Curriculum Mapping - Active Living Example

This example pertains to the specific expectation A1.1 and the activity options provided in both the Grade 11 and Grade 12 course:

Note: the expectations selected are to emphasize the importance for differentiating the content in a focus course but the same considerations must be made to the HALE courses as students move through Grades 9-12.

Grade 11 (PPL3O)

A1.1 actively participate in physical activities (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities) in a variety of settings, choosing from a wide and varied range of activities (e.g., individual activities, such as t’ai chi and weight-lifting; small- and large-group activities, such as wheelchair basketball, hacky sack; outdoor pursuits, such as cross-country running and softball; recreational and leisure activities, such as golf, tennis, table tennis, bocce and curling) [PS, IS].

Grade 12 (PPL4O)

A1.1 actively participate in physical activities (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities) in a variety of settings, choosing from a wide and varied range of activities (e.g., individual activities, small- and large-group activities, outdoor pursuits and recreational and leisure activities) [PS, IS].

Step by Step Process

  1. Using the template, begin to explore the curriculum expectations at the Grade 11 and 12 levels where there are examples of activities provided.
  2. Each activity is placed into the chart in the appropriate course or courses where it fits best.
  3. In cases where the activity appears in more than one course, the task is to provide the focus or context in which that activity will occur.
    • Grade 11: Individual Activities – Weight Training:

      • HALE: weight lifting – fitness activities, individual program development.
      • PAF: weight lifting – training methods, activity specific, endurance, power, strength-based programming.
      • PAQ: weight training – endurance training, endurance swim requirements of Bronze Medallion and Bronze Cross course.
    • Grade 12: Individual Activities – Weight Training:
      • The specific expectation, A1.1 for Grade 12 is very generic and doesn’t provide the examples as in the Grade 11. The context for exploring activity options will come from the following example from the expectation:
      • “being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities”
      • HALE: weight lifting – fitness activities, individual program development, build on prior knowledge and explore post-secondary options (e.g., community facilities).
      • PAF: weight lifting – training methods, activity specific, endurance, power, strength-based programming, supplement prior knowledge with guest speakers, strength coaches and personal trainers from the community.
  4. Once completed, the remaining examples from the curriculum expectation are distributed into the other courses being offered.
  5. The process is continued in the same manner with the next expectation where the examples provided can be placed into the appropriate focus course.
  6. Continue this process until all expectations within the Active Living strand for each course have been examined.
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