie, Jan (ed.) Grade Level:
General Description: Guide deals with the basics of small-craft K/1 2/3 4 5 6 7 8 9 10 11 12
safety (canoeing, rowing, and power), related conditions (weather, ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
water, and survival), and preventative aspects of boating
Year Recommended: 1995
(navigation, safety equipment, and emergency procedures).
Also Recommended For: Career and Personal Planning
Includes a classroom course and pupil-training courses. Personal Planning
Audience: General Supplier: Canadian Red Cross Society - CAPPA
Category: Teacher Resource 207-88 Tenth Street
New Westminster, BC
V3M 6H8
Price: $13.00
B-18
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Canada
General Description: Workbook for both coaches and athletes and a Grade Level:
humorous 24-minute video focus on nutrition, fluids, the training K/1 2/3 4 5 6 7 8 9 10 11 12
diet, shape management, and pre- and post-competition meals. ✓ ✓ ✓ ✓ ✓
Includes user-friendly worksheets and quizzes.
Year Recommended: 1996
Audience: General Supplier: Beef Information Centre
Category: Student, Teacher Resource 140 West 15th Street, Suite 100
North Vancouver, BC
V7M 1R6
Curriculum Organizer(s):
Sports First-Aid: A Guide to Sport Active Living
Personal and Social Responsibility
Injuries
Author(s): Sport Medicine Council of B.C. Grade Level:
General Description: Book provides a comprehensive, practical K/1 2/3 4 5 6 7 8 9 10 11 12
guide to injury prevention, recognition, and on-site management of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
common sport injuries. Includes a quick, ready reference for
Year Recommended: 1995
immediate treatment. Suitable for independent use by senior
students. This is not a first-aid course booklet; focus is on immediate Supplier: Sport Medicine Council of B.C.
on-site management of injuries. #3 - Sprott Street
Vancouver, BC
Audience: General V5B 3B8
Category: Professional Reference
Tel: (604) 473-4850 Fax: (604) 473-4850
Price: $22.00
B-19
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Caution: One book in the set, Australian Football, is not recommended, Supplier: Human Kinetics Canada
due to safety considerations. Box 24040
1275 Walker Road
Audience: General
Windsor, ON
Gifted - program could be given as independent study in a particular
N8Y 4Y9
activity area
Category: Teacher Resource Tel: 1-800-465-7301 Fax: (519) 944-7614
Grade Level:
General Description: Twenty-three-minute video gives a historical K/1 2/3 4 5 6 7 8 9 10 11 12
perspective on steroid use, from its introduction in the 1940s for ✓ ✓
medical use to present-day abuse by athletes. Discusses and Year Recommended: 1996
illustrates physical, psychological, and long-term effects of steroid Also Recommended For: Career and Personal Planning
use. Pre- and post-viewing activities will have to be developed by
Supplier: B.C. Learning Connection Inc.
the teacher.
c/o Learning Resources Branch (Customer Service)
Audience: General PO Box 9167 Stn Prov Govt
Category: Student, Teacher Resource Victoria, BC
V8W 9H5
Price: $21.00
Curriculum Organizer(s):
Syllabus Resource Book - National Movement
Personal and Social Responsibility
Coaching Certification Program
Author(s): Coaching Association of Canada Grade Level:
General Description: Resource book is a quick reference tool for K/1 2/3 4 5 6 7 8 9 10 11 12
instructors. It contains detailed descriptions of NCCP technical and ✓ ✓ ✓ ✓ ✓ ✓ ✓
practical components for 27 sports. Program is skill-, strategy-, and
Year Recommended: 1995
tactical-based.
Supplier: Coaching Association of Canada
Audience: General 1600 James Naismith Drive
Category: Professional Reference Gloucester, ON
K1B 5N4
B-20
APPENDIX B: LEARNING RESOURCES • Physical Education 11 and 12
Curriculum
Towards Gender Equity For Women In Organizer(s): Active Living
Personal and Social Responsibility
Sport: A Handbook for National Sport
Organizations
General Description: Book introduces issues and concerns related Grade Level:
to gender equity in Canadian sport. Includes a four-step framework K/1 2/3 4 5 6 7 8 9 10 11 12
for implementing gender equity in an organization. It stresses a ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
proactive method in promoting leadership for women and activity
Year Recommended: 1995
for people with disabilities.
Supplier: CAHPERD
Audience: General 1600 James Naismith Drive
Category: Professional Reference Gloucester, ON
K1B 5N4
Caution: Teachers should add emphasis to spotting techniques while Supplier: Visual Education Centre Ltd.
viewing the free weight instruction. Unit 3, 41 Horner Avenue
Etobicoke, ON
M8Z 4X4
Audience: General
Category: Student, Teacher Resource Tel: 1-800-668-0749 Fax: (416) 251-3720
B-21
APPENDIX C
Cross-Curricular Interests
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-2
APPENDIX C: CROSS-CURRICULAR INTERESTS
T
he three principles of learning stated Employability Skills—inclusion of
in the introduction of this Integrated outcomes or strategies that promote skills
Resource Package (IRP) support that will enable students to be successful
the foundation of The Kindergarten to Grade in the workplace (e.g., literacy, numeracy,
12 Education Plan. They have guided all critical and creative thinking, problem
aspects of the development of this document, solving, technology, and information
including the curriculum outcomes, management)
instructional strategies, assessment strategies,
Contextual Learning—an emphasis on
and learning resource evaluations.
learning by doing; the use of abstract ideas
In addition to these three principles, the and concepts, including theories, laws,
Ministry of Education, Skills and Training principles, formulae, rules, or proofs in a
wants to ensure that education in British practical context (e.g., home, workplace,
Columbia is relevant, equitable, and community)
accessible to all learners. In order to meet the
Interpersonal Skills—inclusion of strategies
needs of all learners, the development of each
that promote co-operative activities and
component of this document has been guided
teamwork
by a series of cross-curricular reviews. This
appendix outlines the key aspects of each of Career Development—inclusion of
these reviews. The information here is appropriate connections to careers,
intended to guide the users of this document occupations, entrepreneurship, or the
as they engage in school and classroom workplace
organization and instructional planning and
An applied focus in all subjects and courses
practice.
promotes the use of practical applications to
The areas of cross-curricular interest are: demonstrate theoretical knowledge. Using
real-world and workplace problems and
• Applied Focus in Curriculum
situations as a context for the application
• Career Development
of theory makes school more relevant to
• English as a Second Language (ESL)
students’ needs and goals. An applied focus
• Environment and Sustainability
strengthens the link between what students
• Aboriginal Studies
need to know to function effectively in the
• Gender Equity
workplace or in postsecondary education
• Information Technology
and what they learn in Kindergarten
• Media Education
through Grade 12.
• Multiculturalism and Anti-Racism
• Science-Technology-Society Some examples of an applied focus in
• Special Needs different subjects are:
English Language Arts—increasing
APPLIED FOCUS IN CURRICULUM
emphasis on language used in everyday
An applied focus combines the following situations and in the workplace, such as for
components in curriculum development, job interviews, memo and letter writing, word
consistent with the nature of each subject processing, and technical communications
area: (including the ability to interpret technical
reports, manuals, tables, charts, and
Learning Outcomes—expressed as
graphics)
observable, measurable, and reportable
abilities or skills
C-3
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-4
APPENDIX C: CROSS-CURRICULAR INTERESTS
The examination of personal interests and Descriptions of career development are drawn
from the ministry's Career Developer’s Handbook,
skills through a variety of career exploration Guidelines for the Kindergarten to Grade 12 Education
opportunities (e.g., job shadowing) is Plan, Implementation Resource, Part 1, and the Career and
emphasized at this level. Group discussion Personal Planning 8 to 12 IRP (1997).
and individual consultation can be used to
help students examine and confirm their
personal values and beliefs.
C-5
APPENDIX C: CROSS-CURRICULAR INTERESTS
ENGLISH AS A SECOND LANGUAGE (ESL) Teachers may have ESL students at any level
in their classes. Many ESL students are
ESL assistance is provided to students whose
placed in subject-area classes primarily for
use of English is sufficiently different from
the purpose of contact with English-speaking
standard English to prevent them from
peers and experience with the subject and
reaching their potential. Many students
language. Other ESL students are wholly
learning English speak it quite fluently and
integrated into subject areas. A successful
seem to be proficient. School, however,
integration takes place when the student has
demands a more sophisticated version of
reached a level of English proficiency and
English, both in reading and writing. Thus
background knowledge in a subject to be
even fluent speakers might require ESL to
successful with a minimum of extra support.
provide them with an appropriate language
experience that is unavailable outside the
Optimum Learning Environment
classroom. ESL is a transitional service rather
than a subject. Students are in the process of The guiding principle for ESL support is the
learning the language of instruction and, in provision of a learning environment where
many cases, the content matter of subjects the language and concepts can be
appropriate to their grade level. Thus ESL understood by students.
does not have a specific curriculum. The
Good practices to enhance learning include:
provincial curriculum is the basis of much of
the instruction and is used to teach English • using real objects and simple language at
as well as individual subject areas. It is the the beginning level
methodology, the focus, and the level of • taking into consideration other cultural
engagement with the curriculum that backgrounds and learning styles at any
differentiates ESL services from other level
school activities. • providing adapted (language-reduced)
learning materials
Students in ESL • respecting a student’s “silent period”
when expression does not reflect the level
Nearly 10% of the British Columbia school
of comprehension
population is designated as ESL students.
• allowing students to practise and
These students come from a diversity of
internalize information before giving
backgrounds. Most are recent immigrants to
detailed answers
British Columbia. Some are Canadian-born
• differentiating between form and content
but have not had the opportunity to learn
in student writing
English before entering the primary grades.
• keeping in mind the level of demand
The majority of ESL students have a well-
placed on students
developed language system and have had
similar schooling to that of British Columbia- This summary is drawn from Supporting Learners
of English: Information for School and District
educated students. A small number, because
Administrators, RB0032, 1993, and ESL Policy Discussion
of previous experiences, are in need of basic Paper (Draft), Social Equity Branch, December 1994.
support such as literacy training, academic
upgrading, and trauma counselling.
C-6
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-7
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-8
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-9
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-10
APPENDIX C: CROSS-CURRICULAR INTERESTS
The key themes of media education are: • affirming that all ethnocultural groups are
equal within our society
• media products (purpose, values,
• understanding that multiculturalism
representation, codes, conventions,
education is for all students
characteristics, production)
• recognizing that similarities across
• audience interpretation and influence
cultures are much greater than differences
(interpretation, influence of media on
and that cultural pluralism is a positive
audience, influence of audience on media)
aspect in our society
• media and society (control, scope)
• affirming and enhancing self-esteem
Examples of curriculum integration include: through pride in heritage, and providing
opportunities for individuals to appreciate
English Language Arts—critiquing
the cultural heritage of others
advertising and examining viewpoints
• promoting cross-cultural understanding,
Visual Arts—analysing the appeal of an citizenship, and racial harmony
image by age, gender, status, and other
characteristics of the target audience Anti-Racism Education
Personal Planning—examining the influence Anti-racism education promotes the
of the media on body concepts and healthy elimination of racism through identifying and
lifestyle choices changing institutional policies and practices
as well as identifying individual attitudes and
Drama—critically viewing professional and
behaviours that contribute to racism.
amateur theatre productions, dramatic films,
and television programs to identify purpose Anti-racism education involves:
Social Studies—comparing the depiction of • proposing the need to reflect on one’s own
First Nations in the media over time attitudes about race and anti-racism
• understanding what causes racism in order
This summary is derived from A Cross-Curricular
Planning Guide for Media Education, prepared by the to achieve equality
Canadian Association for Media Education for the • identifying and addressing racism at both
Curriculum Branch in 1994. the personal and institutional level
• acknowledging the need to take individual
MULTICULTURALISM AND ANTI-RACISM
responsibility for eliminating racism
EDUCATION
• working toward removing systemic
Multiculturalism Education barriers that marginalize groups of people
Multiculturalism education stresses the • providing opportunities for individuals to
promotion of understanding, respect, and take action to eliminate all forms of racism,
acceptance of cultural diversity within our including stereotypes, prejudice, and
society. discrimination
C-11
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-12
APPENDIX C: CROSS-CURRICULAR INTERESTS
• develop a conscious awareness of personal All students can benefit from an inclusive
values, decisions, and responsible actions learning environment that is enriched by the
about science and technology diversity of the people within it. Opportunities
• explore scientific processes and for success are enhanced when provincial
technological solutions learning outcomes and resources are
• contribute to responsible and creative developed with regard for a wide range of
solutions using science and technology student needs, learning styles, and modes
of expression.
The organizing principles of STS are: Human
and Natural Systems, Inventions and Educators can assist in creating more
Discoveries, Tools and Processes, Society and inclusive learning environments by
Change. Each organizer may be developed introducing the following:
through a variety of contexts, such as the
• activities that focus on development
economy, the environment, ethics, social
and mastery of foundational skills (basic
structures, culture, politics, and education.
literacy)
Each context provides a unique perspective
• a range of co-operative learning activities
for exploring the critical relationships that
and experiences in the school and
exist and the challenges we face as individuals
community, including the application of
and as a global society.
practical, hands-on skills in a variety of
Examples of curriculum integration include: settings
• references to specialized learning
Visual Arts—recognizing that demands
resources, equipment, and technology
generated by visual artists have led to the
• ways to accommodate special needs (e.g.,
development of new technologies and
incorporating adaptations and extensions
processes (e.g., new permanent pigments,
to content, process, product, pacing, and
fritted glazes, drawing instruments)
learning environment; suggesting
English Language Arts—analysing the alternative methodologies or strategies;
recent influence of technologies on listening, making references to special services)
speaking, and writing (e.g., CDs, voice mail, • a variety of ways, other than through
computer-generated speech) paper-and-pencil tasks, for students to
demonstrate learning (e.g., dramatizing
Physical Education—studying how events to demonstrate understanding of
technology has affected our understanding a poem, recording observations in science
of the relationship between activity and by drawing or by composing and
well-being performing a music piece)
This summary is derived from Science-Technology-Society— • promotion of the capabilities and
A Conceptual Framework, Curriculum Branch, 1994. contributions of children and adults
with special needs
SPECIAL NEEDS
• participation in physical activity
Students with special needs have disabilities
All students can work toward achievement
of an intellectual, physical, sensory, emotional,
of the provincial learning outcomes. Many
or behavioural nature; or have learning
students with special needs learn what all
disabilities; or have exceptional gifts or talents.
students are expected to learn. In some cases
C-13
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-14
APPENDIX D
Assessment and Evaluation
APPENDIX D: ASSESSMENT AND EVALUATION • Introduction
D-2
APPENDIX D: ASSESSMENT AND EVALUATION • Introduction
P
rescribed learning outcomes, • Criterion-referenced evaluation should be
expressed in observable terms, used to evaluate student performance in
provide the basis for the development classrooms. It is referenced to criteria based
of learning activities, and assessment and on learning outcomes described in the
evaluation strategies. After a general provincial curriculum. The criteria reflect a
discussion of assessment and evaluation, this student’s performance based on specific
appendix uses sample evaluation plans to learning activities. When a student’s
show how activities, assessment, and program is substantially modified,
evaluation might come together in a evaluation may be referenced to individual
particular physical education program. goals. These modifications are recorded in
an Individual Education Plan (IEP).
ASSESSMENT AND EVALUATION
• Norm-referenced evaluation is used for
Assessment is the systematic gathering of large-scale system assessments; it is not to
information about what students know, are be used for classroom assessment. A
able to do, and are working toward. classroom does not provide a large enough
Assessment methods and tools include: reference group for a norm-referenced
observation, student self-assessments, daily evaluation system. Norm-referenced
practice assignments, quizzes, samples of evaluation compares student achievement
student work, pencil-and-paper tests, holistic to that of others rather than comparing how
rating scales, projects, oral and written well a student meets the criteria of a
reports, performance reviews, and portfolio specified set of learning outcomes.
assessments.
CRITERION-REFERENCED EVALUATION
Student performance is evaluated from the
information collected through assessment In criterion-referenced evaluation, a student’s
activities. Teachers use their insight, performance is compared to established
knowledge about learning, and experience criteria rather than to the performance of
with students, along with the specific criteria other students. Evaluation referenced to
they establish, to make judgments about prescribed curriculum requires that criteria
student performance in relation to prescribed are established based on the learning
learning outcomes. outcomes listed under the curriculum
organizers for Physical Education 11 and 12.
Students benefit most when evaluation is
provided on a regular, ongoing basis. When Criteria are the basis of evaluating student
evaluation is seen as an opportunity to progress; they identify the critical aspects of a
promote learning rather than as a final performance or a product that describe in
judgment, it shows learners their strengths specific terms what is involved in meeting the
and suggests how they can develop further. learning outcomes. Criteria can be used to
Students can use this information to redirect evaluate student performance in relation to
efforts, make plans, and establish future learning outcomes. For example, weighting
learning goals. criteria, using rating scales, or performance
rubrics (reference sets) are three ways that
Evaluation may take different forms,
student performance can be evaluated using
depending on the purpose.
criteria.
D-3
APPENDIX D: ASSESSMENT AND EVALUATION • Introduction
Step 1 Identify the expected learning outcomes (as stated in this Integrated Resource
Package).
▼
Step 2 Identify the key learning objectives for instruction and learning.
Step 3 Establish and set criteria. Involve students, when appropriate, in establishing
▼
criteria.
Step 4 Plan learning activities that will help students gain the knowledge or skills
▼
Step 5 Prior to the learning activity, inform students of the criteria against which their
work will be evaluated.
Step 6 Provide examples of the desired levels of performance.
▼ ▼ ▼
Step 9 Review the assessment data and evaluate each student’s level of performance or
quality of work in relation to criteria.
Step 10 Where appropriate or necessary, assign a letter grade that indicates how well the
▼
D-4
APPENDIX D
Assessment and Evaluation Samples
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-6
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
T
he samples in this section show how Defining the Criteria
a teacher might link criteria to
This part illustrates the specific criteria,
learning outcomes. Each sample is
which are based on prescribed learning
based on prescribed learning outcomes taken
outcomes, the assessment task, and various
from one or more organizers. The samples
reference sets.
provide background information to explain
the classroom context; suggested instruction
Assessing and Evaluating Student
tasks and strategies; the tools and methods
Performance
used to gather assessment information; and
the criteria used to evaluate student This part includes:
performance. • assessment tasks or activities
• the support that the teacher offered
HOW THE SAMPLES ARE ORGANIZED students
• tools and methods used to gather the
There are five parts to each sample:
assessment information
• identification of the prescribed learning
• the way the criteria were used to evaluate
outcomes
the student performance
• overview
• planning for assessment and evaluation
EVALUATION SAMPLES
• defining the criteria
• assessing and evaluating student The samples on the following pages illustrate
performance how a teacher might apply criterion-
referenced evaluation in Physical Education
Prescribed Learning Outcomes 11 and 12.
This part identifies the organizer or • Sample 1: Grade 11
organizers and the specific prescribed Dance
learning outcomes selected for the sample. (Page D-8)
• Sample 2: Grade 11
Overview
Badminton
This is a summary of the key features of the (Page D-11)
sample.
• Sample 3: Grade 12
Canoeing
Planning for Assessment and Evaluation
(Page D-15)
This part outlines:
• Sample 4: Grade 12
• background information to explain the
Golf
classroom context
(Page D-20)
• instructional tasks
• the opportunities that students were given
to practise learning
• the feedback and support that was offered
students by the teacher
• the ways in which the teacher prepared
students for the assessment
D-7
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-8
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-9
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Dance
Date: –––––––––––––––––––––––––––––––
Dance Skills
• sequences of /5 /5 /5 /5 /5 /5 /5 /5
movements
• synchronization with /5 /5 /5 /5 /5 /5 /5 /5
partner or group
• specific dance /5 /5 /5 /5 /5 /5 /5 /5
movements (e.g.,
turns, steps)
• pathways/lines of /5 /5 /5 /5 /5 /5 /5 /5
dance
Group Behaviours
• co-operate /5 /5 /5 /5 /5 /5 /5 /5
• listen actively to one /5 /5 /5 /5 /5 /5 /5 /5
another
• offer and accept /5 /5 /5 /5 /5 /5 /5 /5
feedback
appropriately
Overall Score
*The combined score may be determined by averaging the three ratings, taking the middle score, or using the score
assigned in at least two of the three rating categories. In some cases, the teacher’s rating may be weighted more
heavily than the self- or peer rating.
Key: 5—Outstanding
4—Good
3—Satisfactory
2—Partial
1—Unsatisfactory
D-10
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-11
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-12
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Student-Led Warmup
Criteria No Partly Yes
• safe activities
D-13
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Rating*
Movement Skills 1 2 3
• grip
• serve
• overhead clear
• underhand clear
• drop shot
• net shot
• smash
Strategies
*Note: The weighting of the three categories (skills, strategies, etiquette) can be adjusted to
reflect the areas emphasized by the teacher.
D-14
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-15
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-16
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-17
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Rating
Criteria Self and Comments
Teacher Combined
Partner
Canoeing Skills
• bow stroke 1 2 3 1 2 3 1 2 3
• draw 1 2 3 1 2 3 1 2 3
• pry 1 2 3 1 2 3 1 2 3
• sweep 1 2 3 1 2 3 1 2 3
• proper paddle grip 1 2 3 1 2 3 1 2 3
• j-stroke 1 2 3 1 2 3 1 2 3
• tandem turning 1 2 3 1 2 3 1 2 3
• tandem stopping 1 2 3 1 2 3 1 2 3
• tandem straight-line paddling 1 2 3 1 2 3 1 2 3
• canoe-over-canoe rescue 1 2 3 1 2 3 1 2 3
• switching positions 1 2 3 1 2 3 1 2 3
• entering and disembarking 1 2 3 1 2 3 1 2 3
• portaging 1 2 3 1 2 3 1 2 3
Key: 3—Consistently/Proficient
2—Developing/Satisfactory
1—Inconsistent/Needs Work
D-18
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
1 Does not meet most requirements. May provide one or two relevant pieces
of information.
D-19
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
• consistently model fair play and etiquette To what extent does the student demonstrate
in a variety of roles, including: appropriate:
- performer
• hitting order
- coach
• respect for other hitters
- official
• replacement of divots
- observer
• sand trap care
• speed of play
OVERVIEW
Etiquette: Putting Green
Students took part in a unit on golf, in which
they focussed on etiquette, safety, and To what extent does the student demonstrate
movement skills. Evaluation was based on appropriate:
students’ golf skills and etiquette. • hitting order
• flag removal
PLANNING FOR ASSESSMENT AND EVALUATION • bag placement
• After watching various demonstrations, • ball mark repair
students practised driving, putting, and Knowledge
iron play. Each student worked with a
practice partner. They received feedback To what extent does the student understand:
from the teacher and from their partners. • basic rules and regulations
• The teacher showed a video outlining golf • scoring, including the terms par, birdie, and
rules, etiquette, and safety concerns. bogey
Students discussed the video, then gave
impromptu demonstrations of appropriate
and inappropriate behaviours.
D-20
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-21
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Stroke Components
Driving
• set-up
• body position
• grip
• swing
Iron Play
• body position
• grip
• swing
Putting
• body position
• grip
• stroke
Etiquette and Scoring
Fairway and Tee Box
• hitting order
• respect for hitter
• replacement of divots
• sand trap care
Putting Green
• hitting order
• flag removal
• bag placement
• ball mark repair
Knowledge
• basic rules and regulations
• scoring—uses the terms par,
birdie, bogey correctly
Key: 3—Good
2—Satisfactory
1—Needs Improvement
D-22
APPENDIX E
Acknowledgments
APPENDIX E: ACKNOWLEDGMENTS
E-2
APPENDIX E: ACKNOWLEDGMENTS
Many people contributed their expertise to this document. The project co-ordinator was
Douglas Halladay of the Curriculum and Resources Branch, working with evaluators and
reviewers, Ministry of Education, Skills and Training personnel, and our partners in education.
Additional reviews of this Integrated Resource Package were carried out by school districts,
teacher organizations, and others. We would like to thank all who participated in this process.
E-3
APPENDIX E: ACKNOWLEDGMENTS
E-4