The University of Winnipeg
Senior Years Curriculum, Instruction & Assessment:
Physical Activity
15. 4863/3-150
2005-2006
Leanne Nazer-Bloom
Faculty of Education/Dept. of Kinesiology
Office: 1D48
Phone: 786-9881
Email: l.nazer-bloom@uwinnipeg.ca
Venues: 2C13, Duckworth Centre East Gymnasium
Class time: Fridays, 8:30 - 10:20
Office Hours: after class or by appointment please
Course Description
The course will examine the principles and practices of teaching senior years physical education.
The student will be equipped with skills to be effective both in the planning and the
implementation of a senior years physical education curriculum. There will be a particular
emphasis on documents created by Manitoba Education, Citizenship, Heritage, and Youth.
Course Format
This course will involve class discussions, lectures, guest resource people, hands on learning
experiences through activity sessions and teaching. Students are expected to come dressed to
engage in physical activity for every class, unless otherwise notified. Class attendance is
mandatory.
Course Texts
* Kindergarten to Senior 4 Physical Education/Health Education Manitoba Curriculum Framework
of Outcomes for Active Healthy Lifestyles
* Optional resource: Success for All Learners: A Handbook on Differentiating Instruction
Proposed Method of Evaluation
A. Getting into the Website due October 7, 2005
B. Leadership – expected each class
C. Teaching, Lesson Plan & Self-Reflection – term 2, as assigned
D. Professional Development Report - due one week following experience
E. Unit Plan - due March 3, 2006
15%
15%
20%
20%
30%
Explanation of Assignments
A. Getting into the Website
Manitoba Education and Youth have established a comprehensive website showcasing all of the
new developments in the K-12 PE/Health Curriculum located at www.edu.gov.mb.ca/ks4
Highlight particular points of interest to you, questions that stand out in your mind as a result of
your reading, strategies/ideas you might like to implement, etc. Be sure that what you write is
reflective of the senior years physical education focus in this course. The assignment will be graded
according to its comprehensiveness, accuracy, and reflexivity of response. Reflexivity goes beyond
refection, and is characterized by becoming involved in evaluating the literature/topic at hand.
This evaluation means that students do not automatically accept what is read, but rather reflect
upon the information at a deeper level, considering what the information means to them personally.
A minimum five typed pages required.
B. Leadership
Much of the learning in this course will result from your development of assignments, class
discussion and participation. Due to the applied nature of the course, time will be required for both
spur of the moment activities requiring student leadership, as well as in class teaching. Much
reflection will occur following class in the form of reflection and connecting course content to the
curriculum. Marks will therefore be awarded for active leadership. If one is late or absent from
class, leadership marks will not be awarded. Missed material is the student’s responsibility. Contact
others in the course to acquire missed material.
C. Lesson Plan, Peer Teaching & Self-Reflection
Students will be expected to prepare a lesson plan and teach it during class time, in order to hone
teaching skills. This safe environment will encourage students to critically reflect on their teaching
and make suggestions for self-improvement. Further information to help you develop your lesson
will be discussed in class. A rubric for this assignment is available on “e-reserve.”
D. Professional Development Report
Each year in our profession, there are many diverse and exciting professional development
opportunities. In addition to the annual SAG Conference held every October, for which there is a
special Physical Education/Health Education focus organized by the Manitoba Physical Education
Teachers’ Association, there are also “YAG sessions” offered by Manitoba Education, Citizenship,
Heritage and Youth, offered several times per year, orienting teachers to the new Physical and
Health Education curriculum. These opportunities in addition to others that will surface
throughout the year are excellent ways to develop professionally as well as to demonstrate
leadership and get connected in the field. Students will be expected to seize the opportunity to
participate in at least one physical education professional development seminar. Following the
attendance at the seminar, a five to ten page report is to be written. The seminar should be
summarized in the first two pages (approximately), followed by a reflexive look at curricular
connections (if applicable), insights gained, and questions remaining as a result of participating in
the seminar. Further discussion of this report will occur in class.
E. Unit Plan
Together with your cooperating teacher, select a topic for a p.e. unit, which you will hopefully be
able to implement during your teaching block. Unit plans are to include a minimum of five lesson
plans. Further information to help you develop your unit will be shared in class. The unit plan
specifications are available on “e-reserve.”
Please note:
Students who wish may propose a student initiated project in lieu of any of the written assignments described
above. Be sure to provide plenty of lead time when submitting your proposal, in order for you and the
instructor to work out all of the details.
Required Assignment Format
Please double space, type on 8 ½ x11" paper and staple in the upper left corner in a basic font (CG
Times, Times New Roman).
Please do not use binders, clips, folders, duotangs, fancy fonts, or fancy stationary.
Late Assignments
Students having difficulty completing major assignments on time are urged to meet with the
instructor to determine a reasonable extension.
Grade Distribution
All components outlined will be graded out of the percentages indicated. At the end of the course a
final percentage out of 100 will be calculated. In assigning letter grades, the instructor will look for
logical groupings and breaks in the percentage distributions. The following breakdown outlines an
approximation of what normally occurs. Students are reminded that grade ranges will not be
exactly as outlined. All final grades are tentative until approved by the Senate Committee on Academic
Standards, which issues grades on behalf of the University of Winnipeg Senate.
A range = 90's (excellent performance)
B range = 80's (commendable performance)
C range = 60's & 70's (satisfactory performance)
D range = 50's (marginal performance)
F = below 50 (unacceptable performance)
Other Information from the University Calendar
For information on academic regulations and policies, please see pages 51-60 in the University of
Winnipeg General Calendar
* Voluntary Withdrawal Date: January 20, 2006
A Note on Plagiarism
No student shall submit the works, ideas, images or data of another person as the student’s own in
any academic writing. It is the student’s responsibility to avoid plagiarism while meeting the
assignment requirements. It is therefore important to use an appropriate format for citing and
crediting sources. The American Psychological Association (APA) style of writing is the preferred
format for this course. See the APA manual for details. If a student is unsure what citation format
is appropriate, or what constitutes plagiarism, consultation with the instructor should occur. See
the university calendar for penalties on plagiarism.
~Always keep a copy of all assignments submitted~
In the event that the professor does not receive a piece of work submitted by a
student, it is the student’s responsibility to provide evidence of work submitted, by
re-submitting work.
~~When submitting work electronically, it is the student’s responsibility to follow up with the
instructor to insure that work was received.~~