Physical & Health Education

Unit 1:Indoor Invasion Games

Duration

18 Weeks

Learner Profile Attributes:

• Communicators
• Risk-takers

Key Concept:

• Communication

Related Concept(s):

• Interaction
• Adaptation

Global Context:

• Identities and Relationships – Competition and Cooperation

Statement of Inquiry:

• Communication during competition allows participants to cooperate adapt and interact effectively.

Summative Assessment Criteria:

• Criterion C
• Criterion D

ATLs (Skills):

• C – Give and receive meaningful feedback
• C – Interpret and use effectively modes of non-verbal communication
• S – Exercise leadership and take on a variety of roles within groups
• T – Practise observing carefully in order to recognise problems
• T – Identify obstacles and challenges
• T – Create novel solutions to authentic problems

Curriculum Standards:

• A1.1 apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to express their own feelings and understand and respond to the feelings of others
• A1.4 apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity
• A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making
• B1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part
• B1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active as they participate in a wide variety of individual and small-group activities and lead-up games
• B1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities
• C1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance (e.g., shift weight smoothly during hip hop dancing; perform twists and balances on a stability ball; with a partner, use resistance [pushing] and counter-tension [pulling] by shifting and adjusting their weight and position to create a stable partner balance; move smoothly from a downward dog pose in yoga to a standing pose) [A1.4 Relationships, 1.5 Self ]
• C1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment (e.g., wheel their wheelchair around objects and at different speeds in a fitness circuit; create a developmental gymnastics sequence with a partner that uses a range of movements and shows changes in speed, level, and formation) [A1.4 Relationships, 1.5 Self ]
• C1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement (e.g., use different amounts of force to send an object to a teammate, with an awareness of the weight of the object thrown and the force of its impact when the teammate receives it, depending on relative positions and type of object being thrown, batted, or kicked; send an object through a hoop, into a bucket, to a target on a wall, to a specific spot on the other side of a net, to a partner; bend knees, keeping arms out and head up in a ready position to prepare to receive an object; use the body to absorb an object that is sent with greater force; follow through in the direction of the target to improve aim and accuracy) [A1.1 Emotions, 1.4 Relationships, 1.5 Self ]
• C1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment (e.g., run a “down and out” pattern, catch the football, then use “dekes” [deceptive manoeuvres, typically involving changes in direction] to retain the ball; stickhandle a felt disc slowly and then quickly while keeping their head up) [A1.3 Motivation, 1.4 Relationships, 1.5 Self ]
• C2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities (e.g., lead-up games such as four-on-four rubber-chicken keep-away, basketball shooting games, and two-base softball; recreational activities such as mini-triathlons, hiking, skipping rope, and cooperative games; fitness activities such as t’ai chi, activities with exercise bands and exercise balls, and personal fitness challenges; dance activities such as cultural dance, creative movement, and jazz steps) [A1.5 Self, 1.6 Thinking]
• C2.2 describe common features of specific categories of physical activities (e.g., individual, target, net/wall, striking/fielding, territory), and describe strategies that they found effective while participating in a variety of physical activities in different categories [A1.6 Thinking]
• C2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities (e.g., individual activities: find a comfortable pace when running, wheeling a wheelchair, or speed-walking; work with a partner to develop different ways of using an exercise ball to improve core strength; target activities: in a game like bocce, hit opponents’ balls out of the way in order to make space for their own ball closer to the target; net/wall activities: assume a position of readiness to move to receive an object; practise sending the ball to specific parts of the opposite court; striking/fielding activities: throw the ball promptly to teammates after retrieving it to stop opponents from scoring; territory activities: defend territory by anticipating an opponent’s actions; bounce a utility ball at different heights to keep it from an opponent in a keep-away game; throw a disc to a stationary partner, then move down the field to receive a return pass) [A1.2 Coping, 1.4 Relationships, 1.6 Thinking]*

Unit 2: Health and Fitness Managment: Fitness Components

Duration

9 Weeks

Learner Profile Attributes

• Inquirer
• Knowledgeable

Key Concept

• Relationships

Related Concept(s)

• Systems
• Function

Global Context

• Fairness and Development – Human capability and development

Statement of Inquiry

A full understanding of the relationship between fitness components and how body systems function can enhance human capability.

Summative Assessment Criteria

• Criterion A

ATLs (Skills):

• C – Use and interpret a range of discipline-specific terms and symbols
• C – Structure information in summaries, essays and reports
• R – Access information to be informed and inform others
• R – Process data and report results

Curriculum Standards:

• B2.1 participate in moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day
• B2.2 explain how participation in physical activities affects personal health-related fitness
• B2.3 assess their level of health-related fitness (i.e., cardiorespiratory endurance, muscular strength, muscular endurance, flexibility) as they participate in various physical activities,and monitor changes in their physical fitness over time.
• B2.4 develop and implement plans of action based on both their assessments of their healthrelated components of fitness and their interests, in order to achieve personal fitness goals.
• D1.3 demonstrate an understanding of the impacts of viewing sexually explicit media, including pornography
• D1.4 identify people, resources, and services in the school and the community that can provide support when a person is dealing with mental health issues
  and choices or situations involving substance use and addictive behaviours, and describe how to access these supports”
• D1.5 demonstrate an understanding of the interconnections between a person’s thoughts, emotions, and actions, and of the potential impact of positive and negative thinking on mental health
• D3.3 assess the effects of stereotypes and assumptions regarding gender roles and expectations, sexual orientation, race, ethnicity, culture, mental health, and abilities on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing harmful assumptions and stereotypes that can lead to destructive social attitudes including homophobia and racism
• D2.5 describe how they can build confidence and lay a foundation for healthy relationships by acquiring a clearer understanding of the physical, social, and emotional changes that occur during adolescence
• D2.6 make informed decisions that demonstrate respect for themselves and others and an understanding of the concept of consent to help build healthier relationships, using a variety of social-emotional learning skills

Unit 3:Aesthetic Movement: Yoga

Duration

9 Weeks

Learner Profile Attributes

• Open-minded
• Balanced

Key Concept

• Development

Related Concept(s)

• Movement
• Persepctives

Global Context

• Personal and Cultural Expression – Rictual and Play

Statement of Inquiry

Cultures develop aesthetic movement patterns that are expressive of their people’s diverse perspectives.

Summative Assessment Criteria

• Criterion B

ATLs (Skills):

• SM – Plan short- and long-term assignments; meet deadlines
• SM – Create plans to prepare for summative assessments (examinations and performances)
• SM – Practise focus and concentration
• SM – Practise strategies to develop mental focus
• SM – Practise strategies to overcome distractions
• SM – Practise being aware of body–mind connections
• T – Practise observing carefully in order to recognise problems
• T – Revise understanding based on new information and evidence

Curriculum Standards:

• A1.3 apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hopeA1.5 apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging
• A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making
• C1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance
• C1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment

 Paralell Unit 4:Swimming is Fun

Duration

7 Weeks

Learner Profile Attributes

• Thinker
• Reflective

Key Concept

• Change

Related Concept(s)

• Movement
• Refinement

Global Context

• Scientific and Technical Innovation – Methods

Statement of Inquiry

Refining training methods and movement patterns can lead to positive changes to athletic performance.

Summative Assessment Criteria

• Criterion B
• Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Organize and depict information logically
• SM – Set goals that are challenging and realistic
• SM – Plan strategies and take action to achieve personal and academic goals
• SM – Keep a journal to record reflections

Curriculum Standards:

• B1.1 actively participate in a wide variety of program activities , according to their capabilities, while applying behaviours that enhance their readiness and ability to take part
• B2.3 assess their level of health-related fitness (i.e., cardiorespiratory endurance, muscular strength, muscular endurance, flexibility) as they participate in various physical activities,and monitor changes in their physical fitness over time.
• B2.4 develop and implement plans of action based on both their assessments of their healthrelated components of fitness and their interests, in order to achieve personal fitness goals.
• B3.1 demonstrate behaviours and apply procedures that maximize safety and lessen the risk of injury, including the risk of concussion, for themselves and others during physical activity
• C2.2 describe common features of specific categories of physical activities (e.g., individual, target, net/wall, striking/fielding, territory), and describe strategies that they found effective while participating in a variety of physical activities in different categories [A1.6 Thinking]

 Unit 5:Games: Around the World in Five Weeks (IDU I&S)

Duration

10 Weeks

Learner Profile Attributes

• Reflective
• Balanced

Key Concept

• Relationships Global Interactions

Related Concept(s)

• Perspectives
• Culture
• Balance

Global Context

• Globalisation and Sustainability – Diversity and interconnection

Statement of Inquiry

Games and sports provide opportunities for balanced interactions and relationships between diverse cultures.

Summative Assessment Criteria

• Criterion A
• Criterion C

ATLs (Skills)

• C – Use a variety of speaking techniques to communicate with a variety of audiences
• C – Use and interpret a range of discipline-specific terms and symbols
• SM – Create plans to prepare for summative assessments (examinations and performances)
• R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• R – Create references and citations, use footnotes/endnotes and construct abibliography according to recognised conventions
• S – Delegate and share responsibility for decision-making
• S – Manage and resolve conflict and work collaboratively in teams
• S – Encourage others to contribute
• R – Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Curriculum Standards

• C1.3 send and receive a variety of objects , adjusting for speed and distance, while applying basic principles of movement
• C1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment
• C2.2 describe common features of specific categories of physical activities, and describe strategies that they found effective while participating in a variety of physical activities in different categories
• D1.1 demonstrate ways of being inclusive, respectful, and accepting, and describe how this benefits everyone, including themselves
• D2.3 apply social-emotional learning skills to promote positive interaction and avoid or manage conflict in social situations, in person or onlineD3.2 recognize the responsibilities and risks associated with caring for themselves and others and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations

Unit 1 Outdoor Invasion Games

Duration

18 Weeks

Learner Profile Attributes

• Principled
• Reflective

Key Concept

• Development

Related Concept(s)

• Environment Interaction

Global Context

• Globalisation and Sustainability – Diversity and interconnection

Statement of Inquiry

A successful performer interacts in diverse environments and develops an interconnection with teammates.

Summative Assessment Criteria

• Criterion C
• Criterion D

ATLs (Skills)

• S – Delegate and share responsibility for decision-making
• S – Help others to succeedS – Take responsibility for one’s own actions
• S – Manage and resolve conflict and work collaboratively in teams
• S – Negotiate effectively
• S – Encourage others to contribute
• S – Exercise leadership and take on a variety of roles within groups

Curriculum Standards:

• A1.3 apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope (e.g., Active Living: when faced with transportation challenges in a rural community, use creative solutions such as ride sharing to access recreational activities; Movement Competence: demonstrate awareness both of strengths and of skills that need more work, such as using their nondominant hand or foot when working on retaining objects, then focus on ways to build on the strengths and to stretch the limits; Healthy Living: show understanding of how healthy eating habits contribute to raising energy levels and improving self-image)
• A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making (e.g., Active Living: describe how they can use health-related fitness-assessment information when making action plans for personal fitness; Movement Competence: demonstrate how to refine movements by adjusting body position during the preparation, execution, and follow-through stages of an action; Healthy Living: explain how someone might have a mental illness but can still be mentally healthy)
• B1.1 actively participate in a wide variety of program activities, according to their capabilities (e.g., individual activities, small- and large-group activities, movement and rhythmic activities, dance, outdoor pursuits), while applying behaviours that enhance their readiness and ability to take part (e.g., striving to do their best, displaying good sports etiquette along with healthy competition) in all aspects of the program [A1.3 Motivation, 1.5 Self ]
• B2.1 Daily physical activity (DPA): participate in moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day (e.g., aerobic fitness circuits, floorball, capture the flag, wheelchair soccer) [A1.3 Motivation, 1.5 Self ]
• C1.1 perform smooth transfers of weight and rotations, in relation to others and equipment, in a variety of situations involving static and dynamic balance (e.g., perform a rhythmic gymnastic sequence such as throwing a ball, performing a shoulder roll, and catching the ball; demonstrate a dance sequence with a partner, including a series of steps, jumps, turns, and balances; perform a smooth high jump approach, take-off, and landing; use a low stance for balance during a pivot turn; move smoothly between positions in a yoga sequence) [A1.4 Relationships, 1.5 Self ]
• C1.2 perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli (e.g., dodge and fake in response to others, accelerate before taking off for a high jump or a running long jump, respond to changes in music during creative dance by changing arm movements, lift feet and show awareness of trail conditions and obstacles when running cross-country on trails) [A1.3 Motivation, 1.5 Self ]
• C1.3 send, receive, and retain a variety of objects, while taking into account their position and motion in relation to others, equipment, and boundaries, while applying basic principles of movement (e.g., use different strokes and varying degrees of force, depending on their opponent’s position on the court, to return the shuttle in badminton; assume a ready position to prepare to receive a short pass; strike a ball by shifting their weight as they contact the ball and following through in the intended direction to send it between or over opposing players; cradle or control the ball on the side of the body that is away from opponents when moving up the field) [A1.1 Emotions, 1.4 Relationships, 1.5 Self ]
• C1.4 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to the refinement of movement skills as they participate in a variety of physical activities (e.g., jumping during a dance routine: bend knees to get ready to jump, thrust arms up for extra force while jumping, hold a controlled body position in flight, bend knees and put arms out for a stable landing) [A1.5 Self, 1.6 Thinking]
• C2.1 demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities in indoor and outdoor environments [A1.5 Self, 1.6 Thinking]
• C2.3 apply a variety of tactical solutions to increase chances of success as they participate in physical activities

Unit 2: Fitness and Nutrition

Duration

10 Weeks

Learner Profile Attributes

• Balanced
• Open-minded

Key Concept

• Change

Related Concept(s)

• Balance
• Choice

Global Context

• Identities and Relationships – Lifestyle Chioces

Statement of Inquiry

“Quality of life changes based on the choice of a healthy lifestyle and balanced diet.“

Summative Assessment Criteria

• Criterion A

ATLs (Skills)

• C – Use and interpret a range of discipline-specific terms and symbols
• C – Paraphrase accurately and consisely
• C – Organize and depict information logically
• R – Make connections between various sources of information
• R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• T – Revise understanding based on new information and evidence

Curriculum Standards:

• D2.1 demonstrate the ability to develop healthier eating patterns, using information about the role that different foods play as contributing or preventive factors in a variety of health disorders
• D3.1 demonstrate an understanding of personal and external factors that affect people’s food choices and eating habits, and identify ways of encouraging healthier eating practices
• D1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other digital technologies, and identify protective responses
• D2.2 assess the potential impact on themselves and others of various types of bullying, abuse, exploitation, or harassment, including homophobic bullying or harassment and other forms of identity-based bullying, and of the type of coercion that can occur in connection with sexting and online activities, and identify ways of preventing or resolving such incidents
• D1.2 demonstrate an understanding of linkages between mental health problems and problematic substance use, as well as between brain development and cannabis use, and identify school and community resources that can provide support for mental health concerns relating to substance use, addictions, and related behaviours
• D1.3 explain the importance of having a shared understanding with a partner about the following: delaying sexual activity until they are older ; the reasons for not engaging in sexual activity; the concept of consent, the legal age of consent, and how consent is communicated; and, in general, the need to communicate clearly with each other when making decisions about sexual activity in a healthy, loving relationship
• D1.4 identify sexually transmitted and blood-borne infections (STBBIs), and describe their symptoms
• D1.5 identify ways of preventing STBBIs and/or unplanned pregnancy, such as delaying first intercourse and other sexual activities until a person is older and using condoms and other forms of protection consistently
• D1.6 demonstrate an understanding of the relationship between mental health and mental illness and identify possible signs of mental health problems
• D2.3 explain how preoccupation with body image or athletic performance can contribute to harmful or problematic eating habits and substance use, and demonstrate the ability to make informed choices about caring for their bodies
• D2.4 demonstrate an understanding of physical, emotional, social, and cognitive factors that need to be considered when making decisions related to sexual health
• D3.3 explain how relationships with others (e.g., family, peers) and sexual health may be affected by the physical and emotional changes associated with puberty

Unit 3:Aesthetic Movement

Duration

10 Weeks

Learner Profile Attributes

• Inquirer
• Risk-takers

Key Concept

• Communication

Related Concept(s)

• Movement
• Refinement

Global Context

• Personal and Cultural Expression – Craft

Statement of Inquiry

Movement routines that communicate a personal or cultural expressions require planning to refine ones craft.

Summative Assessment Criteria

• Criterion B

ATLs (Skills)

• SM – Create plans to prepare for summative assessments (examinations and performances)
• SM – Keep and use a weekly planner for assignments
• SM – Set goals that are challenging and realistic
• SM – Plan strategies and take action to achieve personal and academic goals

Curriculum Standards

• A1.4 apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity
• A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making
• B2.4 develop, implement, and revise a personal plan to meet short-term, health-related fitness goals
• C1.1 perform smooth transfers of weight and rotations, in relation to others and equipment, in a variety of situations involving static and dynamic balance
• C1.2 perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli

Unit 4:Swim for Development

Duration

7 Weeks

Learner Profile Attributes

• Knowledgeable
• Thinker

Key Concept

• Development

Related Concept(s)

• Systems
• Energy

Global Context

• Personal and Cultural Expression – Practice and Competency

Statement of Inquiry

Systematic practice that appropriately utilises energy will lead to an athletes development and confidence.

Summative Assessment Criteria

• Criterion A
• Criterion B

ATLs (Skills)

• C – Organize and depict information logically
• SM – Plan short and long term assignments
• SM – Set goals that are challenging and realisticT – Practice observing carefully in order to recognise problems
• T – Propose and evaluate a variety of solutions

Curriculum Standards

• A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making
• B1.1 actively participate in a wide variety of program activities, according to their capabilities , while applying behaviours that enhance their readiness and ability to take part in all aspects of the program
• B2.2 identify factors that can affect health-related fitness
  B3.1 demonstrate behaviours and apply procedures that maximize safety and lessen the risk of injury, including the risk of concussion, for themselves and others during physical activity
• C1.4 demonstrate an understanding of the phases of movement
• C2.1 demonstrate an understanding of the components of a range of physical activities

Unit 5:Striking and Fielding

Duration

5 Weeks

Learner Profile Attribute

Thinkers

Caring

Key Concept

Relationships

Related Concept(s)

Adaptation Space

Global Context

Identities and Relationships – Teams

Statement of Inquiry

Teamwork requires adaptation to maintain effective relationships amoung members.

Summative Assessment Criteria

Criterion C
Criterion D

ATLs (Skills)

• S – Delegate and share responsibility for decision-making
• S – Help others to succeed
• S – Take responsibility for one’s own actions
• S – Manage and resolve conflict and work collaboratively in teams
• S – Negotiate effectively
• S – Encourage others to contribute
• S – Exercise leadership and take on a variety of roles within groups
• R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

Curriculum Standards

• B2.1 Daily physical activity (DPA): participate in moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day (e.g., aerobic fitness circuits, floorball, capture the flag, wheelchair soccer) [A1.3 Motivation, 1.5 Self ]
• B3.2 demonstrate an understanding of procedures for anticipating and responding to hazards that may lead to sickness or injury, including concussion, while participating in physical activity outdoors
• C1.2 perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli
• C1.4 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to the refinement of movement skills as they participate in a variety of physical activities
• C2.3 apply a variety of tactical solutions to increase chances of success as they participate in physical activities
• C2.2 describe and compare different categories of physical activities and describe strategies they found effective while participating.
• C1.3 send, receive, and retain a variety of objects, while taking into account their position and motion in relation to others, equipment, and boundaries, while applying basic principles of movement

Unit 1:Helath and Fitness Management: Healthy Body Healthy Mind

Duration

16 Weeks

Learner Profile Attributes

• Open-minded
• Balanced

Key Concept

• Change

Related Concept(s)

• Function
• Choice

Global Context

• Identities and Relationships – Lifestyle Chioces

Statement of Inquiry

Human capabilities adapt to the changes and develop different perception towards a healthy lifestyle.

Summative Assessment Criteria

• Criterion A
• Criterion C

ATLs (Skills)

• R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• R – Create references and citations, use footnotes/endnotes and construct abibliography according to recognised conventions
• R – Identify primary and secondary sources
• R – Make informed choices about personal viewing experiences
• R – Seek a range of perspectives from multiple and varied sources
• R – Communicate information and ideas effectively to multiple audiences using a variety of media and formats
• T – Formulate factual, topical, conceptual and debatable questions
• T – Consider ideas from multiple perspectives
• T – Propose and evaluate a variety of solutions

Curriculum Standards:

• A1.1 apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to express their own feelings and understand and respond to the feelings of others
• A1.2 apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience
• B2.3 assess their level of health-related fitness during various physical activities and monitor changes in fitness levels over time
• D2.4 demonstrate an understanding of how incorporating healthy habits and coping strategies into daily routines can help maintain mental health and resilience in times of stress
• D3.4 explain how word choices and societal views about mental health and mental illness can affect people and perpetuate stigma, and identify actions that can counteract that stigma
• D1.4 identify and explain factors that can affect an individual’s decisions about sexual activity
• D.1.5 demonstrate an understanding of gender identity, gender expression, and sexual orientation, and identify factors that can help individuals of all identities and orientations develop a positive self-concept
• D2.1 evaluate personal eating habits and food choices on the basis of the recommendations in Canada’s Food Guide, taking into account behaviours that support healthy eating
• D3.1 identify strategies for promoting healthy eating habits and food choices within the school, home, and community

Unit 2:Modified Games: Space Jam

Duration

8 Weeks

Learner Profile Attributes

• Inquirer
• Thinker

Key Concept

• Change

Related Concept(s)

• Adaptations
• Environment

Global Context

• Globalisation and Sustainability – Human impact on the environment

Statement of Inquiry

Changes in environments lead to different adaptations.

Summative Assessment Criteria

• Criterion A
• Criterion D

ATLs (Skills)

• SM – What can I already do?
• SM – How can I share my skills to help peers who need more practice?
• SM – What will I work on next?
• SM – What can I do to become a more efficient and effective learner?
• SM – How can I become more flexible in my choice of learning strategies?
• SM – What factors are important for helping me learn well?
• R – Make connections between various sources of information

Curriculum Standards

• A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision makingB1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active , as they participate in a diverse range of physical activities in a variety of indoor and outdoor environments
• B2.2 recognize the difference between health-related components of personal fitness and skill-related components, and explain how to use training principles to enhance both components
• C2.3 apply a variety of tactical solutions to increase chances of success as they participate in physical activities

Unit 3:Aesthetic Movement: Freestyler

Duration

8 Weeks

Learner Profile Attributes

• Risk-taker
• Communicators

Key Concept

• Relationships

Related Concept(s)

• Refinement
• Movement

Global Context

• Cultural and Personal Expression – Artistry and Creation

Statement of Inquiry

Aesthetic movement patterns rely on the relationship between culture and refinement of skill.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• S – Help others to succeed
• S – Negotiate effectively
• S – Give and receive meaningful feedback
• T – Practise visible thinking strategies and techniques

Curriculum Standards

• B1.1 actively participate according to their capabilities in a wide variety of program activities
  B2.3 assess their level of health-related fitness during various physical activities and monitor changes in fitness levels over time
• B2.4 develop, implement, and revise a personal plan to meet short- and long-term healthrelated fitness and physical activity goals
• C1.1 perform smooth transfers of weight and rotations, in relation to others and equipment, in a variety of situations involving static and dynamic balance
• C1.2 perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli
  “C2.1 demonstrate an understanding of the components of a range of physical activities, and apply this understanding as they participate in a variety of physical
  activities in indoor and outdoor environments”
• C2.2 demonstrate an understanding of how movement skills, concepts, and strategies are transferable across different physical activities within various categories, and identify skills, concepts, and strategies that they found effective while participating in a variety of physical activities in different categories

Unit 4:Track and Field: I Am Bolt

Duration

8 Weeks

Learner Profile Attributes

• Caring
• Knowledgeable

Key Concept

• Development

Related Concept(s)

• Refinement
• Adaptation

Global Context

• Orientation in Space and Time – Constrains and adaptation

Statement of Inquiry

Developing young athletes requires refining technique and adapting to carefully planned training.

Summative Assessment Criteria

• Criterion C

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use appropriate forms of writing for different purposes and audiences
• C – Negotiate ideas and knowledge with peers and teachers
• C – Collaborate with peers and experts using a variety of digital environments and media
• S – Help others to succeed
• S – Take responsibility for one’s own actions
• S – Manage and resolve conflict and work collaboratively in teams
• S – Build consensus
• S – Make fair and equitable decisions
• S – Listen actively to other perspectives and ideas

Curriculum Standards

• A1.3 apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope
• B2.1 participate in moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day
• C1.3 use and combine sending, receiving, and retaining skills in response to a variety of external stimuli, while applying basic principles of movement
• D1.3 identify and describe the warning signs of problematic substance use and related behaviours for a variety of activities and substances, including cannabis

Paralell Unit 5:Net Games Tennis: Road to Wimbleton

Duration

16 Weeks

Learner Profile Attributes

• Reflectine
• Principled

Key Concept

• Relationships

Related Concept(s)

• Perspective
• Respect

Global Context

• Fairness and Development – Inequality

Statement of Inquiry

Building and sustaining relationships requires respecting perspectives in a modern, globalized age.

Summative Assessment Criteria

• Criterion C
• Criterion D

ATLs (Skills)

• S – Practise empathy
• S – Revise understanding based on new information and evidence

Curriculum Standards

• A1.4 apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity
  “
• B1.3 demonstrate an understanding of factors that motivate personal participation in physical activities every day, and explain how these factors can be used to
  influence others”
• B3.1 demonstrate behaviours and apply procedures that maximize safety and lessen the risk of injury, including the risk of concussion, for themselves and others during physical activity in a variety of physical activity settings
• C1.4 demonstrate an understanding of the phases of movement and apply this understanding to the refinement of movement skills in a variety of physical activities
• D3.2 analyse the impact of violent behaviours, including bullying (online or in-person), violence in intimate and sexual relationships, and gender-based violence or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence

Unit 6:Swim for your Life

Duration

7 Weeks

Learner Profile Attributes

• Open-minded
• Caring

Key Concept

• Change

Related Concept(s)

• Refinement
• Adaptation

Global Context

• Orientation in Space and Time – Evolution

Statement of Inquiry

changes in environments lead to different adaptations.

Summative Assessment Criteria

• Criterion C
• Criterion D

ATLs (Skills)

• S – Help others to succeed
• S – Build consensus
• S – Encourage others to contribute
• S – Give and receive meaningful feedback
• SM – What can I already do?
• SM – How can I share my skills to help peers who need more practice?
• SM – What will I work on next?

Curriculum Standards

• A1.5 apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging
• B2.3 assess their level of health-related fitness during various physical activities and monitor changes in fitness levels over time
• D1.1 describe the signs and symptoms of concussions, as well as strategies that support healthy recovery
• D1.2 identify situations that could lead to injury or death, and describe behaviours that can help to reduce risk
• D2.2 demonstrate the ability to assess situations for potential dangers, and apply strategies for avoiding dangerous situations

Paralell Unit 1:Games – Volleyball

Duration

16 Weeks

Learner Profile Attributes

• Communication
• Caring

Key Concept

• Development

Related Concept(s)

• Change

Global Context

• Fairness and Development – Human capability

Statement of Inquiry

Experience may enhance through the influence of others we choose to interact with.

Summative Assessment Criteria

• Criterion A
• Criterion B

ATLs (Skills)

• S – Practise empathy
• S – Help others to succeed
• S – Make fair and equitable decisions
• S – Encourage others to contribute
• S – Exercise leadership and take on a variety of roles within groups
• S – Give and receive meaningful feedback
• SM – Plan short- and long-term assignments; meet deadlines
• SM – Set goals that are challenging and realistic
• SM – Keep an organized and logical system of information files/notebooks
• SM – Mindfulness – Practise focus and concentration
• SM – Perserverance – Demonstrate persistence and perseverance
• SM – Emotional Management – Practise strategies to overcome impulsiveness and anger

Curriculum Standards

• A1.3 demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable environment for participation in physical activities (e.g., work effectively and collaboratively in groups by encouraging others, acknowledging others’ contributions, giving and receiving assistance, playing fair and displaying good activity etiquette, providing leadership) [PS, IS]
• B2.1 demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a wide variety of physical activities in a range of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails) [IS, CT]
• C1.4 describe the relative effectiveness of various methods of preventing unintended pregnancy or sexually transmitted infections (STIs), including HIV/AIDS (e.g., avoiding oral, vaginal, and anal intercourse; delaying first sexual intercourse; using protection, including barrier and hormonal methods, to prevent unintended pregnancy; using condoms and dental dams to protect against STIs), and identify sources of information and support (e.g., doctor, nurse practitioner, public health unit, parents, credible and accurate websites)
• C1.5 demonstrate an understanding of factors (e.g., acceptance, stigma, culture, religion, media, stereotypes, homophobia, self-image, self-awareness) that can influence a person’s understanding of their gender identity (e.g., male, female, two-spirited, transgender, transsexual, intersex) and sexual orientation (e.g., heterosexual, gay, lesbian, bisexual), and identify sources of support for all students [PS]
• C2.2 demonstrate an understanding of the skills and strategies needed to build healthy social relationships (e.g., peer, school, family, work) and intimate relationships [PS, IS]
• C2.3 apply their knowledge of sexual health and safety, including a strong understanding of the concept of consent and sexual limits, and their decision-making skills to think in advance about their sexual health and sexuality [PS, CT]
• C3.3 describe skills and strategies (e.g., communication, social, refusal, adaptive, and coping skills, conflict resolution strategies) that can be used to prevent or respond to situations of verbal, physical, and social bullying and sexual harassment (e.g., gender-based violence, dating violence, domestic violence, homophobic comments, racial teasing or conflict, weight-based teasing, ostracising behaviour, coercive behaviour, inappropriate sexual behaviour) [PS, IS, CT]

 Unit 2:Track and Field

Duration

8 Weeks

Learner Profile Attributes

• Risk-taker
• Reflective

Key Concept

• Change

Related Concept(s)

• Function

Global Context

• Scientific and Technical Innovation – Ingenuity and progress

Statement of Inquiry

Innovation may be used to change our purpose and goals.

Summative Assessment Criteria

• Criterion C
• Criterion D

ATLs (Skills)

• SM – Develop new skills, techniques and strategies for effective learning
• SM – Identify strengths and weaknesses of personal learning strategies (self-assessment)
• SM – Demonstrate flexibility in the selection and use of learning strategies
• SM – Try new ATL skills and evaluate their effectiveness
• T – Practise observing carefully in order to recognise problems
• T – Evaluate evidence and arguments
• T – Draw reasonable conclusions and generalizations
• T – Formulate factual, topical, conceptual and debatable questions
• T – Identify obstacles and challenges
• T – Use models and simulations to explore complex systems and issues

Curriculum Standards

• B1.3 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to refine skills as they participate in a variety of physical activities (e.g., doing a full-turn jump in hip hop, sending an object in a target game and in a territory game, receiving and retaining an object in a territory game, performing a tennis or badminton forehand shot) [PS, CT]
• B1.4 apply appropriate movement principles* in order to refine skills in a variety of physical activities (e.g., bend knees and keep feet apart to lower the centre of mass and produce a stable base of support when in a ready position; extend joints to produce more force when throwing or striking) [PS, CT]
• B2.3 demonstrate an understanding, through participation and discovery, of how developing their ability to apply movement skills, concepts, and strategies in various physical activities affects their competence, confidence, and desire to participate in these and other physical activities [PS, CT]

 Unit 3:The World Warrior

Duration

10 Weeks

Learner Profile Attributes

• Inquirer
• Principled

Key Concept

• Relationships

Related Concept(s)

• Function
• Movement

Global Context

• Personal and Cultural Expression – Artistry and Creation

Statement of Inquiry

Culture and seof exploration can be developed through aestethic elements of physical activities.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• C-Read a variety of sources for information and for pleasure
  SM-Keep an organized and logical system of information files/notebooks

Curriculum Standards

• B1.1 perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli
• B1.2 perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli
• B2.2 apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities

 Unit 4:Games – Frisbee

Duration

10 Weeks

Learner Profile Attributes

• Caring
• Communicator

Key Concept

• Change

Related Concept(s)

• Perspectives

Global Context

• Globalisation and Sustainability – Diversity and Interconnection

Statement of Inquiry

New perspectives can enhance health and wellbeing.

Summative Assessment Criteria

• Criterion C
• Criterion D

ATLs (Skills)

• S-Delegate and share responsibility for decision-making
• S-Manage and resolve conflict and work collaboratively in teams
• S-Negotiate effectively
• S-Exercise leadership and take on a variety of roles within groups
• SM-What can I already do?
• SM-How can I share my skills to help peers who need more practice?
• SM-What will I work on next?

Curriculum Standards

• A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active and that can support their participation in physical activity throughout their lives
• A1.3 demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable environment for participation in physical activities
• A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others

Paralell Unit 5:Health and Fitness Managment – Training Principles

Duration

16 Weeks

Learner Profile Attributes

• Balanced
• Knowledgeable

Key Concept

• Development

Related Concept(s)

• Choice

Global Context

• Orientation in Space and Time – Evolution

Statement of Inquiry

The choices I make will influence my development.

Summative Assessment Criteria

• Criterion A
• Criterion B

ATLs (Skills)

• SM-Set goals that are challenging and realistic
• SM-Plan strategies and take action to achieve personal and academic goals
• SM-Practise analysing and attributing causes for failure
• SM-Practise positive thinking
• SM-Develop new skills, techniques and strategies for effective learning
• R-Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• R-Locate, organize, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)

Curriculum Standards

• A2.1 participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., aerobic fitness blasts, capture the flag, continuous play in small-sided games) [PS]
• A2.2 describe the short-term and long-term benefits of developing both health-related fitness (i.e., cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition) and skill-related fitness (i.e., balance, agility, power, reaction time, speed, and coordination), and explain how to use basic training principles to enhance both types of fitness (e.g., progressive overload: increasing the frequency, intensity, and/or duration of the activity or exercise over time to enhance health-related fitness; specificity: participating in physical activities that develop specific aspects of fitness, as when using aerobic activity to improve cardiorespiratory fitness or doing in-line skating or skateboarding to develop balance and agility) [PS, CT]
• A2.3 assess their level of health-related fitness during various physical activities, and monitor changes in their health-related fitness over time [PS, CT]
• A2.4 develop, implement, and revise a personal fitness plan (e.g., use the data from their fitness assessment and an analysis of their own strengths and limitations to determine a starting point and set goals; apply training principles to help achieve goals; develop strategies to overcome challenges; celebrate successes; assess results and revise goals or training routines as needed) [PS, CT]
• C1.4 describe the relative effectiveness of various methods of preventing unintended pregnancy or sexually transmitted infections (STIs), including HIV/AIDS (e.g., avoiding oral, vaginal, and anal intercourse; delaying first sexual intercourse; using protection, including barrier and hormonal methods, to prevent unintended pregnancy; using condoms and dental dams to protect against STIs), and identify sources of information and support (e.g., doctor, nurse practitioner, public health unit, parents, credible and accurate websites)
• C1.5 demonstrate an understanding of factors (e.g., acceptance, stigma, culture, religion, media, stereotypes, homophobia, self-image, self-awareness) that can influence a person’s understanding of their gender identity (e.g., male, female, two-spirited, transgender, transsexual, intersex) and sexual orientation (e.g., heterosexual, gay, lesbian, bisexual), and identify sources of support for all students [PS]
• C2.2 demonstrate an understanding of the skills and strategies needed to build healthy social relationships (e.g., peer, school, family, work) and intimate relationships [PS, IS]
• C2.3 apply their knowledge of sexual health and safety, including a strong understanding of the concept of consent and sexual limits, and their decision-making skills to think in advance about their sexual health and sexuality [PS, CT]
• C3.3 describe skills and strategies (e.g., communication, social, refusal, adaptive, and coping skills, conflict resolution strategies) that can be used to prevent or respond to situations of verbal, physical, and social bullying and sexual harassment (e.g., gender-based violence, dating violence, domestic violence, homophobic comments, racial teasing or conflict, weight-based teasing, ostracising behaviour, coercive behaviour, inappropriate sexual behaviour) [PS, IS, CT]

Unit 6:Swimming and Water Safety

Duration

8 Weeks

Learner Profile Attributes

• Open-minded
• Risk-taker

Key Concept

• Development

Related Concept(s)

• Environment

Global Context

• Globalisation and Sustainability – Human Impact on the Environment

Statment of Inquiry

Using our surroundings can offer opportunities to develop person competencies.

Summative Assessment Criteria

• Criterion B
• Criterion C

ATLs (Skills)

• C- Give and receive meaningful feedback
• C-Negotiate ideas and knowledge with peers and teachers
• T-Practise observing carefully in order to recognise problems
• T-Evaluate and manage risk
• T-Utilize effective learning strategies in subject groups and disciplines
• T-Apply skills and knowledge in unfamiliar situations

Curriculum Standards

• A1.1 actively participate in all aspects of the program (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities), choosing from a wide and varied range of activities (e.g., fitness and individual/partner activities, such as yoga or Pilates; small and large-group activities, sports, and games, such as wheelchair curling, shinny, sepak takraw, or rounders; recreational and outdoor pursuits, such as orienteering, cycling, or hiking) [PS, IS]
• A3.2 demonstrate an understanding of how to deal with emergency situations related to physical activities (e.g., know when to call for assistance or phone 9-1-1; understand the importance of staying calm; recognize the signs of an asthma attack or other kinds of distress and know what to do to help; recognize the symptoms and signs of a concussion and stop physical activity until the injury is assessed; know not to move a person with an injury; recognize the signs of shock and place the injured person in the recovery position until help arrives) [PS, IS, CT]
• A3.3 demonstrate an understanding of cardiopulmonary resuscitation (CPR) techniques and when and how to use them (e.g., know and rehearse the response sequence; demonstrate techniques on a mannequin; explain what an automated external defibrillator (AED) is used for, and identify where they are located in local community facilities) [CT]

Paralell Unit 1: Health and Fitness Managment – Sports Coaching

Duration

16 Weeks

Learner Profile Attributes

• Knowledgeable
• Reflective

Key Concept

• Development

Related Concept(s)

• Interaction

Global Context

• Fairness and Development – Human capability and development

Statement of Inquiry

Different coaching perspectives determine the development of human capabilities in sports.

Summative Assessment Criteria

• Criterion A
• Criterion B

ATLs (Skills)

• SM-Plan short- and long-term assignments; meet deadlines
• SM-Keep and use a weekly planner for assignments
• SM-Set goals that are challenging and realistic
• R-Make connections between various sources of information
• R-Create references and citations, use footnotes/endnotes and construct abibliography according to recognised conventions
• R-Make informed choices about personal viewing experiences
• R-Seek a range of perspectives from multiple and varied sources

Curriculum Standards

• A2.1 participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes
• A2.2 describe factors that affect personal physical fitness and explain the benefits of developing fitness as part of an overall healthy active way of life
• A2.3 assess their level of health-related fitness during various physical activities, and monitor changes in their health-related fitness over time
• A2.4 develop, implement, and revise a personal fitness plan
• B2.2 apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities (e.g., individual activities: pace themselves to conserve energy during an endurance run; choose a course suited to their experience or fitness level when orienteering; target activities: set up deflections from objects in the area of play to get around obstacles and get closer to the target; net/wall activities: maintain a ready position in order to be prepared to move in any direction to play the ball or shuttle when receiving a serve or when in transition between offence and defence; striking/fielding activities: if playing the outfield, shift to cover the area that the batter is most likely to hit to; communicate with teammates about when to run; territory activities: pay attention to game play in order to be ready to respond and change quickly from offence to defence) [PS, IS, CT]

 Unit 2: Games – Lord of the Strings

8 Weeks

Learner Profile Attributes:

• Communicators
• Caring

Key Concept:

• Change

Related Concept(s):

• Perspectives

Global Context:

• Identities and Relationships – Physical Psycological and Social Development

Statement of Inquiry:

Persepctives of our identity can change through physical activity.

Summative Assessment Criteria:

• Criterion C
• Criterion D

ATLs (Skills):

• S-Help others to succeed
  S-Take responsibility for one’s own actions
  S-Build consensus
  S-Encourage others to contribute
  T-Identify obstacles and challenges
  T-Utilize effective learning strategies in subject groups and disciplines
  T-Apply skills and knowledge in unfamiliar situations
  T-Change the context of an inquiry to gain different perspectives

Curriculum Standards:

• A1.2 create and perform phrases that manipulate three or more elements of dance
  B2.3 identify and describe ways in which different types of dance reflect the cultures that produced them

 Unit 3:Aestethic Movement

Duration

8 Weeks

Learner Profile Attributes

• Open-minded
• Risk-taker

Key Concept

• Communication

Related Concept(s)

• Movements

Global Context

Personal and Cultural Expression – Beauty, Practice and Competency

Statement of Inquiry

Through the joy of movement ideas can be expressed and messages conveyed.

Summative Assessment Criteria:

• Criterion B
• Criterion C

ATLs (Skills)

• C-Use intercultural understanding to interpret communication
• C-Take effective notes in class
• S-Help others to succeed
• S-Make fair and equitable decisions
• S-Listen actively to other perspectives and ideas

Curriculum Standards

• B1.1 perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli (e.g., move through a variety of stations in an obstacle course; demonstrate a sequence of positions and movements while dancing to music; perform a flip turn in aquatics) [PS, IS, CT]
• B1.2 perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., send objects, varying distance and placement, to advance runners in striking/fielding activities; move into position to receive an object in net/wall activities; maintain control of the ring while moving towards the opponent’s net in a game of ringette; throw a ball, perform a full turn, and catch the ball while performing a rhythmic movement sequence) [PS, IS, CT]

 Unit 4:e-portfolio – basketball past present and future

Duration

14 Weeks

Learner Profile Attributes

• Principled
• Balanced
• Thinker Inquirer

Key Concept

• Development

Related Concept(s)

• Choice

Global Context

• Orientation in Space and Time – Turning Points & Evolution

Statement of Inquiry

The choices I make will influence my development.

Summative Assessment Criteria

• Criterion A
• Criterion B
• Criterion C
• Criterion D

ATLs (Skills)

• SM-Plan short- and long-term assignments; meet deadlines
• SM-Keep and use a weekly planner for assignments
• SM-Set goals that are challenging and realistic
• SM-Demonstrate flexibility in the selection and use of learning strategies
• R-Make connections between various sources of information
• R-Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• R-Make informed choices about personal viewing experiences

Curriculum Standards

• A1.3 demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable environment for participation in physical activities (e.g., encourage others; show respect for others’ points of view; listen attentively; show appreciation; encourage fair play; be inclusive; provide leadership by leading an in-class activity such as a warm-up or cool-down or suggesting ways to adapt an activity so that individuals with different physical or intellectual abilities can successfully participate) [PS, IS]
• A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., controlling level of physical contact during activities; adjusting activity levels to adapt to changes in their physical condition; wearing safety equipment where necessary, such as when wall-climbing and cycling; demonstrating social responsibility by creating a safe activity environment and encouraging others to do so; working with a buddy when hiking, cross-country skiing, or swimming) in a variety of physical activity settings (e.g., gym, fitness room, field, hiking and snow trails, recreational facilities, bicycle lanes) [PS, IS, CT]
• B1.3 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to refine skills as they participate in a variety of physical activities [PS, CT]
• B1.4 apply appropriate movement principles* in order to refine skills in a variety of physical activities (e.g., extend all joints to achieve maximum force in the execution phase of an overhead or underhand serve in a net/wall activity; bend knees to lower centre of mass to increase stability in wrestling) [PS, CT]
• B2.1 demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a wide variety of physical activities, in a range of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails) [IS, CT]

 Unit 5:Swimming and Water Safety

Duration

8 Weeks

Learner Profile Attributes

• Risk-taker
• Open-minded

Key Concept

• Relationships

Related Concept(s)

• Balance

Global Context

• Globalisation and Sustainability – Human Impact on the Environment

Statement of Inquiry

Personal wellbeing foster an understanding of the relationshops between individuals and the environment.

Summative Assessment Criteria

• Criterion A
• Ceiterion D

ATLs (Skills)

• S-Delegate and share responsibility for decision-making
• S-Help others to succeed
• S-Manage and resolve conflict and work collaboratively in teams
• S-Encourage others to contribute
• R-Locate, organize, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)
• R-Understand the impact of media representations and modes of presentation
• R-Seek a range of perspectives from multiple and varied sources

Curriculum Standards

• A1.1 actively participate in all aspects of the program (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities), choosing from a wide and varied range of activities (e.g., individual activities; small- and large-group activities, sports, and games; outdoor and recreational pursuits) [PS, IS]
• A2.1 participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., continuous circuit training, cross-country skiing, ultimate disc, swimming) [PS]
• A3.2 identify resources that can be of assistance in emergency situations related to physical activity (e.g., automated external defibrillator [AED] to restart the heart; first-aid kit for minor injuries; communication devices such as intercoms, walkie-talkies, and cell phones; GPS device for determining location; bailer [one per craft] for use when canoeing, kayaking, or boating; flotation device or reaching pole for assisting a person struggling in the water; epinephrine autoinjector for someone with a severe allergic reaction or inhaler for someone with asthma) [PS, CT]