Page 26 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Expectations in health and physical education are organized into three strands, numbered A, B, and C.
(In the HALE* courses, the Living Skills expectations are given at the start of the course, before strand A.)
The overall expectations describe in general terms the knowledge and skills students are expected to demonstrate by the end of each grade. Two or more overall expectations are provided for each strand in every grade. The numbering of overall expectations indicates the strand to which they belong (e.g., A1–A3 are the overall expectations for strand A).
A. ACTIVE LIVING OVERALL EXPECTATIONS
By the end of this course, students will:
A1. participateactivelyandregularlyinawidevarietyofphysicalactivities,anddemonstratean understanding of factors that can influence and support their participation in physical activity now and throughout their lives;
A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
Grade 9, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
A numbered subheading identifies
each group of specific expectations
SPECIFIC EXPECTATIONS
and relates to one particular overall
expectation (e.g., “A1. Active
A1. Active Participation
Participation” relates to overall
expectation A1).
By the end of this course, students will:
The specific expectations
A1.1 actively participate in all aspects of the program (e.g., being appropriately prepared and equipped
describe the expected
knowledge and skills
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
in greater detail. The
their confidence and increase their willingness to try new activities), choosing from a wide and
expectation number
varied range of activities (e.g., fitness and individual/partner activities, such as yoga or Pilates;
identifies the strand to
small and large-group activities, sports, and games, such as wheelchair curling, shinny, sepak takraw,
which the expectation
or rounders; recreational and outdoor pursuits, such as orienteering, cycling, or hiking) [PS, IS]
Teacher prompts and belongs and the overall
student responses are expectation to which
Teacher prompt: “Sometimes everyone does the same activity. Sometimes we have a
included for most
it relates (e.g., A1.1,
choice of activities, including some that we haven’t tried before. Why is it important to
expectations to help A1.2, A1.3, and so on,
have choices and try new activities?”
clarify the requirements relate to the first overall
Student: “I feel more motivated to participate when I have a choice. I like having more
and suggest the intended expectation in strand A).
control over what I do and being able to practise things that I might want to do outside
depth and level of
of school. It’s also good to try new activities because it gives us a chance to discover
complexity of the
things that we might enjoy.”
expectations. These
In the HALE*
are illustrations only, courses, tAh1e.l2ivdinegmonstrate an understanding of factors that contribute to their personal enjoyment of being
not requirements.
skills abbreviations
active and that can support their participation in physical activity throughout their lives (e.g.,
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
are given in square
health benefits, such as feeling better and having more energy and stamina; pleasure of movement; being
brackets after specific
able to adapt games for different purposes; having maximum opportunity for participation, access to
facilities and programs, sufficient practise time, support of family and friends; having opportunities
expectations that are
to pursue personal and cultural interests, compete, and interact socially while being active; participating
clearly connected to
in challenging activities that allow for success and promote confidence), and identify challenges and
the skills indicated.
barriers to regular physical activity and actions they can take to overcome these (e.g., transferring
activities to an indoor location or changing outdoor clothing in response to changes in the weather,
working out with a friend to maintain motivation and engagement, using time-management skills
to schedule physical activity so that it does not interfere with family responsibilities or employment)
[PS, CT]
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The examples help to clarify the requirement specified in the expectation and to suggest its intended depth and level of complexity. The examples are illustrations only, not requirements. They appear in parentheses and are set
in italics.
*HALE is the acronym for Health Active Living Education. See page 19.