H&PE Curriculum Support :: FAQ :: About Teaching and Assessment/Evaluation

Structure your course to meet the needs and interests of your students, to keep them active and having fun. Use the support materials to provide ideas and background information to help you do this.
Activity is a crucial part of the H&PE curriculum. As well as spending time being active, this curriculum requires that students learn skills that will help them continue to participate in activities when they leave school. The curriculum also requires that students know why they are learning what they are learning. If students understand the value of a healthy active lifestyle, they are more likely to develop the commitment to be active and to make good healthy decisions about what they do.
The curriculum is about more than participating for participation’s sake. It’s about helping students develop the commitment and capacity to be active long after they leave school. To do this, students need to take part in a well-rounded program that most certainly is active and fun.
Involve students in program design so that the activities meet their needs and interests.

The curriculum expectations can be met in different ways. All classes do not need to be doing exactly the same things. Classes can be planned to reflect student interests and needs. Planning together so that students in the same grade are assessed in similar ways may be helpful from a student perspective.
Consider whether a balanced program that reflects the healthy active living philosophy of the curriculum is being delivered.

The summative evaluation needs to reflect the students’ essential learning of the course, needs to occur towards the end of the course and is worth 30% of the students’ mark.
There is information in the course profiles and on page 12 in the Assessment and Evaluation section of the grade 9/10 support document, which provides suggestions for the summative evaluation.

You can use a scale to assign mark values or ranges of marks to levels. Try to collect assessment in a consistent way. e.g., if recording marks from health quizzes, make all the quizzes out of the same mark to help weight all quizzes the same. All assessment using rubrics, rating scales and checklists can be recorded using levels. After the highest, most consistent and recent level has been determined, the level can be transferred to a percent using a pre-determined scale. It is not a precise calculation.
Remember that the final result is one mark and that the purpose of assessment and evaluation is to improve student learning.

Focus on the skills and concepts that can be transferred from activity to activity. Consider what the students already know and build from unit to unit on concepts. Use diagnostic assessment to determine the starting point for students.
Use peer assessment and coaching to help students provide feedback for each other based on specific criteria.
Use a Teaching Games for Understanding approach and begin with a games experience. Use a modified game to give students an immediate experience of applying skills and to help determine what skills and strategies need to be developed.

Use the activity units in a two year cycle. Plan with the teachers in your school to determine what activities will be offered to provide a balanced and interesting approach.
Use feedback from students to incorporate activities that are geared towards their interests.

Students can get a total of 7 H&PE credits in high school They can only get credit for one HALE course at each grade level. They can take any combination of focus courses and regular courses but can only get credit for one HALE at each grade level. They may take as many H&PE courses in a year as they want.

Use the Open course description and note that the expectations are being delivered using a fitness focus. The expectations are the same as for the open course but the vehicle for delivery is different.