Page 27 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Examples,Teacher Prompts,and Student Responses
Most of the specific expectations are accompanied by examples, “teacher prompts” (as requested by educators), and student responses. These elements are intended to promote understanding of the intent of the specific expectations, and are offered as illustrations for teachers. The examples and prompts do not set out requirements for student learning; they are optional, not mandatory.
The examples, given in parentheses, are meant to clarify the requirement specified in the expectation, illustrating the kind of knowledge or skill, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails.
The teacher prompts are meant to illustrate the kinds of questions teachers might
pose in relation to the requirement specified in the expectation. Both the examples and the teacher prompts have been developed to model appropriate practice for the course and grade. Teachers can choose to draw on the examples and teacher prompts that are appropriate for their classrooms, or they may develop their own approaches that reflect a similar level of complexity. Whatever the specific ways in which the requirements outlined in the expectations are implemented in the classroom, they must, wherever possible, be inclusive and reflect the diversity of the student population and the population of the province.
It is important to note that the student responses are provided only to indicate the content and scope of the intended learning. They are not written in language that represents the typical parlance or vocabulary of students.
The diagram on page 24 shows all of the elements to be found on a page of curriculum expectations.
THE STRANDS AND THE LIVING SKILLS EXPECTATIONS IN THE HEALTHY ACTIVE
LIVING EDUCATION COURSES
The expectations for the Healthy Active Living Education courses are organized into three distinct but related strands – Active Living, Movement Competence, and Healthy Living. Integral to expectations in all these strands is a further set of expectations, presented at the start of each grade. These are the living skills – the personal, interpersonal, and critical and creative thinking skills that are essential to the achievement of expectations in the three strands. The living skills expectations are to be taught and evaluated in conjunction with learning in each of the strands. They make the learning in the Healthy Active Living Education courses personally relevant to students, as students learn to apply them in a variety of contexts that relate to their everyday lives.
The chart on the following page shows the flow of learning through the curriculum and the interrelationships among its various components. This organizational structure continues from the elementary curriculum into the Healthy Active Living Education courses in Grades 9 to 12.
THE PROGRAM IN HEALTH AND PHYSICAL EDUCATION
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