Page 25 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Boards will ensure that all half-credit courses comply with the conditions described above, and will report all half-credit courses to the ministry annually in the School October Report.
CURRICULUM EXPECTATIONS
The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.
Two sets of expectations – overall expectations and specific expectations – are listed for each strand, or broad area of the curriculum. (The strands include the Living Skills strand – see page 25 – and three content strands, numbered A, B, and C.) Taken together, the overall and specific expectations represent the mandated curriculum.
The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course. The specific expectations describe the expected knowledge and skills in greater detail. The specific expectations are grouped under numbered subheadings, each of which indicates the strand and the overall expectation to which the group of specific expectations corresponds (e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The numbered headings are used merely to help teachers focus on particular aspects of knowledge and skills as they develop various lessons and plan learning activities for their students. (In the Healthy Active Living Education courses, the Healthy Living strand uses additional subheadings within each group of expectations to identify the health topics addressed through individual expectations.)
The overall expectations in the HALE courses outline the types of skills and concepts that are required for healthy, active living at any age. For this reason, the overall expectations are repeated in constant terms in the courses from Grade 9 to Grade 12. Students who opt to take a HALE course every year throughout secondary school will have the opportunity to develop, reinforce, and refine the knowledge and skills associated with each of these key overall expectations. In the Grade 11 and 12 HALE courses, the focus of learning shifts towards applications that may have greater relevance to students’ lives after graduation.
The specific expectations reflect this progression in knowledge and skill development, as well as the growing maturity and changing needs of students, through (1) changes in the wordings of expectations, where appropriate; (2) the examples that are given in parentheses in the expectation; and/or (3) the teacher prompts and student responses that follow most expectations. The progression is captured by the increasing complexity of requirements reflected in the examples and prompts and by the increasing specificity of relationships, the diversity of contexts in which the learning is applied, and the variety of opportunities described for applying it.
THE PROGRAM IN HEALTH AND PHYSICAL EDUCATION
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