Page 64 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
Field trips may present additional health and safety issues that are not encountered
in in-school activities. Field trips can provide an exciting and authentic dimension to students’ learning experiences, but they also take the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers must preview and plan these activities carefully to protect students’ health and safety.
Students demonstrate that they have the knowledge, skills, and habits of mind required for safe participation in health and physical education activities when they:
• understand why rules are in place;
• follow established routines (e.g., for entering and leaving the gym, changing clothes, and engaging in warm-up and cool-down activities) and apply personal safety skills related to physical activities in the classroom, gymnasium, school, outdoors, and in the community;
• identify possible safety concerns;
• suggest and implement appropriate safety procedures;
• follow the instructions outlined for each activity (e.g., for starting and stopping);
• consistently show care and concern for their safety and that of others;
• wear clothing and use protection appropriate to the activities (e.g., a hat and sunscreen for outdoor activities), wear appropriate footwear and ensure that shoelaces are tied, and remove jewellery when participating in physical activities;
• handle equipment safely and show awareness of the space around them;
• take age-appropriate and developmentally appropriate responsibility for safe behaviour (e.g., for the safe use of equipment) and take necessary precautions when engaging in activities (e.g., using a safety mat);
• follow rules and expectations pertaining to the setting for the activity (e.g., skiing only in designated areas, following venue rules).
When considering students’ safety, including their physical safety, it is important to ensure that students feel comfortable physically, socially, emotionally, and psychologically. For example, teachers should be aware of student comfort and safety when students are changing their clothing for physical education, forming groups, demonstrating physical tasks, and discussing health topics. They should also ensure that all students – students of all social and cultural backgrounds, abilities, sexes, gender identities, and sexual orientations – feel included and recognized in all activities and discussions.
It is vitally important that parents inform appropriate school staff members of any medical conditions, including allergies, diabetes, or hemophilia, that might affect their child’s
participation in physical activities. Sabrina’s Law: An Act to Protect Anaphylactic Pupils requires all school boards to have an anaphylaxis policy. Boards must provide regular training of school staff in dealing with life-threatening allergies, and school principals are required to maintain individual plans for pupils who have an anaphylactic allergy, and have emergency procedures in place for anaphylactic students.
62