Preface: Using This Integrated Resource Package

Implementation of Physical Education 8 to 10 will begin in October 1995. This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the program.

The Introduction

The Introduction provides general information about Physical Education 8 to 10, including special features and requirements. It also provides a rationale for the subject--why physical education is taught in B.C. schools--and an explanation of the curriculum organizers.

The Physical Education 8 to 10 Curriculum

The provincially prescribed curriculum for Physical Education 8 to 10 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

provincially prescribed learning outcome statements for Physical Education 8 to 10
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and do in each grade. Learning outcomes are clearly stated and expressed in measurable terms. All learning outcomes complete this stem: "It is expected that students will . . . . " Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depends on the professional judgment of teachers, guided by provincial policy.

Instruction involves the selection of techniques, activities, and methods that can be used to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that they think will enable their students to achieve the prescribed learning outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance and are based on prescribed learning outcomes. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by British Columbia teachers in collaboration with the Ministry of Education using a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources (such as locally available guest speakers or exhibits). The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher.

Appendix A contains a listing of the prescribed learning outcomes for the curriculum arranged by curriculum organizer and by grade.
Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appendix will be updated.
Appendix C outlines the cross-curricular screens used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of the IRP.
Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Curriculum outcomes have been used as the source for examples of criterion-referenced evaluations.
Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.
Appendix F contains a glossary of terms specific to the physical education curriculum.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Grade 8: Active Living

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Internal links to each
section of the document

Prescribed Learning Outcomes

Prescribed Learning Outcomes

It is expected that students will:

identify the benefits of active living
demonstrate a willingness to participate in a wide range of activities from all movement categories
identify and explain the effects of exercise on the body systems before, during, and after exercise
explain fitness components and principles of training
set and modify goals to develop personal fitness and motor abilities and to maintain a healthy lifestyle
identify and describe factors that affect choices of physical activity for life
explain the benefits of and demonstrate warm-up and cool-down activities
design and analyse a personal nutritional plan
describe and perform appropriate activities for personal stress management and relaxation
identify environmental factors when planning and participating in physical activities in an outdoor setting
describe how changes in body growth affect movement skills and concepts
demonstrate a personal functional level of physical fitness

To view the prescribed learning outcomes for Active Living in other grades click on an icon below.

Navigational Links to similar sub-organizers

Suggested Instructional Strategies

Suggested Instructional Strategies

Students consider ways to spend their leisure time and develop a balance between work and leisure. By developing a personal exercise and nutritional program, students learn to identify and set personal goals, develop an action plan, and reflect on their achievement.

Strategies

Have groups develop a word cluster for the term active living (e.g., fitness , healthy ) and create a definition.
Have students list their leisure activities and identify those that fit the active living definition.
Have students identify on a chart personal and cultural factors that affect participation in physical activity.
Have students create a graph listing activities at their community centre, showing how many activity programs are available.
Have students make a chart listing positive and negative ways to deal with stress and identifying techniques for relaxation (e.g., meditation, jogging).
Have students participate in an exercise program (e.g., walking, skipping, aerobics), recording their goals and comments in a journal.
Have students research and complete worksheets on the four body systems: skeletal, muscular, cardiovascular, and respiratory.
Have students plan and lead warm-up activities and participate in a training program, recording heart rates before, immediately after, and one minute after exercise.
Have students plan and participate in an outdoor experience (e.g., hiking, canoeing).
Invite qualified people to teach first-aid skills.
Have students evaluate their fitness level and set personal goals.
Have students research entrepreneurial ventures related to careers in health, sport, dance, leisure, and community activities.

Suggested Assessment Strategies

Suggested Assessment Strategies

After reviewing the principles of warm-up and cool-down activities, students work in pairs to plan, demonstrate, and lead class activities. Students should explain how their activities met the following criteria:

warm-up--raises heart rate, creates movement in the joints, stretches large muscle groups
cool-down--decreases heart rate, stretches small and large muscle groups, relaxes mind and body

Look for demonstrations that are easy to follow, are within the skill levels of all class members (may include options for different levels), and include activities that are interesting and engaging.

Students develop a personal active-living profile, recording:

a personal definition of active living in words and pictures or symbols
evidence of their own active living under headings such as Extracurricular Activities, Intramural Activities, Volunteer Work, Family Pursuits, Organized Clubs or Sports, Activities with Friends, and Individual Leisure Activities
an analysis of the physical, emotional, social, and intellectual benefits of each activity
a summary of the strengths and weaknesses of their current approach to active living (This could be done with a partner.)

Students update this assessment at intervals during the course. At each update, they identify any changes and explain the effects.

Look for evidence of students' ability to:
- personalize a definition of active living
- analyse the physical, emotional, social, and intellectual benefits of individual activities
- recognize the extent to which their overall profile reflects an active lifestyle