Page 55 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Categories
Level 1
Level 2
Level 3
Level 4
Communication – (continued)
The student:
Use of health and physical education conventions, vocabulary, and terminology (e.g., using and interpreting signals and body language; using correct terminology
to discuss parts of the body, health-related components
of fitness, phases of movement [preparation, execution, follow-through]) in oral, visual, and/or written forms
uses conventions, vocabulary,
and terminology with limited effectiveness
uses conventions, vocabulary, and terminology with some effectiveness
uses conventions, vocabulary, and terminology with considerable effectiveness
uses conventions, vocabulary, and terminology with a high degree of effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
The student:
Application of knowledge and skills (e.g., movement skills, concepts, principles, strategies; training principles; health concepts; safe practices; personal and interpersonal skills, including teamwork, fair play, etiquette, leadership) in familiar contexts (e.g., physical activities, healthy living discussions)
applies knowledge
and skills in familiar contexts with limited effectiveness
applies knowledge
and skills in familiar contexts with some effectiveness
applies knowledge and skills in familiar contexts with considerable effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills to new contexts (e.g., transfer of movement skills, strategies, and tactics from a familiar physical activity to a new activity, transfer of planning skills to contexts such as fitness, healthy eating, healthy sexuality)
transfers knowledge and skills to new contexts with limited effectiveness
transfers knowledge and skills to new contexts with some effectiveness
transfers knowledge and skills to new contexts with considerable effectiveness
transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., between active participation, learning in the health and physical education program, and healthy, active living; between health and physical education, other subjects, and personal experiences in and beyond school)
makes connections within and between various contexts with limited effectiveness
makes connections within and between various contexts with some effectiveness
makes connections within and between various contexts with considerable effectiveness
makes connections within and between various contexts with a high degree of effectiveness
ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT
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