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FAQ: About The Ophea H&PE Binders
Background Information What do the elementary documents look like? -
Over 100 physical education lessons and 30 health lessons per grade that are directly linked to curriculum expectations -
Overview sections in every document covering: vision and philosophy, assessment and evaluation, creating a learning environment, key components of a quality program, program planning, safety, teaching and learning strategies, daily vigorous physical activity, safe stretching, accommodations, sample year plans and a recommended minimum equipment list -
Links to the Catholic Graduate Expectations and the Fully Alive program support the Catholic education system in the Healthy Living strand -
Unit overviews include: unit title, duration, description, expectations (codes), assessment and evaluation, links to prior knowledge, notes to teacher, resources -
Units are organized into sections including Healthy Living, Fitness Building Activities, Indoor and Outdoor Games, Movement Exploration and Skill Building Activities -
Units are based on clusters of expectations and the links to assessment and the achievement chart are clear -
Sub-tasks (lessons) will include: unit and sub-task title, facility, time and materials, description, clusters of expectations, assessment tools and strategies, teaching strategies (including warm up, skill development, skill application, cool down and extension), notes to teacher, black line masters in appendix -
Clear indicators for skills, detailed explanations of activities, extension activities and notes to teachers -
A section by division with suggestions for Daily Vigorous Physical Activity -
Samples are available for download on the Resources and Materials page. Back to Top
What do the secondary documents look like?
- Supplementary material (background information, student work sheets, assessment tools) to make it easy for teachers to teach using the course profiles
- Sections include modules on Healthy Growth and Sexuality (Public and Catholic), Substance Use and Abuse, Personal Safety and Injury Prevention, CPR, Interactive Activities, Fitness, Large and Small Group Activities - Invasion/Territory Games, Net/Wall Games, Striking/Fielding Games, Target Activities, Body Management Activities
- Dual Public and Catholic sexuality modules
- Large number of lesson plans in 14 activity modules that help the teacher identify the transferable sport skills, and strategies and tactics that can carry over from one activity to another that can be used to support the grade 9 or 10 curriculum expectations
- Grade 11 Healthy Living Units for the PPL30 HALE course (in pdf and Word format)
- Complete Grade 12 supporting materials for all three grade 12 H&PE courses (in pdf, Word and curriculum planner format)
- Grade 11 and 12 are available for download on the Resources and Materials page.
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How do I get a copy?
- District school boards across Ontario who have partnered with Ophea received documents for their schools. These boards have copyright for the documents, so they may be duplicated. Contact Ophea at curriculum@ophea.net for information regarding who to contact in your school board.
- Boards involved in this resource partnership have copyright to reproduce the resources. Most school boards are making additional copies of the resource available through the print department.
- Contact your board representative to see if arrangements have been made to receive additional copies.
- If your school board is not yet a partner, or if you would like your own personal copy of the documents, you can purchase printed copies. Go to the Register/Order page for details.
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Why has Ophea produced these documents?
- In response to needs expressed by teachers and boards for help implementing new elementary and secondary H&PE curriculum
- Need for resources that are directly connected to Ministry of Education curriculum policy
- Willingness of boards, health units and community agencies across the province to work together to produce these resources
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What is exceptional about this project?
- Unprecedented cooperation and collaboration by Ontario Public and Catholic school boards to contribute resources and writers to the process
- Documents written by over 80 writers from 12 Ontario School board
- Documents reviewed by over 150 teachers, consultants and health professionals
- Over 93% of English school boards (56) contributed to the project
- 11 documents - kindergarten to grade 10 - averaging 600 pages each were produced
- Curriculum lessons are directly linked to the Ministry of Education Health and Physical Education curriculum, providing teachers with hands on step by step lesson plans, clear links to expectations, assessment suggestions on every lesson, background information for program planning and black line masters for assessment and teaching tools.
- Approximately 100 physical activity and 30 health lessons per grade
- Language used in lesson development is consistent with the Ministry of Education Curriculum Planner
- Documents are linked to the Catholic Graduate Outcomes so they can be used in the Public and Catholic systems
- Documents support the delivery of the Ministry of Health Mandatory Core Guidelines
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What have partner school boards received? - The boards who are participating received an electronic copy of the resource that can be personalized and adapted
- Schools from participating boards received one black and white master paper copy per grade for every grade at that school (kindergarten to grade 10)
- Had an opportunity to review drafts and provide feedback.
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What principles guided the writing of the documents? - Be accessible, concise, and follow a consistent format
- Be usable by Public and Catholic boards
- Be useful for rural and urban settings, and for specialists and generalists
- Reflect the MOE curriculum expectations and assessment policy
- Use the components of a quality program to frame the writing
- Emphasize fitness development
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Do we require further supplementary materials to meet the curriculum expectations? - You will have enough material within these documents to deliver the curriculum expectations. Teachers will always benefit from looking at additional resources for other ideas and approaches. There are suggestions of additional resources in the support documents.
- If there is a specific need in an area (e.g., a problem with teens and rave drugs, a focus on outdoor sports, an aquatic program), teachers may wish to use additional resources.
- Search for additional resources by curriculum strand or in the Teacher Resources section.
Back to Top Do you have suggestions re: how I could share information about the resources at my school? -
Make an announcement at a staff meeting; host an after-school active workshop, attend team meetings to answer questions, host a family activity night to try some activities from the documents, put a notice in the staff/community newsletter to announce support for an area that will make a big difference in the lives of students. -
Work with a peer to work through the documents. -
Lobby your board or school to provide copies for all teachers who teach HPE. -
Make your principal aware of the documents and their potential. -
Share success stories. -
Do the document quiz as a staff/department activity. -
Do an active break at a staff meeting. -
Show student work at parent’s night. -
Use a bulletin board.
Back to Top I believe in this stuff … but how do I get others in my school to do something with it? They are too busy (teaching other subjects… teaching four out of four…) -
Talk to them about why it’s important. (Share research statistics in the articles section on ophea.net) -
Make it easy. Show them the one page overview of the documents. Show them the support that is available in the documents. Reinforce that the documents will help make it easier to do their job. -
Get parents to help lobby. We’re talking about the health of their kids. This resource will help teachers deliver a quality program. -
Contact your curriculum department in your board and ask for help. -
Do one thing at a time. -
Walk through the documents. They are big but they are easy to use. -
Share your successes. -
Team teach. -
Be a role model. -
Be patient. Never give up.
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Do I have to use this resource? Back to Top I teach grades one to six. That’s a lot of books to read. Any suggestions about how I could approach this? -
Choose one unit at a time. Units are the same within divisions so you will see a similar structure and layout between grades (K, 1-3, 4-6, 7-8). -
The “up front” information is the same for grades 1-8 and the grade appendices are similar. -
Look for key themes and learning in each grade so you can link them together. Back to Top I always teach football in grade 6. I don’t see a unit on football. Does that mean I can’t teach football? -
A unit on Football can be used to meet several expectations. Many different teaching learning strategies (and different sports) can be used to meet the same expectations. See the appendix on transferable strategies and tactics (Appendix P) for more information. -
For support to teach football, use the lead up to basketball or soccer units. Many of the games and activities can be used in a football unit. See the grade 7 or 8 support documents for information specific to football. Back to Top I see a lot of dance in grades 4, 5 and 6. I thought dance was addressed in the arts curriculum. What do I have to do for dance? Back to Top How long are the lessons meant to be? Back to Top Is there enough material to provide H&PE every day? -
By using the extension activities, the Daily Vigorous Physical Activity suggestions (Appendix B) and repeating some lessons, there is enough material in the support documents to provide H&PE on a daily basis. Each lesson is unique so to reinforce the skills and provide opportunities for practice, some repetition of lessons (especially from the fitness units) is encouraged. Back to Top I see there are gymnastics units in every grade. Our board has got rid of most of the gymnastics equipment. I don't feel comfortable teaching gymnastics. Do I have to teach gymnastics? -
The gymnastics units are designed to meet Ontario H&PE curriculum expectations that will help students develop locomotion and stability skills. -
The Ontario Safety guidelines provide teachers with standards to help manage the risks of all physical activities including gymnastics. For more details on the Safety Guidelines, go to the Safety Guidelines section of ophea.net. -
The support documents provide information to teachers so they are able to deliver a program with a range of experiences depending on the equipment and facilities that are available. Students can develop motor skills with equipment ranging from simple mats and benches to more complex gymnastics equipment. Back to Top There seems to be a lot of information in the healthy living section. How much time should be devoted to health? -
There are not specific time requirements set by the Ministry of Education for delivering the Healthy Living expectations. Program delivery should be balanced, considering both the number of expectations in each strand and also the importance of providing ongoing instruction for some expectations. Fitness and active participation expectations should be delivered on an ongoing basis throughout the year to help build the fitness levels of students. -
The Healthy Living section includes a large amount of background information as support for the teachers. Teachers can find background information in the notes to teacher section in each sub-task and also in the unit overviews. Teachers may certainly research additional sources of information, but they should find the basic information required to meet the curriculum expectations within the unit overviews and sub-tasks. Back to Top I don’t have time to read all of this. Where do I start? -
Start with the essential learnings. Consider what is crucial that the students know by the time they leave your course. Using a page like Appendix A on page 36 of the grade 9/10 document at the front of the document will provide an overview of the assessment and teaching plans for the whole course. -
New teachers may begin by reviewing the “up front” sections of the support document. These sections provide valuable planning and background information to help deliver a quality program. -
Use the course profile when planning for delivery of the course and look for supporting materials in the supplement when needed. Back to Top I'm not an expert in all areas. Where can I get qualifications and training in various sports? - Provincial Sport bodies provide certification courses for a variety of sports. Contact your board H&PE contact locally to express an interest in receiving training.
- As a teacher, you must provide a safe environment for your students. This is part of the Education Act. Even after creating a safe environment, accidents will happen. It is critical that you not act in a negligent manner. If you can show that you did everything that you could do to minimize the risks, and an accident still happened, then you will not be found negligent.
- Consider taking a Health and Physical Education Additional Qualifications course.
- Let your board contact for H&PE know where you would like help and request a board workshop. Workshops are available from Ophea.
- Attend Ophea’s annual Kids’ Health Conference. Numerous workshops are provided to support your professional learning.
- Find a mentor in your board. Share and learn from your colleagues.
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I need some help finding things in the secondary resources. For example, is there anything there to help me teach my students to snow shoe and cross country ski? -
Use the grade 9-12 course profile quick reference guide that is posted on Ophea.net on the H&PE Resources and Materials page. This list provides an outline of everything in the public and Catholic course profiles. We do not have any resources in the additional supports specifically addressing snow shoeing and cross country skiing. In the grade 10 public profile, however, there are some lessons included and references listed (Unit 1 Activity 2 - Winter Activities). You could check out the other profiles for more general information or info that you could adapt.
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