COHORT 243 SECONDARY SCHOOL

PPL1O - GRADE 9 OPEN HEALTHY ACTIVE LIVING

Credit Value: 1.0 Ministry Prerequisite: N/A
Department: Health & Physical Education Department Head: Ms. Amatruda
Teacher: Ms. Chien
Teacher’s Email: katherine.chien@tdsb.on.ca Teacher’s Phone Contact Information: (416) 978-0005

Course Description
This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy,
active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and
skills related to movement competence and personal fitness that provide a foundation for active living. Students also
acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-
being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with
others, and develop their ability to think critically and creatively.
(Source: The Ontario Health & Physical Education Curriculum – Grade 9-12, 2015, Ontario Ministry of Education (p. 89))

General Student Learning Outcomes of Physical Education

General student learning outcomes are broad statements identifying the knowledge, skills, and attitudes that students are
expected to demonstrate with increasing competency and confidence from grade nine to grade twelve. These outcomes
will be achieved through a variety of learning experiences contributing to physically active and healthy lifestyles. The five
general learning outcomes for grade 9 Physical Education are:

1. Movement: The student will demonstrate competency in selected movement skills, knowledge of movement
development and physical activities, with respect to the different types of learning experiences, environments, and
cultures.
2. Fitness Management: The student will demonstrate the ability to develop and follow a personal fitness plan for
lifelong physical activity and well-being.
3. Safety: The student will demonstrate safe and responsible behaviors to manage risks and prevent injuries in
physical activity and in daily living.
4. Personal and Social Management: the student will demonstrate the ability to develop self-understanding, make
health enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with
others.
5. Healthy Lifestyle Practices: The student will demonstrate the ability to make informed decisions for healthy
living related to personal health practices, active living, relationships, decision-making, substance use and abuse,
and human sexuality.

Ministry Learning Expectations

This course will prepare students for continuing studies in biology at university by meeting the following 3 overall goals:
➢ To develop knowledge and skills related to movement competence and personal fitness
➢ To acquire an understanding of the factors and skills that contribute to healthy development
➢ To learn how well-being is affected by and affects the world
➢ To build one’s sense of self, how to positively interact with others and develop critical thinking

Units of Study, Big Ideas, and Essential Questions

In this course, the key concepts and related content of each Unit of Study are organized into 2 or 3 “Big Ideas”. These
“Big Ideas” can be re-phrased into understandable thought-provoking “Essential Questions”.

Unit of Study Big Ideas

Healthy Eating ➢ Connection to holistic health: physical, mental, emotional, spiritual [PS, CT]
➢ Healthy eating plans [PS, CT]
Personal Safety ➢ Technology – benefits and risks, safe use [IS, CT]
➢ Mental health concerns – warning signs and responses [PS, IS]
Substance Use ➢ Resilience – protective and risk factors [PS, CT]
➢ Social influence; decision-making, communication skills [IS, CT]
Human Development ➢ Preventing pregnancy and STIs
➢ Relationships – skills and strategies
➢ Thinking ahead about sexual health, consent, personal limits [PS, CT]
Assessment and Evaluation
MARK BREAKDOWN (out of 100%) EXAMPLES
70% term work participation, quizzes, tests, assignments, projects, etc.
30% final evaluation(s) comprised of a variety of culminating tasks

70% Term work will be assessed as follows:

CATEGORY BREAKDOWN EXAMPLES
Knowledge & 15% ➢ understanding concepts, principles, theories, procedures
Understanding ➢ knowing the facts, terms, definitions, safe use of equipment
➢ using appropriate methods for initiating/planning
Thinking & 15% ➢ applying skills & procedures, using tools and technology safely
Investigation for participation, recording, observing, problem solving
➢ using critical thinking skills to interpret findings, justify conclusions
Communication 15% ➢ proper use of terms, symbols & units
➢ clear, logical communication in different formats for different
purposes
➢ application and transfer of concepts & practices to familiar
Application 25% and/or new situations
➢ analysis of social, economic & environmental issues involving
science and technology and assessing their impact,
➢ proposing practical actions for issues relating to HPE

30% Final Evaluation(s) will be assessed as follows:

CATEGORY BREAKDOWN DESCRIPTION OF FINAL CULMINATING TASKS
Knowledge & 8% Weebly – Online Portfolio (20%)
Understanding In this culminating task, students will present and demonstrate their
Thinking & 8% understanding of course concepts while completing a series of assignments
Investigation and tasks.
Communication 7% Final Exam (10%)
Students will write an exam which will cover those units of study
Application 7% learned throughout the course.

Learning Skills and Work Habits

Assessment and evaluation are divided into two important parts. The grade the student receives on a mid-term or final
report indicates achievement/ proficiency in Curriculum Expectations. A level of competence (Needs Improvement,
Satisfactory, Good or Excellent) will be assessed and reported in the area of Learning Skills and Work Habits.
Teacher and student self-assessment of Learning Skills and Work Habits will occur according to the following categories:
➢ Responsibility ➢ Organization ➢ Collaboration
➢ Independent Work ➢ Initiative ➢ Self-Regulation
(Please refer to the accompanying “Learning Skills Self-Evaluation” for criteria in each category.)