K-4 PE/HE:
A Foundation for Implementation
http://www.edu.gov.mb.ca/ks4/cur/physhlth
Front Section
• Acknowledgments (iii)
• Introduction (Introduction-1)
• Overview (Overview-1)
Middle Section
• Section Organization
– Guide to Reading the Four Columns (Suggestions6,7)
• Suggestions for Instruction and Assessment (K4)
– Prescribed Learning Outcomes
– Suggestions for Instruction
– Teacher notes
– Suggestions for Assessment
– Grade-Specific Blackline Masters (e.g., BLM K-7)
Back Section
• Appendices
– General Blackline Masters in Appendice H
(e.g. BLM G-1)
• Framework Excerpts
– including the overview and summary charts
• Bibliography
– includes references and websites used in the
development of the document
• Posters
Early Years Philosophy for
Quality Programming (Overview -2)
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Skill-based focus
Active and Interactive Learning Strategies
Exploratory and Cooperative Activities
Integrated Approach
Time and Instruction
Involvement of Parents/Families and
Communities
GLO 1-Movement (Overview-4)
• The student will
demonstrate competency
in selected movement
skills, and knowledge of
movement development
and physical activities
with respect to different
types of learning
experiences, environment,
and cultures.
Key Strands and Skills
Five Physical Activity
Categories (Appendix A)
• Individual/Dual
Sports/Games
• Team Sports/Games
• Alternative Pursuits
• Rhythmic/Gymnastic
Activities
• Fitness Activities
• Transport Skills
– running, galloping,
jumping, hopping
skipping
• Manipulation Skills
– rolling, underhand &
overhand throwing,
catching, bouncing,
kicking, striking)
• Balance
– static, dynamic)
Scope and Sequence
• Themes or topics are identified grade to grade to
help differentiate learning outcomes from grade to
grade.
For example in Sub-strand, Game Strategies
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Kindergarten-simple games/station activities
Grade 1- Target type activities
Grade 2- Chasing/fleeing type activities
Grade 3- Territory/Invasion type activities
Grade 4- Net/wall, striking/fielding type activities
GLO 1 Guidelines
• Establish start and stop signals for safety and class
control
• Refrain from using exercise as a punishment
• Promote maximum participation
• Choose developmentally and age appropriate
learning activities
• Use equitable strategies for group organization
Physical Activity Risk Management
GLO 2-Fitness Management (Overview-7)
• The student will
demonstrate the ability
to develop and follow
a personal fitness plan
for lifelong physical
activity and wellbeing.
Key Strands and Skills
Five Physical Activity
Categories (Appendix A)
• Individual/Dual
Sports/Games
• Team Sports/Games
• Alternative Pursuits
• Rhythmic/Gymnastic
Activities
• Fitness Activities
• Active participation
• Heart-rate monitoring
GLO 2 Guidelines
• Ensure all students are ACTIVE
• Use positive reinforcement, incentives rather than
awards
• Promote personal goal-setting strategies
• Involve parents, families and communities
• Do not include fitness results as part of the mark
• Begin formal fitness assessments at Grade 4
GLO 3-Safety (Overview-9)
• The student will
demonstrate safe and
responsible
behaviours to manage
risks and prevent
injuries in physical
activity participation
and in daily living.
Key Strands and Skills
A. Physical Activity Risk
Management
B. Safety of Self and
Others
• Following rules and
routines
• Introduction to first
aid practices in
Grade 4
Scope and Sequence
Kindergarten
- Traffic
- School Bus
Ridership
- Waterfront
- Poisons &
Chemicals
- Stoves or
Ovens
- Sharp
Utensils
- Bathtubs
Grade 1
- Toys
- Clothing
- Road and
vehicles
- School Bus
Ridership
- Unsupervised
-
situations
Fire safety
Holidays
Forest fires
Floods
Tornadoes
Lightning
Grade 2
- Road and
vehicle
- School Bus
Ridership
- Electricity
- Weather
- Seasons
- Stairs/
balconies
- Tools
- Internet use
- Water
conditions
- Unsupervised
situations
Grade 3
- Fire Safety
- School Bus
Ridership
- Crosswalk
Procedures
- Seatbelts
- Train tracks
and railway
crossings
- Firearms
- Floatation
Devices
Grade 4
- Fire Safety
- School Bus
Ridership
- Road and
vehicle
safety
GLO 3 Guidelines
• Establish safety routines early in the year
• Be current in safety and student medical
information (e.g., contraindicated exercises,
equipment and its use, allergies)
• Follow current divisional/school guidelines
for teaching potentially sensitive content
GLO 4-Personal and Social Management
(Overview-12)
• The student will
demonstrate the ability to
develop selfunderstanding, to make
health-enhancing
decisions, to work
cooperatively and fairly
with others, and to build
positive relationships with
others.
Key Strands and Skills
A. Personal Development
B. Social Development
C. Mental-Emotional
Development
• Goal-setting/planning
skills
• Decision-making/problem
solving skills
• Interpersonal skills
• Conflict resolution skills
• Stress management skills
GLO 4 Guidelines
 Make connections with ELA
 Choose a decision-making/problem-solving process and encourage students
to use and practise the steps in daily situations
 Use case scenarios that are developmentally and age appropriate
 Be sensitive to family configurations, accidents or deaths involving family
members, and home environments when addressing topics that should be
treated with sensitivity including loss and grief, body image, body weight,
self-esteem
 Emphasize cooperation, de-emphasize winning and losing in games
 Choose games that promote maximum participation (do not eliminate
players)
GLO 5-Healthy Lifestyle Practices
(Overview-14)
• The student will
demonstrate the ability to
make informed decisions
for healthy living related
to personal health
practices, active living,
healthy nutritional
practices, substance use
and abuse, and human
sexuality.
Key Strands and Skills
• Personal Health
Practices
• Active Living
• Nutrition
• Substance Use and
Abuse Prevention
• Human Sexuality
• Making healthenhancing decisions
GLO 5 HLP Guidelines
• Encourage parental involvement where possible
• Be sensitive to body size, weight, restricted or
specialized diets, availability or access to healthy
foods
• Follow current divisional/district/school
guidelines or policy related to substance use and
abuse prevention and human sexuality
Suggestions for Planning Overall
Implementation
Appendix B (Appendices -5)
• Decide on a delivery model
• Conduct a learning outcome analysis
– Distribution of PE and HE outcomes
• Perform a curricular connection analysis
– integration in other subject areas
– health promotion calendar
Health Strands
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Safety of Self and Others
Personal Development
Social Development
Mental-Emotional Development
Personal Health Practices
Active Living
Nutrition
Substance Use and Abuse Prevention
Human Sexuality
Planning for Health Themes
(p. Overview -19)
Example of a
School Health Promotion Planning
(Appendices-6)
Planning for Assessment
Fair Assessment
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performance criteria clearly defined
students are informed
focuses on student learning
continuous and ongoing
meaningful
variety
involves students
Suggestion for Assessment Column
Assessment strategy: Title of the Activity
Assessor: Assessment Tool
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Directional Statement
Example
Suggested Criteria
BLM reference
Suggestion for Assessment Column
Example K.1.K.B.1 on page K-6 and K-7:
Learning Log: Good Practice Makes Perfect
Teacher: Inventory
Have students draw themselves practising a skill they feel
needs practice. Ask them to describe what they are practising
and how they feel about their progress. Teachers could also
photograph students practicing the skill
Refer to BLM K-1: Good Practice Makes Perfect
Develop an Assessment Plan
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Plan with the end in mind (the learning outcome(s)
Backward design
Know what you are looking for (criteria)
Clearly communicate criteria to students
Teach with the test in mind
Play with a purpose
Refer to 8 step planning process to guide thinking
Managing Assessment
• Sticky Notes
– Anecdotal notes
– Surveys
– Graphing
– Gym goals
• Scoring Rubrics
– Self/Peer Assessments
– Enter/Exit Slips
• Inventories
– Human opinion line
– What’s Behind Me?
– Stand-up/sit down
– Card-voting
– I can posters
– Rotating Wheel
(Roulette)
– Scavenger Hunts
Planning for PE/HE Programming
Planning for PE/HE Programming
( Overview-16)
• Part A: Planning for Implementation
• Part B: Planning for Instruction
– Integration
– Students with Special Needs
– Potentially Sensitive Content
– Yearly/Unit/Lesson Planning
• Part C: Planning for Assessment (Overview-23)
• Part D: Additional Planning (Overview -25)
Characteristics of the
Learning Outcomes
• some are PE related, HE related, and some are PE
and HE inter-related
• supports making curricular connections
• recursive
• year-end
• can be clustered
• short or long term
• vary in degree of complexity
Planning for PE Integration
• Promote Active
Learning
• Actively engaging
students increases
retention
• Augment time
• PE and HE connection
• PE and SC Connection
S.2.1.A.1a
Animal Movement Cards
BLM
G-7
PE/HE and Science Connection
Cluster #
/Grade
K
1
2
3
1
Trees
2
Colours
Characteristics
and Needs of
Living Things
The Senses
Growth and
Changes in
Animals
Properties of
Solids, Liquids,
and Gases
Growth and
Habitats and
Changes in
Communities
Plants
Materials and Light
Structures
3
Paper
Characteristics
of Objects and
Materials
Daily and
Seasonal
Changes
Position and
Motion
4
Forces that
Attract or
Repel
Air and Water in Soils in the
the Environment Environment
4
Sound
Rocks,
Minerals, and
Erosion
PE/HE and ELA Connection
Yearly Planning (Appendices 17)
- Determine no. of classes for each class for
the year
- Determine blocks of time by cycle, week,
month, term, etc
- Determine no. of days for inservices or
other conflicts
- Determine available resources (e.g.,
equipment, facilities, people, books, software,
student materials, visual aids, etc.)
- Establish time blocks and schedule
units/modules/themes for achieving the
student learning outcomes for each grade
- Deadline dates for report card marks
- Marking system, weighting of PE and HE
- Determine components of the mark
Traditional Athletic Program/ Season
Cross Country Running
Soccer
Volleyball
Dance
Basketball
Winter Activities
Gymnastics
Badminton
Track & Field
Baseball
Example 1: Organizing the Year by GLO’s
Example 2: Yearly Planning By
Activity Category
(Appendices-19)
Example 3: By PE/HE Skill Theme
Transport
Manipulation
Balance
Fitness Management
Safety
Goal-setting/planning
Decision-making/problemsolving
Interpersonal
Conflict resolution
Stress Management
By PE Skill Theme
Transport
Manipulation
Balance
Fitness Management
Safety
Personal/Social Management
By HE Skill Theme
Goal-setting/planning
Decision-making/problemsolving
Interpersonal
Conflict resolution
Stress Management
Unit Planning(Appendices -21)
Backward Design
- Choose outcomes and plan teaching/learning
strategies or choose theme or topic and then
outcomes
Teach with Intent
- What is the purpose of the activity? Why you are
teaching it? What will the students be learning?
Facilitate integration where possible
Developing Integrated Unit Plans
• Pick a strand/sub-strand/theme/topic
• Choose and cluster outcomes (mapping activity)
• Choose teaching/learning strategies from S for I or
own
• Choose an assessment strategy and tool from S for
A or own
• Assess and select local learning resources
• Make curricular connections
Lesson Planning (Appendices-27)
- include activating, acquiring, applying type
of activities
- plan with the end in mind (the outcome)
- plan for safety, inclusion, maximum
participation, success, etc
Planning for Inclusion
Inclusive PE/HE Programming
(Overview -20)
• includes all students
• uses the provincial PE/HE curriculum as a base
• respects learning needs and interests of
individual students
• involves planning and collaboration with others
• provides assistance only to the degree required
Programming for Students with Special
Needs (Appendix C)
• Personalize instruction
• Individual Education Planning (IEP’s)
• Planning Tools
– Form 1: Planning for Inclusion in PE/HE (p.
App-10)
– Form 2: Learning Outcome Planner (p. App-12)
– Form 3: Visual Planner (p. App-15)
Appendices-13
Appendices-15
Physically Active and Healthy
Lifestyles for All Students