PAR2O - Grade 10 Healthy Living and Rhythm and Movement Activities
Course Description: This course enables students to further develop 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.
PAR2O, Grade 10 Healthy Living and Rhythm and Movement Activities, is a Collaboration Course
Kanata Academy offers what we call “Collaboration Credits”. These credits involve an approved third party to meet the practical requirements of the Curriculum Expectations of a course. Kanata Academy tracks the expectations, verifies the third party and communicates with the third party to verify hours and curriculum expectations are met. KA provides any theory or missing expectations via way of lessons, discussions and projects. KA will administer a Rich Summative Task and/or Exam worth 30% of the final grade.
A couple examples of how this can work:
- A student takes Guitar lessons or Music lessons from a teacher/company in the community. The practical part of the course would be taken with that Music Teacher and the theory and Summative would be taken as an online course at Kanata Academy
- A student takes Vocal lessons. The practical part of the course would be taken with that Music Teacher and the theory and Summative would be taken as an online course at Kanata Academy.
- A student plays competitive hockey and all ice time and dryland hours accumulated and counted as the practical portion of the credit (s) and the theory and Summative would be taken as an online course at Kanata Academy.
- A student dances at a competitive dance school or at a vocational dance school where dance exams are offered. The practical part of the course would be taken with their Dance School and the theory and Summative would be taken as an online course at Kanata Academy.
- A student is in competitive gymnastics or cheer. The practical part of the course would be taken with their Gymnastics School and the theory and Summative would be taken as an online course at Kanata Academy.
- A student is in competitive swimming. The practical part of the course would be taken with their Swim Club and the theory and Summative would be taken as an online course at Kanata Academy.
- A student is part of a Theater company. The practical part of the course would be taken with their Theater company and the theory and Summative would be taken as an online course at Kanata Academy.
- Many competitive sports are able to fit the criteria for collaboration courses; just ask us!
- Kanata Academy will grant credits only when hours are verified and paperwork has been filled out by the teacher, coach or instructor and all theory and summatives have been completed.
- Kanata Academy will provide all paperwork, consult with the third party to ensure the integrity of the course and help facilitate the student; however, it will be the student and parents responsibility to make sure all hours are fulfilled and all lessons and tasks are completed online with Kanata Academy
- Contact us for more information and for suggestions of third parties
Examples of Grade 9 & 10 Collaboration Credits
|Department||Grade 9 Course Code/Name||Grade 10 Course Code/Name|
AMG1O - Guitar
AMU1O - Music
AMV1O - Vocal Music
AMG2O - Guitar
AMU2O - Music
AMV2O - Vocal Music
|Dance||ATC1O - Dance||ATC2O - Dance|
PAI1O - Healthy Living and Small Group Activities
PAF1O - Healthy Living and Personal and Fitness Activities
PAQ1O - Healthy Living and Aquatic Activities
PAR1O - Activities
PAI2O - Healthy Living and Small Group Activities
PAF2O - Healthy Living and Personal and Fitness Activities
PAQ2O - Healthy Living and Aquatic Activities
PAR2O - Healthy Living and Rhythm and Movement Activities
ADA1O - Drama
ADD1O - Drama: Production
ADB2O - Drama Music Theatre
ADA2O - Drama
ADD2O - Drama Production
A: Historical Inquiry and Skill Development
|A1.Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914|
|A2.Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful|
Overall Expectations and Related Concepts of Historical Thinking B: Canada, 1914–1929
|B1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Historical Perspective)|
|B2. Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and how these interactions affected Canadian society and politics (FOCUS ON: Historical Significance; Cause and Consequence)|
|B3. Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and heritage in Canada (FOCUS ON: Continuity and Change; Historical Perspective)|
Overall Expectations and Related Concepts of Historical Thinking C: Canada, 1929–1945
|C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Cause and Consequence; Historical Perspective)|
|C2. Communities, Conflict, and Cooperation: analyse some key interactions within and between communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them (FOCUS ON: Cause and Consequence; Continuity and Change)|
|C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identities, citizenship, and heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical Perspective)|
Overall Expectations and Related Concepts of Historical Thinking D: Canada, 1945–1982
|D1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities (FOCUS ON: Historical Significance; Continuity and Change)|
|D2. Communities, Conflict, and Cooperation: analyse some key experiences of and interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, as well as interactions between Canada and the international community, from 1945 to 1982 and the changes that resulted from them (FOCUS ON: Continuity and Change; Historical Perspective)|
|D3. Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups, including Indigenous peoples, Québécois, and immigrants, contributed to the development of identities, citizenship, and heritage in Canada between 1945 and 1982 (FOCUS ON: Historical Significance; Cause and Consequence)|
Overall Expectations and Related Concepts of Historical Thinking E: Canada, 1982 to the Present
|E1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their significance for different groups and communities in Canada, including First Nations, Métis, and Inuit communities (FOCUS ON: Historical Significance; Continuity and Change)|
|E2. Communities, Conflict, and Cooperation: analyse some significant interactions within and between various communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1982 to the present, and how key issues and developments have affected these interactions (FOCUS ON: Continuity and Change; Historical Perspective)|
|E3. Identity, Citizenship, and Heritage: analyse how various significant individuals, groups, organizations, and events, both national and international, have contributed to the development of identities, citizenship, and heritage in Canada from 1982 to the present (FOCUS ON: Historical Significance; Cause and Consequence)|
STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE:
There are three forms of assessment that will be used throughout this course:
Assessment for Learning: Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.
Assessment for learning is:
- Is tied to learning outcomes
- Provides information that structures the teachers’ planning and instruction
- Allows teachers to provide immediate and descriptive feedback that will guide student learning
The purpose of assessment for learning is to create self-regulated and lifelong learners.
Assessment as Learning: Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.
The purpose of assessment as learning is to enable students to monitor their own progress towards achieving their learning goals.
Assessment of Learning: Assessment of learning will occur at or near the end of a period of learning; this summary is used to make judgements about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents.
Evidence of student achievement for evaluation is collected over time from three different sources - observations, conversations, and student products. Using multiple sources of evidence will increase the reliability and validity of the evaluation of student learning.
Teaching & Learning Strategies
This course gives students the opportunity to develop the skills, knowledge, and habits that will support them in their education and career/life planning. Students will learn about global work trends, and seek opportunities within the school and community to expand and strengthen their transferable skills and their ability to adapt to the changing world of work. On the basis of exploration, reflective practice, and decision-making processes, students will make connections between their skills, interests, and values and their postsecondary options, whether in apprenticeship training, college, community living, university, or the workplace. They will set goals and create a plan for their first postsecondary year. As part of their preparation for the future, they will learn about personal financial management – including the variety of saving and borrowing tools available to them and how to use them to their advantage – and develop a budget for their first year after secondary school.
- Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
- Helping students become self-directed, lifelong learners is a fundamental aim of the guidance and career education curriculum.
- Engaged in active and experiential learning strategies, they tend to retain knowledge for longer periods and develop meaningful skills.
- Active and experiential learning strategies also enable students to apply their knowledge and skills to real-life issues and situations.
- Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
- By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: animations, videos, discussion forums, live chat and other interactive objects.
The Final Grade
|Percentage of Final Mark||Categories of Mark Breakdown|
Assessments of Learning Tasks Throughout the Term
Final Written Examination And/Or RST
A student’s final grade is reflective of their most recent and most consistent level of achievement.
The balance of the weighting of the categories of the achievement chart throughout the course is:
The Report Card
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.
First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.
Upon completion of a course, Kanata Academy will send a copy of the report card back to the student's home school (if in Ontario) where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript. The report card will also be sent to the student's home address.
PROGRAM PLANNING CONSIDERATIONS FOR ONLINE COURSES
Cheating and Plagiarism
Kanata Academy commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity
In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.
Grades 11 and 12
First Instance: A warning and an opportunity to redo the piece.
Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%
Grade 11 and 12
First Instance: An opportunity to redo the piece to a maximum grade of 75%.
Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.
Grade 11 and 12
First Instance: An opportunity to redo the piece to a maximum grade of 50%.
Subsequent Instance: A grade of zero. No opportunity to resubmit.
Grade 11 and 12
First Instance: A grade of zero. No opportunity to resubmit.
Subsequent Instance: A grade zero. No opportunity to resubmit.
Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.
Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs
Teachers will use differentiated instructional approaches such as:
- adjusting the method or pace of instruction
- using a variety of resources
- allowing a wide choice of topics
- adjusting the learning environment
- scaffolding instruction
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.
Planning the Program for Students with Special Educational Needs
The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:
- All students have the ability to succeed
- Each student has his or her own unique patterns of learning
- Successful instructional practices are founded on evidence-based research, tempered by experience
- Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students
- Online teachers are the key educators for a student’s literacy and numeracy development
- Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
- Fairness is not sameness
The teacher will use the following strategies:
|Students with Special Educational Needs|
Planning the Program for Students with English as a Second Language
In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:
|Students with English as Second Language|
Supporting First Nations, Métis and Inuit Students
Kanata Academy will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario. Kanata Academy will:
- increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
- continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
- increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
- provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
- provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
- provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
- develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
- implement targeted learning strategies for effective oral communication and mastery of reading and writing
- implement strategies for developing critical and creative thinking
- provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
- provide a supportive and safe environment for all First Nation, Métis, and Inuit students
The Role of Information and Communication Technology
ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:
|Information and Communication Technology|
Environmental Education Connections
Although there are no specific environmental connections in this course, teachers will develop an environmental understanding fostered through the learning context (e.g., problems and examples related to environmental issues such as climate change, habitat destruction, population growth, energy conservation, and waste management). Students will be encouraged to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
- Community Connections
- Problem Solving
- Cooperative Learning
Healthy Relationships in the learning Environment
At Kanata Academy, every student is entitled to learn in a safe, respectful and caring environment, free from violence and harassment. The teacher will create a safe and supportive environment in the class by cultivating positive relationships between students and between the teacher and their students. The teacher will use the following strategies:
- Using inclusive language during instruction
- Developing a learning environment where all students feel safe
- Promotion of diversity and inclusivity in the classroom
- Getting students involved within their school community
- Making community connections
- Peer Reflection
- Group discussions
Equity and Inclusive Education in the Learning Environment
At Kanata Academy we embrace multiculturalism, human rights and diversity as fundamental values. Bullying, hate propaganda and cyber bullying, racism, religious intolerance, homophobia and gender-based violence are still evident in our communities and, unfortunately, in our schools. At Kanata Academy we address the needs of a rapidly changing and increasingly complex society by ensuring that our policies evolve with changing societal needs.
Kanata Academy will:
- create and support a positive safe online learning climate that fosters and promotes equity, inclusive education, diversity
- develop and implement an equity and inclusive education policy
- will share effective practices and resources and promote and participate in collaborative learning opportunities
- seek out community partners to support school efforts by providing resources and professional learning opportunities
Ethics in the Learning Environment
At Kanata Academy teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.
The following strategies will be used to develop students’ understanding of ethics:
- Making community connections
- Model ethical behavior
- Inclusive practice
- Foster positive relationships with others
Financial Literacy Connections
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills.
Strategies that will be used will include:
- Community connections
- Problem Solving
- Inquiry-based learning
- Cross-curricular connections
- Critical literacy skills
- Setting financial goals
- Developing intra-personal skills
Literacy, Mathematical Literacy, and Inquiry Skills
At Kanata Academy it is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. The following skills will be developed in each course delivered at Kanata Academy:
- Extract information
- Analyze various types of digital representations, including graphs, charts, diagrams, etc.
- Use appropriate and correct terminology, including that related to the concepts of disciplinary thinking
- Making community connections
- Peer reflecting
- Setting financial goals
- Cross-curricular connections
- Foster use of proper terminology
- Inquiry and research skills
- Helps students to develop a language for literacy, inquiry and numeracy skills
Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs compliment students’ academic programs and are valuable for all students, whatever their post-secondary destination.
Cooperative education courses may be earned using this course as one of the related courses.
Central to the philosophy at Kanata Academy is the focus on experiential learning. Planned learning experiences in the community, including job shadowing, field trips, and hands-on experiences will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.
Health and Safety in the Learning Environment
As part of every course, students must be made aware that health and safety in their learning environment are the responsibility of all participants - at home, at school, and in the workplace. Teachers will model safe practices at all times when communicating with students online
The Role of the School Library
Although Kanata Academy does not have an official school library, students are encouraged to use e-books, local libraries, GALE resource archives and Curriculum Video Digital resources to develop important research and inquiry skills.
Promotion of Careers
The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.
During this course the teacher will:
- ensure that all students develop the knowledge and skills they need to make informed education and career/life choices;
- Provide learning environment and online school-wide opportunities for this learning; and;
- Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
- Use the four-step inquiry process linked to the four areas of learning
Knowing yourself - Who am I ?
Exploring opportunities - What are my opportunities?
Making decisions and setting goals - Who do I want to become?
Achieving goals and making transitions - What is my plan for achieving my goals?
The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.