Page 62 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
such as beanbags, tennis balls, beach balls, rubber chickens, and discs. When supplies are limited, teachers will have to be resourceful to ensure that each student has opportunities to use as many different kinds of equipment as possible. Teachers must provide specific instruction to students on the appropriate handling of equipment, ensure that equipment is in good repair and suitably organized, and take into account the size, ability, and age of the students when choosing the most appropriate equipment to use.
Co-educational and Same-Sex Classes for the Healthy Active Living Education Courses
Although all the curriculum expectations can be achieved in either co-educational or same-sex classes, addressing parts of the curriculum in same-sex settings may allow students to learn and ask questions with greater comfort. Same-sex settings may be of benefit to some students not only for the discussion of some health topics, but also for developing and practising some physical skills. Such considerations are particularly relevant in the case of adolescent learners.
It is also important to have time for co-educational learning, which can encourage learning about others, and about differences and commonalities among people, and allows for the development of relationship skills. Teachers should base their decisions about teaching in co-educational or same-sex settings on students’ needs. Different strategies may be required at different times, so that students have opportunities to learn in a variety of different groupings.
When planning instruction and considering class groupings, teachers should be aware of and consider the needs of students who may not identify as “male” or “female”, who are transgender, or who are gender-non-conforming. For more information about gender identity, gender expression, and human rights, see the website of the Ontario Human Rights Commission at www.ohrc.on.ca/en/code_grounds/gender_identity.
Acknowledgement of and respect for individual differences regardless of sex or gender identity will encourage student participation and help students learn to collaborate with and respect others. Strategies for encouraging understanding and mutual respect among students include:
• creating an inclusive and welcoming atmosphere in the class and supporting all students to be active participants;
• fostering authentic opportunities for students to provide input into learning activities and approaches;
• providing opportunities for all students to assume leadership roles;
• encouraging and respecting the interests and abilities of all students;
• ensuring that responsibilities are shared equally by all students.
Co-curricular Programs for the Healthy Active Living
Education Courses
Within the context of a healthy school, the health and physical education curriculum provides all students with the skills and strategies they need to participate in a wide variety of physical activities. A supportive school environment will provide opportunities for students to continue their learning either in the school, at home, or in the community. Intramural programs allow all students to participate in activities that are informal and
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