January 10, 2012 Ed Dir Agenda

Administration: Marlene Dergousoff Nancy Macdonald

Tuesday, January 10, 2012 at 3:00 pm

Other Attendees: Mark Neufeld, Teacher, Claremont Secondary Graeme Mitchell, Teacher, Claremont Secondary Spencer Gray, Vice Principal, Parkland Secondary Kirsten Diblee, Teacher, Parkland

A. PRESENTATIONS AND QUESTIONS

No Items

B. ITEMS FOR DISCUSSION

1. Foundation Skills Assessment (FSA) Letter to Parents/Guardians

C. ITEMS FOR RECOMMENDATION

1. Institute for Global Solutions – Mark Neufeld, Graeme Mitchell Staff Recommendation: That the Board approve or deny the proposal to establish the Institute for Global Solutions.

2. Parkland Judo Academy – Spencer Gray Staff Recommendation: That the Board approve or deny the proposal to establish the Parkland Judo Academy.

3. Board Authority Authorized Courses – Spencer Gray, Kirsten Diblee Staff Recommendation: That the Board approve or deny the following board Authority Authorized courses submitted by Parkland Secondary School. Judo – grade level 10 Judo – grade level 11 Judo – grade level 12(a) Judo – grade level 12(b) Yoga – grade level 12

______- 1 - D. ITEMS FOR INFORMATION

1. The following research project has been approved: “Comparing Methods of Specific Learning Disability Identification” submitted by Kim Fitzer

E. FUTURE AGENDA ITEMS

1. SIDES update (deferred due to job action – future date to be determined) 2. Green Team update (deferred due to job action – future date to be determined) 3. Student Advocate update (deferred due to job action- future date to be determined) 4. Curriculum presentation (deferred due to job action – future date to be determined) 5. Enhancement Agreement update (deferred due to job action – future date to be determined)

NM/hig

- 2 - January 2012 Education Directions Overview Calendar

JANUARY 2012 Meeting Date: Jan 10, 2012 No Meeting - summer break JULY 2012

S M T W Th F S 1. Academy Proposals 1. District Level Priorities 12- S M T W Th F S 1 2 3 4 5 6 7 2. BAA courses 13 1 2 3 4 5 6 7 8 9 10 11 12 13 14 3. FSA letter to parents 2. School Plans – North zone 8 9 10 11 12 13 14 15 16 17 18 19 20 21 3. School Plan Updates – 15 16 17 18 19 20 21 south and central zone 22 23 24 25 26 27 28 22 23 24 25 26 27 28 29 30 31 29 30 31

FEBRUARY 2012 Meeting Date: Feb 7, 2012 No Meeting – summer break AUGUST 2012

S M T W Th F S 1. Student Advocate S M T W Th F S 1 2 3 4 Update 1 2 3 4 5 6 7 8 9 10 11 2. Curriculum presentation 5 6 7 8 9 10 11 12 13 14 15 16 17 18 3. Pilot Update 12 13 14 15 16 17 18

19 20 21 22 23 24 25 19 20 21 22 23 24 25

26 27 28 29 26 27 28 29 30 31

MARCH 2012 Meeting Date: Mar 6, 2012 Meeting Date: TBD SEPTEMBER 2012

S M T W Th F S 1. Reading Recovery S M T W Th F S 1 2 3 Update 1 4 5 6 7 8 9 10 2. Student Services Update 2 3 4 5 6 7 8 11 12 13 14 15 16 17 9 10 11 12 13 14 15

18 19 20 21 22 23 24 16 17 18 19 20 21 22

25 26 27 28 29 30 31 23 24 25 26 27 28 29

APRIL 2012 Meeting Date: April 10, 2012 Meeting Date: TBD OCTOBER 2012

S M T W Th F S 1. Non instructional/early S M T W Th F S 1 2 3 4 5 6 7 closure dates 1 2 3 4 5 6 8 9 10 11 12 13 14 2. Pro D. dates for 12/13 7 8 9 10 11 12 13 15 16 17 18 19 20 21 3. Full Day Kg update 14 15 16 17 18 19 20 4. K-4 Learning Project- 22 23 24 25 26 27 28 21 22 23 24 25 26 27 Learning for classrooms 29 30 28 29 31

MAY 2012 Meeting Date: May 8, 2012 Meeting Date: TBD NOVEMBER 2012

S M T W Th F S 1. District Level Priorities 12- S M T W Th F S 1 2 3 4 5 13 1 2 3 6 7 8 9 10 11 12 2. School Plans – North zone 4 5 6 7 8 9 10 13 14 15 16 17 18 19 3. School Plan updates – 11 12 13 14 15 16 17 south and central zones 20 21 22 23 24 25 26 18 19 20 21 22 23 24

27 28 29 30 31 25 26 27 28 29 30

JUNE 2012 Meeting Date: June 12, 2012 Meeting Date TBD DECEMBER 2012 S M T W Th F S S M T W Th F S 1. Achievement Contract 1 2 2. Enhancement Agreement 1 3 4 5 6 7 8 9 3. School Activity/Supply 2 3 4 5 6 7 8 10 11 12 13 14 15 16 costs for 12/13 9 10 11 12 13 14 15 4. International Program 17 18 19 20 21 22 23 16 17 18 19 20 21 22 update 24 25 26 27 28 29 30 5. 2011/12 Field Trip 23 24 25 26 27 28 29 Summary by school 30 31

School District No. 63 (Saanich) Saanich Schools 2125 Keating Cross Road, Saanichton, BC, Canada V8M 2A5 (250) 652-7300 Fax: (250) 652-6421

January 2012

Dear Saanich Parents/Guardians:

FSA - Foundation Skills Assessment

The Foundation Skills Assessment (FSA) will be given to all grade 4 and grade 7 students throughout the province in January and February, 2012. FSA is a set of tests in reading, writing and numeracy that measure important skills set out in the BC curriculum. The grade 4 tests, for example, cover skills taught from the start of the primary years through to the beginning of grade 4.

This assessment is only one of many indicators of how a child is doing in relation to provincial learning outcomes, with the most important measures being those described on your child's report card. The FSA provides a snapshot of student achievement at a specific point in time.

We would like you to know the following:

The FSA will include written and on-line tests. Students will complete the multiple-choice questions for numeracy and reading on-line in the school's computer lab. The writing component and part of the reading and numeracy components will be completed by students in the classroom. Principals will notify parents of any student whose Individual Education Plan documents a rationale for exclusion from FSA. Parents may request that principals excuse their children from the FSA only in the event of family emergency, extended illness or extenuating circumstances. Contact your principal if any of these criteria apply to your child. Students who do not take part in one or more of the components of FSA will be scored as "performance level unknown".

Please contact your school principal if you have any questions.

Yours truly,

Keven Elder Superintendent of Schools

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Institute for Global Solutions

Program Proposal

Prepared by:

Mark Neufeld [email protected]

Graeme Mitchell [email protected]

Nick Ollis [email protected]

Dave Gardner [email protected] Table of Contents

POLICY APPLICATION ...... 3

MISSION STATEMENT & INSTITUTE OBJECTIVES ...... 3

IGS RATIONALE ...... 4

INSTITUTE PILLARS ...... 4

IGS LECTURE SERIES ...... 5

IGS TRIPS AND EXCURSIONS ...... 5

IGS ACTION PROJECTS ...... 5

SAMPLE IGS SCHEDULE ...... 6

INSTITUTE LOGISTICS ...... 6

IMPORTANT DATES FOR PROSPECTIVE STUDENTS: ...... 7

TEACHER EXPERIENCE: ...... 7

IGS FUNDING& FACILITIES...... 8

CRITERIA FOR REGULAR PROGRAM REVIEW AND EVALUATION ...... 8

Institute for Global Solutions

Policy Application

The following program application adheres to Administrative Procedures Policy No. 3060 – Programs of Choice and Speciality Academies and is consistent with the School Act (Section 2; Section 82.1) and relevant provincial legislation.

The Board may support school, District or community initiated educational programs, including specialty academies, that bring a particular educational emphasis to student talents or to particular student needs, within the parameters of provincially prescribed and/or Board authorized curriculum.

Mission Statement & Institute Objectives

The Institute for Global Solutions is an innovative, interdisciplinary program designed to engage senior-level (Grades 11 & 12) students in learning by making academics relevant to their lives. We empower students to think critically, develop a global perspective, and participate in positive solutions for a sustainable future. Students attending the IGS will be afforded access to an ambitious array of seminars, field trips, and conferences led by experts from around the province on topics ranging from environmental ethics to energy security.

Objectives: To develop, advertise, and successfully launch an interdisciplinary Institute for Global Solutions (IGS) that attracts students from all around the Capital Regional District. The IGS will concentrate on advancing knowledge of pressing environmental and humanitarian issues while working to develop the next generation of leadership by providing timely academic content, outstanding opportunities for civic engagement, and an emphasis on experiential learning through related fieldwork. In addition, prospective students would also be afforded access to an ambitious array of seminars, field trips, and conferences led by experts from around the world on topics ranging from environmental justice and ethics to biodiversity and energy security.

The IGS would offer an innovative teaching platform, one in which the educational experience would revolve around a dynamic mix of student driven seminars and project- based task force styled classes with fieldwork on campus, in the surrounding community, and, potentially, abroad. This is a totally unique learning platform, the likes of which are not available anywhere in British Columbia to date.

Areas of study would include:

 Population & Wealth Distribution  Land Use  Biodiversity  Energy and Food Security  Climate/Biogeochemical cycles  Transportation  Employment Opportunities  Sustainability  Pollution  Water  Communication & Education

The course would meld two successful teaching programs that were developed in SD63 – Mark Neufeld’s Global Studies 11/12 and Graeme Mitchell’s Sustainability 11/12. It would also build upon Nick Ollis’s cutting edge senior level Media program. The Institute would also be supplemented with the following core curricular courses: Earth Science 11, BCFN 12, Social Justice 12, and Geography 12. A feeder program, Environmental Leadership 9/10, taught by Mr. Gardner would also provide a pathway for students in the younger grades to get involved.

IGS Rationale

 Sustainability-based programs are the fastest growing sector of university course offerings throughout North America, Europe, and Asia. Launching an IGS is amazing opportunity to tap into this rapidly emerging groundswell of social awareness.

 The Institute for Global Solutions has the potential to attract a large number of students, both local and international. If we do not create an institute such as this in the near future, we will inevitably lose these students to other schools which will soon fill the vacuum and develop similar programs.

 An IGS could foster amazing partnerships with local post-secondary institutes – potentially creating streams into both academic and trade programs at UVic, Royal Roads, and Camosun College.

 This is an opportunity to launch a cutting-edge program that will shine a positive light on the district as a whole.

 Ultimately, district support of a IGS would provide an effective vehicle to educate students about the connections between the environment, the global economy and social development, and empower some individuals to foster greater respect for the needs of our beleaguered planet.

Institute Pillars

The IGS would be built upon the following pillars

1. An Interdisciplinary Approach - Interdisciplinary learning emphasizes connections between traditionally distinct disciplines such as Geography, Earth Science, Social Justice, and Environmental Studies, rather than limiting learning to one content area at a time.

2. Project-Based Learning - Research shows that project-based learning increases critical thinking skills and fosters positive attitudes toward subjects and superior performance with conceptual questions and applied problems. Project-based learning will be a central component of the Institute’s mandate.

3. Collaboration - The interactive nature of such an interdisciplinary program mandates the ability to collaborate, changing the roles of the student, the teacher, and the parent. From Passive Student to Active Learner & from Teacher as Lecturer to Teacher as Facilitator.

4. Solutions-Based Approach - The program will place great emphasis on framing challenges in a positive light. Rather than presenting issues as insurmountable problems – an approach that often leads to a collective paralysis, we will frame them as opportunities to affect change.

5. Civic Engagement - The program will revolve around civic engagement. Our end goal is to create students who think and act locally, nationally, and globally. We want our students to embrace leadership in their communities, their country, and the world.

6. Technological Literacy - Technological literacy is a cornerstone of the Institute’s mandate. Using technology to amplify learning ability, improve productivity, and communicate effectively is crucial to the success of the program.

IGS Lecture Series

At the IGS, we believe passionately in the power of ideas to change attitudes, lives and ultimately, the world. So as part of the Institute, we are very proud to be offering a weekly lecture series as part of Global Challenges curriculum that will expose students to many of the region’s most prominent leaders and innovators, from academics and politicians to entrepreneurs and activists. This interactive series format will provide students with an amazing opportunity to engage with an exceptional array of talent and resources.

IGS Trips and Excursions

The IGS is pleased to be able to provide a number of specialized trips and excursions for both Grade 11 & 12 cohorts. These trip offerings, which are included in the IGS’s fees, are designed to enhance the knowledge obtained in the classrooms and lectures, with practical, hands-on experiences. Students can expect to leave the Claremont campus at least one time each week, with excursions ranging from trips to local areas of interest, to a culminating Grade 12 trip abroad, possibly to Africa.

IGS Action Projects

A central component of the IGS is the student-driven action projects. The program is designed to support project-based learning experiences in the local community such as habitat restoration, modeling the evolution of agriculture, and waste reduction. These projects take learning outside of the classroom where students' contributions make a difference to environmental quality and to the well-being of communities. The projects will also be captured, edited, and ultimately promoted with the aid of Claremont’s cutting edge media lab

Sample IGS Schedule

The following are sample Grade 11 & 12 schedules for IGS. Students choice may vary.

GRADE 11

SEMESTER 1 SEMESTER 2

1. Math 11 1. English 11

2. Elective 2. Elective

INSTITUTE BEGINS AFTER LUNCH

3. Global 11 3. Global 11/Media

4. Earth Science 4. BCFN 12

GRADE 12

SEMESTER 1 SEMESTER 2

1. Elective 1. English 12

2. Elective 2. Elective

INSTITUTE BEGINS AFTER LUNCH

3. Global 12 3. Social Justice 12

4. Geography 12 4. *Dual Pathway

* Dual Pathway would represent an option for students to: 1. take an academic route and focus on an Environmental Studies curriculum which would earn a first year credits at UVic or 2. take a technical route and focus on Alternative Energy trades and earn a first year credit with Camosun College.

Institute Logistics

The IGS curriculum seeks to integrate many academic disciplines; students will receive Global Challenges 11 & 12, Earth Science 11, Media Studies 11, a Social Studies 11 equivalent, Geography 12, Social Justice 12, and a UVic credit for Environmental Studies or an Alternative Energy Technician credit from Camosun College.

The IGC meets daily after lunch in Periods 3 & 4 on the Claremont Secondary School campus. Students will complete additional core courses and electives before lunch in Periods 1 & 2. In 2012-2013, approximately 60 senior level (Gr. 11 &12s) are expected to participate in the program. As future classes are enrolled, the IGC is expected to grow to 90-120 senior students. Students will spend the mornings in regular mixed classes. The afternoons will be organized into a university-styled cohort. This program will be accessible to all students, even those who are not necessarily strong academically. Any students who exhibit a positive attitude and are eager to get involved and affect positive change, regardless of their previous academic standing, will be accepted. Registration will be on an application basis. Registration will commence in early 2012 and will coincide with Claremont course selection.

All applicants will complete an application package. Within the package, students and parents will be given the opportunity to indicate their reasons for applying to the IGS. All applications will be reviewed by a panel of instructors (4 teachers, 1 administrator). Students will be selected on the following criteria: application, references, statement of interest and latest report card.

Important Dates for Prospective Students:

February 16, 2012: 7:00 PM, Room 264, Claremont Secondary Community Information Session

March 16, 2012 Course Registration at Claremont. Non-Claremont students need to register online - http://claremont.sd63.bc.ca/

April 2010: Applicants are notified of their status

Teacher Experience:

The educators involved with the IGS have a strong background in this field of study.

 Mr. Mark Neufeld developed, launched and currently instructs Global Studies 11 & 12 at Claremont. This course attracts a wide variety of students each semester. Mr. Neufeld is currently completing his M.Sc. in Interdisciplinary Global Studies at UVic.

 Mr. Graeme Mitchell developed, launched, and taught Sustainability 11/12 at Stelly’s from 2008-2010 and helped design the Ministry’s Sustainability framework in 2010. Mr. Mitchell also holds an M.A. in Environmental Education/Communication from Royal Roads.

 Mr. Nick Ollis developed, launched, and is currently teaching an innovative Media Lab in the learning commons area at Claremont that employs cutting edge technology. He is also well versed in global issues having taught Social Studies and History 12 for the past decade.

 Mr. Dave Gardner developed, launched, and taught a Leadership course for junior level students at Claremont and has taught Earth Science and Geography 12 repeatedly. He also holds a M.A. degree in Leadership from Royal Roads.

IGS Funding& Facilities

The price for students enrolling in the Institute for Global Challenges will be $900. This cost covers transportation and instruction over and above the salaries of teachers. Funds will also be used to pay for field trips, conferences, action projects, marketing, and guest instructors. If additional funding can be obtained through grants/donations the IGS will reimburse students accordingly. In situations related to financial hardship, the IGS is proud to offer 10 full-scholarships per year to ensure that any student, no matter what his/her economic standing, will be able to attend the program. The scholarships, which have been generously awarded by a local supporter, will be available as soon as the proposal receives approval. In a meeting in December 2011 the School Planning Council provided its support for the creation of the academy and for the proposed fee structure. (See Appendix 2). Since the IGS would operate as a school-within-a-school on the Claremont campus, courses would run in existing classrooms – no new infrastructure is required to launch the program.

Criteria for regular program review and evaluation

The plan is to have the program reviewed and evaluated on an annual basis. Instructors will meet for two-days at the end of each year to review the following criterion:

 The program's learning goals are challenging, clear, and appropriate for the intended student population.  The program's content is aligned with its learning goals, and is accurate and appropriate for the intended student population.  The program's instructional design is appropriate, engaging, and motivating for the intended student population.  The program's system of assessment is appropriate and designed to inform student learning and to guide teachers' instructional decisions.

In addition, we also hope to work in conjunction with UVic, Royal Roads and Camosun to produce a comprehensive evaluation process to maintain the highest standards for the IGS.

Appendix 1 – Evidence of Community Support for the Program

Appendix 2 – Evidence of School Planning Council Support

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Parkland Judo

Academy

Parkland Secondary School

November 2011

Table of Contents

Section Page #

Background 3

Purpose/Mission statement 3

Rational 3-4

Goals and Objectives 5

Program Overview 5

Instructors 5

Facilities 6

Class Composition and Demographics 6

Other Opportunities for Learning and Development 7

Class Overview 6

Standards of Conduct 7

Benefits to Students, Parents and District 7

Sustainability and Future Possibilities 8

Registration 8

Program Administration 8

Fee Structure 8

Background

The sport of Judo was officially founded in 1882 by Dr. Jigoro Kano a physical education specialist, administrator and advocate. Dr. Kano created a means of preserving the martial art of Judo in a safe sporting form with both cooperative and competitive elements. Literally translated, Judo means “the gentle way” and Dr. Kano characterized the goal of Judo as achieving maximum efficiency through mutual benefit . Seeking to popularize Judo beyond Japan, Dr. Kano became a member of the International Olympic committee in 1909. Judo officially became an Olympic sport in 1964 and today is practiced by millions worldwide.

Judo has officially been part of the greater Victoria community since 1957 when the Victoria Judo club was founded. Judo has continuously been a part of Parkland since 1989 when Mickey Fitzgerald founded the Parkland Judo Club. The club continues to run today and is officially recognized by Judo BC and Judo Canada.

Purpose/Mission Statement

The Parkland Judo Academy will provide students with an opportunity to intensively train and study Judo recreationally and competitively. The goal of the academy is to foster a lifelong interest in personal physical and mental wellbeing through the necessary discipline and rigor that is inherently part of Judo.

Rational

The Parkland Judo Academy will offer participants opportunities not only to learn the sport of Judo but to improve and develop themselves physically and mentally. Parkland is uniquely qualified to run this program and thereby to offer the benefits Judo provides to individual participants as well as the community at large.

The pursuit of individual excellence and achievement is an inherent part of Judo. Dr. Kano’s original vision of Judo was as a central core to physical education. In many ways, this anticipated a contemporary understanding of importance of the mind body connection. The recognized significance to maintaining and improving mental health through activities that challenge balance, coordination and endurance has been well documented. Judo is a fantastic means of developing overall body conditioning, flexibility and strength. However, the techniques of Judo are of paramount importance to progress in the sport and metal development of the Judoka is considered above and beyond physical development. Skill and expertise in Judo are recognized through belts and requires a demonstration of technique, proficiency and personal growth before the individual can progress to the next belt rank. These belt exams require an ever expanding knowledge of appropriate Japanese terminology for the demonstrated techniques as well

3 as an understanding of the subtle differences that can distinguish one technique from the next. This system of progress through the belt ranks lasts far beyond the student years but follows Judoka (practitioners of Judo) throughout their lifetime. The nature of Judo makes it possible for young and old, competitive and non competitive Judoka to practice together and to receive mutual benefit from their cooperation.

Beyond individual accomplishment, Judo can have a profoundly positive effect on the relationships among participants, their classmates and their surrounding community. The nature of Judo requires a constant awareness and consideration for ones training partners. Participants are constantly called on to receive instruction and, particularly as their skills develop, offer assistance to their fellow Judoka. Cooperation is inherently built into the structure of Judo and successful Judoka follow this cannon. The Parkland Judo club has witnessed some profound transformations in students that may otherwise have had a less positive experience with teachers, peers or school in general. The satisfaction that mutual cooperation creates not only builds a positive dynamic between Judoka and instructors but also helps to foster a positive dynamic between the Judoka, their school and the community in general. In its founding country of Japan, the importance that Judo plays in this development has been recognized since the early 1900’s when it became an integral part of junior high, high school and university curricula. The Parkland Judo Academy would not only bring the positive influence of Judo to the school and the immediate community but there is a rich potential to engage in cross cultural collaboration with other Judoka in the international community. The Parkland Judo club has already hosted accomplished visiting Judoka from Japan, Korea, Germany and Brazil. These established connections could be further mined to offer a truly enriched program for Judo Academy participants.

Establishing an Academy status for Parkland Judo is fundamental to creating a rich and meaningful opportunity for students in the community. Through a year long course, Academy participants would be eligible to receive both PE and Judo BAA credits. Consistent and regular participation in Judo is by far the most mentally and physically beneficial form or training. The year long course format the Academy will offer would be the ideal schedule for the growth and development of its participants. An Academy format will also offer streamlined collaboration opportunities between the Victoria Judo Club and the Parkland Judo Academy. Not only will outside coaching and seminar opportunities become possible through the funding provided, but regular visits to the Victoria Judo Club will become a much more realistic possibility. Simply offering Judo as a BAA course or in its current extra curricular club format does would not take full advantage of the connections and collaboration available with the Greater Victoria community. The creation of the Parkland Judo Academy will represent a new standard for how Judo is made accessible to secondary students within Western Canada. Parkland is in an entirely unique position to bring this opportunity to the community and Academy status is the ideal way to realize this vision.

4 Goals and Objectives

The primary goal of the Parkland Judo academy is to foster a lifelong interest in physical and mental wellbeing through Judo. Secondary to this are the following objectives:

1) To provide equal opportunities for recreational and competitive training in Judo for both female and male participants. 2) To provide a high level training program with the objective to develop competitors for both provincial and national level competition. 3) To provide adult mentorship and positive role modeling to students through collaborative training and participation. 4) To provide meaningful opportunities for participants to connect positively with the other local schools and community. 5) To facilitate connections with international judo clubs and practitioners.

Program Overview

Instructors

Within western Canada, Parkland is in a unique position to offer Judo within a school setting. As of 2004, Mickey Fitzgerald, the Chief Instructor and founder of the Parkland Judo Club has been recognized with the rank of Rokudan (6 th degree black belt) by Judo Canada and the Kodokan Judo Institute (the founding school and international center of Judo). This achievement reflects his success as a competitor in both Canada and Japan, as the head instructor at both the Victoria and Parkland Judo clubs, his 43 years as a Judoka and his lifelong commitment to the Judo community,. Mr. Fitzgerald also holds a Level 2 NCCP coaching certification in Judo and is a member of the Judo BC grading board. As the head of the future Parkland Judo Academy, Mr. Fitzgerald offers a rare level of expertise for any Judo club and a unique level of skill within Canada. Since its inception, the Parkland Judo Club has produced four black belts, a significant commitment of time and dedication usually requiring ten years of study to achieve. These black belts have often returned to the club to share their expertise and passion for the sport. Spencer Gray (Vice Principal of Parkland) is a participating coach of the club and one of the successful black belts to come through Parkland Judo. In addition to Mr. Fitzgerald and Mr. Gray, Parkland teachers Jose Tudela (currently ranked at brown belt) and Andre Gogol (currently ranked at blue belt) lend support to the club as assistant coaches. Both Mr. Tudela and Mr. Gogol began their journey in Judo through the Parkland Judo club and now continue to help introduce the sport to aspiring Judoka. This cyclical sharing of expertise and modeling of commitment to excellence is a central component to the success of Judo at Parkland and to Judo as a sport.

5 Facilities

Academy classes will primarily use the mezzanine at Parkland. There will be occasional trips to the Victoria Judo Club for collaborative learning with other instructors and judoka.

Class Composition and Demographics

The Judo Academy will be available to both male and female students in grade 9-12. Judoka will be promoted by belts based on mastery learning of that level. The students will advance individually but will need to collaboratively learn as a team.

While the level of coaching available will certainly be able to support competitive or aspiring Judoka, the demographic focus of the Academy will be to attract and mentor students without any prior experience in Judo. The majority of participants at the Parkland Judo club do not come to Judo with any prior experience. Students that do take up Judo at the Parkland club do not even necessarily have an athletic background or competitive ambitions in sport. The primary goal of the Parkland Judo Academy is to foster a lifelong interest in physical and mental wellbeing through Judo and to make participation in Judo as accessible as possible for everyone.

Other opportunities for Learning and Development

The team will also participate in clinics and tournaments on Vancouver Island and the Lower Mainland. Students will have the opportunity to attain Level 1 NCCP coaching certification.

Class Overview

Academy students will enroll in one Judo Academy block per semester to be part of the program. In their remaining blocks, the students will be in classes with the rest of their peer group working towards completion of graduation and post-secondary entrance requirements.

While participating in the academy, the students will meet the learning outcomes of the Physical Education curriculum as well as the outcomes within Judo. The instructional time (approx. 120hrs/course) will be divided between the dojo (training area), classroom and community.

Parkland Judo Academy students will meet daily. The week will comprise of three days in the dojo, one day in the classroom and one working on their individual fitness goals. The student’s work ethic and personal commitment will have a significant impact on the success of this program.

6 Standards of Conduct:

Students will be held to rigorous expectations regarding their personal conduct both inside and outside of the Judo Academy. Participants will also need to maintain satisfactory grades and work habits in all school courses. Judoka will be expected to maintain positive relationships not only with their fellow practitioners but with teachers, students and members of the community at large. Students that do not adhere to these principles will be subject to suspension from the program and possible removal.

Benefits to Students, Parents and District

Students :

Students will have the opportunity to study Judo under the direction of expert coaches. Judo is an excellent means of pursuing physical and mental wellbeing not only during an athlete’s competitive years but throughout their lifetime. Judo can also provide an opportunity for students not inclined toward team activities to pursue individual goals for achievement and excellence. At the same time, Judo has the potential to offer such participants a sense of belonging and the opportunity to foster and develop positive relationships.

Parents and Community :

The Parkland Judo Academy will be a positive addition to the Saanich community. The small town nature of Sidney can make exciting and healthy activities difficult to conveniently access and the Parkland Judo Academy would add to the opportunities available to local youth. Since the nature of Judo enables and encourages mutual benefit from practicing with experienced and inexperienced, younger and older participants there exists the potential for members of the community to also participate in Judo through the Academy. This community participation is an established aspect of the Parkland Judo Club and the opportunities for expanding these community connections are considerable.

School District :

The Parkland Judo Academy will allow SD63 to offer a program that would be unique within Western Canada. Judo is a highly respected sport internationally and while there are many Judo clubs offering programs aimed at secondary students, very few in North America have the opportunity to offer them in a secondary school context. Because of its unique position, the Parkland Judo Academy has tremendous potential to attract international students and to set a standard for similar future programs in North America. Immediate potential also exists for the Academy to bring Judo to the local elementary and middle schools with the intent of not only exposing students to Judo but to attracting them to study Judo at the Parkland Academy in the future.

Sustainability and Future Possibilities

The nature of Judo not only encourages but requires constant development. As such, the foreseeable future of instruction and coaching at the Parkland Judo Academy is accounted for. Following in the footsteps of primary instructors Mickey Fitzgerald and Spencer Gray are assistant coaches Jose Tudela and Andre Gogol. All four staff members are actively involved in coaching the Parkland Judo club and will remain actively involved as mentors and coaches in the Parkland Judo Academy. There also exists the potential to have local and international competitive Judoka host seminars and/or share their own expertise through short term coaching opportunities. The Judo community at large has a shared belief that giving back to Judo as a way of encouraging and mentoring young Judoka is an essential philosophical aspect of the sport. The four current coaches of Parkland Judo each have connections with the martial art community that would help to facilitate visits from other coaches and accomplished competitors.

While the Parkland Judo Academy can begin with the facilities currently provided at Parkland, there is a fantastic opportunity for future growth and development. With appropriate funding, facilities and community involvement, the Parkland Judo Academy could become the hub of larger martial arts centre with opportunities for experts from other disciplines to share their knowledge. Such a facility could range in scale from a dedicated dojo (matted teaching area) within the school to a separate building modeled after the Steveston Martial Arts Centre. Although the immediate plans of the Academy are to focus on the opportunities immediately available to Saanich students, the potential for future growth and inclusion of the local community is considerable.

Registration

Registration will be on an application basis. Registration will commence in early 2012 and will coincide with Parkland course selection.

All applicants will complete an application package. Within the package, students and parents will be given the opportunity to indicate their reasons for applying to the academy. Applicants will be requested to submit two letters of reference. All applications will be reviewed by a panel of instructors (3 teachers, 1 administrator). Students will be selected on the following criteria: application, references, statement of interest and latest report card.

8 Program Administration

The administration of Parkland Secondary will be responsible for the administration of the Judo Academy. The day-to-day functioning of the academy will be the responsibility of the chief instructor, Mr. Fitzgerald. The chief instructor will be supported by Mr.Gray, Mr.Tudela and Mr.Gogol.

Fee Structure

The Judo Academy will not require any financial support from the school district and will entirely self-supporting.

Similar to other academies, there will be some costs associated with the Judo Academy. A cost breakdown is listed below. Consistent with district policy, no student will be excluded for financial hardship.

The cost of the program will be $650.00 per year. This is consistent with other academies within Saanich and Victoria. Students will be required to have their own approved Judogi. These run approx $80- 100.

The $650 will be broken down in the following way: - Judo BC $75/year - Clinics $75/year - Equipment (mats, tape, headgear, nutrition, water bottles etc) $100/year - coaching $400/year (Guest instructors)

*** Tournaments are not mandatory – If an academy student wishes to participate, it will be the student’s responsible for any associated costs. (cost could include transportation, accommodation, entry fee etc.)

9 BAA [ Judo 10 ] Framework

District Name : Saanich

District Number : School District 63

Developed by : Mickey Fitzgerald/Andre Gogol/Spencer Gray/Jose Tudela

Date Developed : December 2011

School Name : Parkland Secondary

Principal’s Name : Mark Fraser

Board/Authority Approval Date :

Board/Authority Signature :

Course Name : Judo

Grade Level of Course : 10

Number of Course Credits : 4

Number of Hours of Instruction : 120

Prerequisite(s) : None

Special Training, Facilities or Equipment Required :

Head instructor must have NCCP certification which complies with current requirements of Judo BC and Judo Canada (*contact Judo BC for current standards). Training must occur on a matted surface suitable for the safe practice of both Nage-waza and Ne-waza techniques. All participants must have a clean Judogi which is in good repair.

1 Course Synopsis :

Judo 10 is an introductory course for the beginning Judoka with no prior experience in the sport of Judo. Special attention will be devoted to developing the physical attributes (coordination, flexibility, strength and conditioning) necessary to participate in Judo. Instructional time will focus on learning, practicing and demonstrating effective Ukemi (breakfalls) as well as basic Nage-waza (standing) and Ne-waza (ground/grappling) techniques. The importance of personal physical and mental wellbeing as well as the importance of cooperative training practices will be emphasised throughout the course. Judo follows a belt ranking system as an indication of development and experience. Skill development will follow Judo Canada and Judo BC’s curriculum for 6 th Kyu (white belt) practitioners while focusing on the personalized formative learning of the student as well as the summative demonstration of mastery learning in order to progress from 6 th Kyu to 5 th Kyu (Yellow Belt).

Rationale :

The primary goal of Judo 10 is to foster a lifelong interest in physical and mental wellbeing through Judo. Secondary to this are the following objectives:

1) To provide an introduction to the cooperative training methods necessary for practicing recreational and competitive Judo 2) To provide adult mentorship and positive role modelling to students through collaborative training and participation. 3) To provide instruction in the foundational techniques, etiquette, history and basic terminology used in Judo 4) To develop the physical requirements necessary to effectively participate in Judo

Organizational Structure :

The instructional week will comprise of three days in the dojo, one day in the classroom and one working on individual technique and fitness goals. As Judo is both an individual and cooperative sport, opportunities for personalized instruction as well as collaborative learning are essential to student success in this course. Flexibility in how and when students are assessed is essential to providing a personalized learning model for participants. Representations of achievement will reflect this personalized model and will be weighted in the following manner:

Assessment and Evaluation:

Formative Learning: Individual Skill Acquisition and Development 30% Cooperative Demonstration and Participation 30%

Summative Learning: Demonstration of Technique 20% Demonstration of Physical Requirements 10% Understanding of History and Terminology 10%

Unit/Topic/Module Descriptions :

Techniques, terminology and fitness goals covered in Judo 10 will follow the guidelines for the 6th Kyu (whitebelt) curriculum as established by Judo Canada and Judo BC. The techniques of Judo require consistent, disciplined and effective practice for mastery learning and the delivery of the course material will reflect this in training. Students are expected to demonstrate learning outcomes individually and cooperatively in both a formative and summative manner. Since personalized learning is a core aspect of the course, individual achievement will dictate pedagogical considerations and will rely on the expertise of the instructor to determine learning pace and methodology.

Techniques for the 6 th Kyu By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner…

Nage-waza (standing techniques) • Osoto-otoshi • Osoto-gari • Uki-goshi (or o-goshi or tsuri-goshi) • Ippon seio-nage • Deashi-barai • Tai-otoshi • Ouchi-gari • Kouchi-gari or kouchi-gake • Kosoto-gake or kosotogari

Ukemi (breakfalls) • Zempo-ukemi • Koho-ukemi • Yoko-ukemi • Zempo-kaiten

Ne-waza (grappling/ground techniques) • Kesa-gatame / kuzure-kesa-gatame • Yoko-shiho-gatame • Escapes from kesa-gatame • Escapes from yoko-shiho-gatame • Basic attack and defense

Other skills • Shizen Hontai; Migi/Hidari Shizentai • Jigo Hontai:Migi/Hidari Jigotai • Tai-sabaki; Tsugi-ashi • Kumi-kata • Kuzushi • Tsukuri • Kake

Individual physical requirements By the end of the course, it is expected that Students will be able to demonstrate the following minimum physical requirements…

• 15 push-ups in a 60 second time period • 30 modified sit-ups in a 60 second time period • 16 burpees in a 60 second time period

Cooperation requirements By the end of the course, it is expected that Students will be able to demonstrate the following…

• Respect for other participants and practical application of fair play philosophy • The ability to serve as uke for the tori attempting a grading examination • The ability to stay concentrated and follow the practice regime for the duration of the class

History, etiquette and terminology requirements By the end of the course, it is expected that Students will be able to demonstrate the following…

• Basic knowledge of Judo origin and history (where, when, who, why, from what, Judo in Canada) • Understanding of basic Japanese instructions (matte, hajime etc) • Proper protocol and etiquette on the mat and in the dojo • Good personal hygiene and maintenance of judogi, and dojo.

Essential Learning Resources :

Kodokan Judo by Jigoro Kano

5 BAA [ Judo 11 ] Framework

District Name : Saanich

District Number : School District 63

Developed by : Mickey Fitzgerald/Andre Gogol/Spencer Gray/Jose Tudela

Date Developed : December 2011

School Name : Parkland Secondary

Principal’s Name : Mark Fraser

Board/Authority Approval Date :

Board/Authority Signature :

Course Name : Judo

Grade Level of Course : 11

Number of Course Credits : 4

Number of Hours of Instruction : 120

Prerequisite(s) : Novice to beginner experience level (preferably Judo 10 but not required)

Special Training, Facilities or Equipment Required :

1 Course Synopsis :

Judo 11 is intended as a continuation of Judo 10 and is for the beginning Judoka with minimal experience in the sport of Judo. Special and attention will be devoted to developing the technical skills necessary to effectively participate in Judo. Instructional time will focus on continuing to develop and demonstrate effective Ukemi (breakfalls) as well as Nage-waza (standing) and Ne- waza (ground/grappling) techniques. The importance of personal physical and mental wellbeing as well as the importance of cooperative training practices will be emphasised throughout the course. Judo follows a belt ranking system as an indication of development and experience. Skill development will follow Judo Canada and Judo BC’s curriculum for 5 th and 4th Kyu (yellow and orange belt) practitioners while focusing on the personalized formative learning of the student as well as the summative demonstration of mastery learning in order to progress to 5 th Kyu or 4 th Kyu depending on personal development and experience.

Rationale :

The primary goal of Judo 11 is to foster a lifelong interest in physical and mental wellbeing through Judo. Secondary to this are the following objectives:

1) To provide cooperative training opportunities necessary for practicing recreational and competitive Judo 2) To provide adult mentorship and positive role modelling to students through collaborative training and participation. 3) To provide instruction in the foundational techniques, etiquette, history and basic terminology used in Judo 4) To develop and refine the techniques of the 5 th and 4 th Kyu as a necessary foundation for effectively participating in Judo

Organizational Structure :

The instructional week will comprise of three days in the dojo, one day in the classroom and one working on individual technique and fitness goals. As Judo is both an individual and cooperative sport, opportunities for personalized instruction as well as collaborative learning are essential to student success in this course. Flexibility for how and when students are assessed is essential to providing a personalized learning model for participants. Representations of achievement will reflect this personalized model and will be weighted in the following manner:

Assessment and Evaluation:

Formative Learning: Individual Skill Acquisition and Development 30% Cooperative Demonstration and Participation 30%

Summative Learning: Demonstration of Technique 20% Demonstration of Physical Requirements 10% Understanding of History and Terminology 10%

2 Unit/Topic/Module Descriptions :

Techniques, terminology and fitness goals covered in Judo 11 will follow the guidelines for the 5th Kyu (yellow belt) and 4 th Kyu (orange belt) curriculum as established by Judo Canada and Judo BC. The techniques of Judo require consistent, disciplined and effective practice for mastery learning and the delivery of the course material will reflect this in training. Students are expected to demonstrate learning outcomes individually and cooperatively in both a formative and summative manner. Since personalized learning is a core aspect of the course, individual achievement will dictate pedagogical considerations and will rely on the expertise of the instructor to determine learning pace and methodology. The minimal requirements for credit in Judo 11 will require students to demonstrate the techniques of the 5 th Kyu as well as fulfilling their individual physical requirements, cooperative requirements and history/etiquette/terminology requirements.

Techniques for the 5 th Kyu By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner…

Nage-waza • Morote-seoi-nage • O-goshi or uki-goshi • Tsuri-goshi • Koshi-guruma (arm to shoulder blade) • Sode-tsuri-komi-goshi/ tsuri-komi-goshi • Sasae-tsuri-komi-ashi • Tsubame-gaeshi • Okuri-ashi-barai (form of) • Kosoto-gake/ kosoto-gari • Kouchi-gari/ kouchi-gake

Ukemi • Zempo-ukemi • Koho-ukemi • Yoko-ukemi • Zempo-kaiten

Ne-waza • Kami-shiho-gatame/ kuzure and escapes • Tate-shiho-gatame and escapes • Nami-juji-jime • Gyaku-juji-jime • Kata-juji-jime • Juji-gatame

Other skills • Ne-waza- attacking through legs • 1 rollover with uke in prone position

Techniques for the 4 th Kyu By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner…

Nage-waza • Harai-goshi • Kata-guruma • Uki-otoshi • Tani-otoshi • Tsuri-komi-goshi /sode-tsuri-komi-goshi • Hiza-guruma • Sukui-nage • Tomoe-nage • Uki-waza • Osoto-guruma

Ne-waza • Kata-gatame • Ushiro-kesa-gatame • Hadaka-jime • Kata-ha-jime • Okuri-eri-jime • Sode-guruma-jime (form of) • Ude-garami • Ude hishigi ude gatame • Waki-gatame

Other skills • Nage-no-kata – koshi-waza- Tori and Uke • Harai-goshi as a counter to osoto-gari • Tani-otoshi as a counter • Renraku-waza: ouchigari/seoi-nage • seoi-nage/kesa-gatame

Individual physical requirements (both 5 th and 4 th Kyu) By the end of the course, it is expected that Students will be able to demonstrate the following minimum physical requirements…

• 25 push-ups in a 60 second time period • 40 modified sit-ups in a 60 second time period • 22 burpees in a 60 second time period

Cooperation requirements (both 5 th and 4 th Kyu) By the end of the course, it is expected that Students will be able to demonstrate the following…

History, etiquette and terminology requirements (both 5 th and 4 th Kyu) By the end of the course, it is expected that Students will be able to demonstrate the following…

• Knowledge of Judo origins, history, and expansion as an international sport • Understanding of fundamental Japanese instructions, terminology and basic competition rules • Proper protocol and etiquette on the mat and in the dojo • Good personal hygiene and maintenance of judogi, and dojo.

Essential Learning Resources :

Kodokan Judo by Jigoro Kano

5 BAA [ Judo 12a ] Framework

District Name : Saanich

District Number : School District 63

Developed by : Mickey Fitzgerald/Andre Gogol/Spencer Gray/Jose Tudela

Date Developed : December 2011

School Name : Parkland Secondary

Principal’s Name : Mark Fraser

Board/Authority Approval Date :

Board/Authority Signature :

Course Name : Judo

Grade Level of Course : 12a

Number of Course Credits : 4

Number of Hours of Instruction : 120

Prerequisite(s) : None

Special Training, Facilities or Equipment Required :

1 Course Synopsis :

Judo 12a is intended as a course for senior students with a range of experience levels in Judo, ranging from novice to intermediate. Learning outcomes for Judo 12a are adaptable for the relative experience level of the student. Learning outcomes associated with mental development, physical development and the study of Judo will be required for all participants. Learning outcomes associated with technique will correspond to the belt ranking with which the student enters the course. Students entering the course with a belt ranking between the 6 th (white belt) and 3rd Kyu (green belt) will be expected to demonstrate the appropriate range of Ukemi (breakfalls), Nage-waza (standing) and Ne-waza (ground/grappling) associated with their belt rank in accordance with the expectations of Judo Canada and Judo BC. This reflects the fundamental value of personalized cooperative learning for all age and experience levels which is inherently a part of Judo. The importance of personal physical and mental wellbeing as well as the importance of cooperative training practices will be emphasised throughout the course. Instruction will focus on the personalized formative learning of the student as well as the summative demonstration of mastery of the appropriate learning outcomes.

Rationale :

The primary goal of Judo 12a is to foster a lifelong interest in physical and mental wellbeing through Judo. Secondary to this are the following objectives:

1) To provide cooperative training opportunities necessary for practicing recreational and competitive Judo 2) To provide adult mentorship and positive role modelling to students through collaborative training and participation. 3) To provide instruction in the foundational and modernized techniques, etiquette, history, competition rules and terminology used in Judo 4) To develop and refine the techniques appropriate for the novice to intermediate Judoka

Organizational Structure :

The instructional week will comprise of three days in the dojo, one day in the classroom and one working on individual technique and fitness goals. As Judo is both an individual and cooperative sport, opportunities for personalized instruction as well as collaborative learning are essential to student success in this course. Flexibility for how and when students are assessed is essential to providing a personalized learning model for participants. Representations of achievement will reflect this personalized model and will be weighted in the following manner:

Assessment and Evaluation:

Formative Learning: Individual Skill Acquisition and Development 30% Cooperative Demonstration and Participation 30%

2 Summative Learning: Demonstration of Technique 20% Demonstration of Physical Requirements 10% Understanding of History and Terminology 10%

Unit/Topic/Module Descriptions :

Technical expectations and curriculum will correspond with the relative experience level of the student and will follow the guidelines for the belt ranks between the 6 th Kyu and 3 rd Kyu as established by Judo Canada and Judo BC. Expectations and demonstration of the mental and physical learning outcomes will be required for all participants. The techniques of Judo require consistent, disciplined and effective practice for mastery learning and the delivery of the course material will reflect this in training. Students are expected to demonstrate learning outcomes individually and cooperatively in both a formative and summative manner. Since personalized learning is a core aspect of the course, individual achievement will dictate pedagogical considerations and will rely on the expertise of the instructor to determine learning pace and methodology. The minimal requirements for credit in Judo 12a will require students to demonstrate the techniques associated with their relative Kyu as well as fulfilling their individual physical requirements, cooperative requirements and history/etiquette/terminology requirements.

Techniques for students entering at the level of the 6 th Kyu By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner…

Ukemi (breakfalls) • Zempo-ukemi • Koho-ukemi • Yoko-ukemi • Zempo-kaiten

Ne-waza (grappling/ground techniques) • Kesa-gatame / kuzure-kesa-gatame • Yoko-shiho-gatame • Escapes from kesa-gatame • Escapes from yoko-shiho-gatame • Basic attack and defense

Other skills • Shizen Hontai; Migi/Hidari Shizentai • Jigo Hontai:Migi/Hidari Jigotai • Tai-sabaki; Tsugi-ashi • Kumi-kata • Kuzushi • Tsukuri • Kake

Techniques for students entering at the level of the 5th Kyu By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner…

Ukemi • Zempo-ukemi • Koho-ukemi • Yoko-ukemi • Zempo-kaiten

Ne-waza • Kami-shiho-gatame/ kuzure and escapes • Tate-shiho-gatame and escapes • Nami-juji-jime • Gyaku-juji-jime • Kata-juji-jime • Juji-gatame

Other skills • Ne-waza- attacking through legs • 1 rollover with uke in prone position

Techniques for students entering at the level of the 4th Kyu By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner…

Nage-waza • Harai-goshi • Kata-guruma • Uki-otoshi • Tani-otoshi • Tsuri-komi-goshi /sode-tsuri-komi-goshi • Hiza-guruma • Sukui-nage • Tomoe-nage • Uki-waza • Osoto-guruma

Ne-waza • Kata-gatame • Ushiro-kesa-gatame • Hadaka-jime • Kata-ha-jime • Okuri-eri-jime • Sode-guruma-jime (form of) • Ude-garami • Ude hishigi ude gatame • Waki-gatame

Other skills • Nage-no-kata – koshi-waza- Tori and Uke • Harai-goshi as a counter to osoto-gari • Tani-otoshi as a counter • Renraku-waza: ouchigari/seoi-nage

Techniques for students entering at the level of the 3rd Kyu By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner…

Nage-waza • Uchi-mata • Hane-goshi • Ushiro-goshi • Ashi-guruma • Harai-tsurikomi-ashi • Morote-gari

5 • Hikkomi-gaeshi • Sumi-gaeshi • Kuchiki-taoshi • Kibisu-gaeshi • Ouchi-gaeshi

Ne-waza • Ryote-jime • Tsukkomi-jime • Hiza-gatame • Sankaku-jime

Other skills • Nage-no-kata – te-waza Tori and Uke • Nage-no-kata – koshi-waza Tori and Uke

Individual physical requirements (*all students) By the end of the course, it is expected that Students will be able to demonstrate the following minimum physical requirements…

• 35 push-ups in a 60 second time period • 50 modified sit-ups in a 60 second time period • 25 burpees in a 60 second time period • A growth and development plan for individual physical fitness including: - conditioning goals - strength goals - flexibility - nutritional considerations • A journal chronicling physical growth and development

Cooperation requirements (*all students) By the end of the course, it is expected that Students will be able to demonstrate the following…

• Continuous respectful treatment of instructors, peers and respect of dojo protocol. • The ability to serve as uke for the tori attempting a grading examination • The ability to stay concentrated and follow the practice regime for the duration of the class • An in-depth understanding and the ability to thoroughly demonstrate and teach the following: - 2 related Nage-waza techniques - 3 Ne-waza techniques (1 Osae-waza, 1 Kansetsu-waza and 1 Shime-waza) - 1 method of passing through the legs - 1 turnover from the turtle position - 1 Ne-waza escape • The ability to safely and effectively participate in randori both as a spectator and participant

History, etiquette and terminology requirements (*all students) By the end of the course, it is expected that Students will be able to demonstrate the following…

Essential Learning Resources :

Kodokan Judo by Jigoro Kano

7 BAA [ Judo 12b ] Framework

District Name : Saanich

District Number : School District 63

Developed by : Mickey Fitzgerald/Andre Gogol/Spencer Gray/Jose Tudela

Date Developed : December 2011

School Name : Parkland Secondary

Principal’s Name : Mark Fraser

Board/Authority Approval Date :

Board/Authority Signature :

Course Name : Judo

Grade Level of Course : 12b

Number of Course Credits : 4

Number of Hours of Instruction : 120

Prerequisite(s) : Intermediate to advanced experience in Judo (3 rd Kyu and above)

Special Training, Facilities or Equipment Required :

1 Course Synopsis :

Judo 12b is intended as a course for senior students with an intermediate to advanced level of experience who wish to intensively study the competitive aspect of Judo. Learning outcomes associated with technique will correspond to the belt ranking with which the student enters the course and students will be expected to demonstrate the appropriate range of Ukemi (breakfalls), Nage-waza (standing) and Ne-waza (ground/grappling) associated with their belt rank in accordance with the expectations of Judo Canada and Judo BC. In addition, students will be required to study and demonstrate strategies for Nage-waza combinations, transitions from Nage- waza to Ne-waza as well as advanced Ne-waza techniques. Students will be introduced to the basic concepts of coaching in Judo and advanced students will also have the opportunity to acquire Level 1 NCCP certification. The importance of personal physical and mental wellbeing as well as the importance of cooperative training practices will be emphasised throughout the course. Instruction will focus on the personalized formative learning of the student as well as the summative demonstration of mastery of the appropriate learning outcomes.

Rationale :

The primary goal of Judo 12b is to foster a lifelong interest in physical and mental wellbeing through Judo. Secondary to this are the following objectives:

1) To provide cooperative and competitive training opportunities necessary for practicing recreational and competitive Judo 2) To provide adult mentorship and positive role modelling to students through collaborative training and participation. 3) To provide instruction in the foundational and modernized techniques, etiquette, history, competition rules and terminology used in Judo 4) To develop and refine competitive techniques and strategies appropriate for the intermediate to advanced Judoka

Organizational Structure :

The instructional week will comprise of three days in the dojo, one day in the classroom and one working on individual technique and fitness goals. As Judo is both an individual and cooperative sport, opportunities for personalized instruction as well as collaborative learning are essential to student success in this course. Flexibility for how and when students are assessed is essential to providing a personalized learning model for participants. Representations of achievement will reflect this personalized model and will be weighted in the following manner:

Assessment and Evaluation:

Formative Learning: Individual Skill Acquisition and Development 30% Cooperative Demonstration and Participation 30%

2 Summative Learning: Demonstration of Technique 20% Demonstration of Physical Requirements 10% Understanding of History and Terminology 10%

Unit/Topic/Module Descriptions :

Technical expectations and curriculum will correspond with the relative experience level of the student and will follow the guidelines for the belt ranks as established by Judo Canada and Judo BC. Students will be required to demonstrate technical achievement both with a cooperative partner and in a resisting/competition context. The techniques of Judo require consistent, disciplined and effective practice for mastery learning and the delivery of the course material will reflect this in training. Students are expected to demonstrate learning outcomes individually and cooperatively in both a formative and summative manner. Since personalized learning is a core aspect of the course, individual achievement will dictate pedagogical considerations and will rely on the expertise of the instructor to determine learning pace and methodology. In addition to personal technical goals students will be required to demonstrate tactical/competition strategies both in the role of competitor and coach, context for historical and contemporarily Judo as well as personal physical goals.

Techniques for students entering at the level of the 3rd Kyu (*this is the minimal level of expectation for an intermediate student learning new techniques. Technical curriculum for advanced students will be determined on an individual basis) By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner…

Nage-waza • Uchi-mata • Hane-goshi • Ushiro-goshi • Ashi-guruma • Harai-tsurikomi-ashi • Morote-gari • Hikkomi-gaeshi • Sumi-gaeshi • Kuchiki-taoshi • Kibisu-gaeshi • Ouchi-gaeshi

Ne-waza • Ryote-jime • Tsukkomi-jime • Hiza-gatame • Sankaku-jime

Other skills • Nage-no-kata – te-waza Tori and Uke

3 Nage-no-kata – koshi-waza Tori and Uke Nage-waza Combination/Counter Techniques (from Kodokan Judo by Jigoro Kano) By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner

• Hiza-guruma -> deashi-harai • Right harai-tsurikomi-ashi -> left harai-tsurikomi-ashi • Uchi-mata -> kouchi-gari • Hane-goshi -> ouchi-gari • Ouchi-gari -> tai-otoshi • Osoto-gari -> harai-goshi • Kouchi-gari -> tomoe-nage • Kosoto-gari -> uchi-mata • Tomoe-nage -> ouchi-gari • Hiza-guruma -> ouchi-gari • Hane-goshi -> hiza-guruma • Hane-goshi -> utsuri-goshi • Seoi-nage -> ura-nage • Harai-goshi -> ushiro-goshi • Deashi-harai -> okuri-ashi-harai • Uchi-mata -> tai-otoshi • Ouchi-gari -> okuri-ashi-harai

Nage-waza to Ne-waza Combination Techniques (from Kodokan Judo by Jigoro Kano) By the end of the course, it is expected that Students will be able to effectively demonstrate the following with a cooperative partner

• Osoto-gari -> kesa-gatame • Tomoe-nage -> kesa-gatame • Kata-guruma -> hadaka-jim -> tate-shiho-gatame • Uki-waza -> ude-hishigi-juji-gatame • Uki-waza -> ude-hishigi-hiza-gatame • Uki-waza -> tate-shiho-gatame

Individual physical requirements By the end of the course, it is expected that Students will be able to demonstrate the following minimum physical requirements…

• 50 continuous push-ups • 60 continuous sit-ups • 31 burpees in a 60 second time period • A growth and development plan for individual physical fitness including: • conditioning goals • strength goals • flexibility

4 • nutritional considerations • A journal chronicling personal physical development

Coaching requirements By the end of the course, it is expected that Students will be able to demonstrate the following…

• Achievement of Level 1 NCCP (*for eligible Canadian students) • A journal which functions as a guide for technique, coaching and instruction • Basic refereeing skills for randori and/or tournament

Cooperation requirements (*all students) By the end of the course, it is expected that Students will be able to demonstrate the following…

• Continuous respectful treatment of instructors, peers and respect of dojo protocol. • Active promotion and modeling of appropriate dojo etiquette and protocol • The ability to stay concentrated and follow the practice regime for the duration of the class • An in-depth understanding and the ability to thoroughly demonstrate and teach the following: - 4 related Nage-waza techniques - 6 Ne-waza techniques (2 Osae-waza, 2 Kansetsu-waza and 2 Shime-waza) - 2 methods of passing through the legs - 2 methods of freeing an entangled leg - 2 turnovers from the turtle position - 2 Ne-waza escapes • The ability to safely and effectively participate in randori both as a spectator and participant • The ability to encourage and safely participate in training with less experienced Judoka

History, etiquette and terminology requirements By the end of the course, it is expected that Students will be able to demonstrate the following…

• Knowledge of Judo origins, history, and expansion as an international sport • Knowledge of related sports which have influenced/been influenced by Judo • Understanding of fundamental Japanese instructions, terminology and current competition rules • Proper protocol and etiquette on the mat and in the dojo • Good personal hygiene and maintenance of judogi, and dojo.

Essential Learning Resources

Kodokan Judo by Jigoro Kano (*this will be a required text for students taking this course)

6 BAA [Yoga 12] Framework

District Name : Saanich

District Number : School District 63

Developed by : Kirsten Dibblee

Date Developed : December 12, 2011

School Name : Parkland Secondary School

Principal’s Name : Mark Fraser

Board/Authority Approval Date :

Board/Authority Signature :

Course Name : Yoga 12

Grade Level of Course : 12

Number of Course Credits : 4

Number of Hours of Instruction : 120

Prerequisite(s) : PE 10

Special Training, Facilities or Equipment Required : Teacher must have completed a Bachelor of Education in Physical Education, a Yoga Alliance of Canada certified 200 hour Yoga Teacher Training course and should have experience teaching a variety of different Yoga classes. BCRPA Fitness Theory and Yoga Fitness Module are also recommended. Practical course work must be completed on a clean wood or padded floor that is suitable for Yoga practice (at Parkland the theatre or mezz would fulfil this requirement). For safety and hygiene reasons, students enrolled in this course should purchase their own Yoga mat, chip-foam block and Yoga strap. Other Yoga props (bolster, wood block and blanket) are recommended but not required.

1 Course Synopsis : Yoga 12 is intended as a course for senior students wanting to explore the physical and mental benefits of Yoga. It is appropriate for beginners or those with Yoga experience who want to expand their personal practice. Students will participate in a variety of Yoga classes of different styles. These classes will primarily be taught by the course instructor but will also include guest instructors and field trips to local studios. Course content will also include basic human anatomy and physiology, Yoga posture breakdown, (benefits, modifications and variations for a variety of different poses), an introduction to Yoga history and philosophy, breathing techniques, relaxation methods and an independent research project on the benefits of a Yoga practice. As part of the course requirements, students will be expected to lead their classmates in a short practice near the end of the semester.

Rationale : The primary goal of Yoga 12 is to develop a lifelong interest in physical and mental well being and health through the practice of Yoga.

Secondary to this are the following objectives: 1) To provide students with an opportunity to practice Yoga on a regular basis as a way to improve their physical health (flexibility, balance and strength), mental health (relaxation and breathing methods), and to develop a greater understanding of Yoga postures (asanas);

2) To provide students with an opportunity to develop their knowledge of basic human anatomy and physiology, including the muscular, skeletal and cardio respiratory systems and muscle actions causing movements;

3) To provide an introduction to Yoga history and philosophy and to provide students an opportunity to explore the connections between their body and mind;

4) To provide adult mentorship and positive role modelling to students through collaborative practice and participation; and,

5) To provide students with opportunities to experience a variety of Yoga styles and classes via instructor led classes, guest instructors and field trips.

Organizational Structure :

The instructional week will involve two to three days of full Yoga practice led by the course teacher at the school. A few times a month a guest instructor will lead a class at the school or students will travel to a local studio for a class.

The other two or three days of the week will be spent studying Yoga postures (including full breakdowns of the physical components of each posture, modifications, variations, benefits and the muscles and joints involved), learning about human anatomy and physiology as it relates to Yoga, Yoga history and philosophy, relaxation methods and breathing techniques. In the latter part of the semester, students will be expected to complete a research project on the benefits of Yoga and will plan a short class that they will then teach to their peers.

Yoga is a highly individual activity, and as such depends on personalized instruction to meet the needs of the individual student. In addition, students need opportunities for collaborative learning to expand on ideas and allow them a greater understanding of topics covered in this course.

2 Flexibility for how and when students are assessed is essential to providing a personalized learning model for participants. Representations of achievement will reflect this personalized model and will be weighted in the following manner:

Assessment and Evaluation:

Participation in Yoga Classes 50% • Mark /5 for participation, attitude, effort and cooperation during Yoga classes. Students will self-evaluate with teacher input. • Yoga Class Journal with weekly reflections on classes.

Cooperative Participation in Classroom Activities 15% • In-class assignments and quizzes

Research Project on Benefits of Yoga 10%

Final Written Test of Postures, History, Philosophy and Anatomy 10%

Class Plan and Teaching Yoga Class 15%

Unit/Topic/Module Descriptions : Expectations and curriculum will correspond with the relative experience level of the students each semester and may vary slightly dependent on student interests and abilities. Regular attendance, participation and demonstrations of the mental and physical learning outcomes will be required for all participants. The practice of Yoga requires consistent and effective practice for mastery learning and the delivery of the course material will reflect this ideal. Students are expected to demonstrate learning outcomes individually and cooperatively in both a formative and summative manner. Since personalized learning is a core aspect of the course, individual achievement will dictate pedagogical considerations and will rely on the expertise of the instructor to determine learning pace and methodology. The minimal requirements for credit in Yoga 12 will require students to demonstrate the outcomes listed below.

Unit One: Human Anatomy and Physiology By the end of the course, it is expected that Students will be able to effectively demonstrate an understanding of the following…

• Major Muscles of the Human Body • Bones in the Human Body, Joint structures and Types of Joints • Basic Circulation, Heart and Lung Anatomy and the Mechanisms of Breathing • Types of Muscle Movements and the Physiology of Muscle Contraction

Unit Two: Yoga Postures (Asanas) By the end of the course, it is expected that Students will be able to effectively demonstrate the following postures, identify the muscles and joints involved, and give one benefit and modification or variation for each…

Standing Postures: • Mountain • Chair

3 • Standing Forward Bend • Hand to Toe Pose • Tree • Eagle • Dancer • Warrior I-III and Exalted • Extended Side Angle • Horse/Rotated Horse • Triangle • Crescent Moon • Revolved Triangle • Pyramid • Separate Leg Forward Fold • Goddess • Squat • Balancing Half-Moon

Sitting Postures: • Half Lotus • Seated Forward Bend • Knee to Head • Seated Wide-Angle Forward Fold • Cobbler • Seated Spinal Twist • Staff • Cow’s Head • Seated Boat • Rotated Sage

Kneeling Postures: • Child’s • Camel • Pigeon • Gate • Cat/Cow • Hero

Supine Postures: • Corpse • Little Bridge • Knee to Chest • Knee Down Twist • Infinity

Prone Postures: • Cobra • Crocodile • Sphinx • Bow • Locust

Arm Supported Postures: • Downward Facing Dog • Plank • Reverse Plank (For safety reasons, no full inversion postures will be taught during school coursework.)

4 Unit Three: Yoga History and Philosophy By the end of the course, it is expected that Students will be able to effectively demonstrate a basic understanding of…

• History of Yoga • Types of Yoga • Yoga Doshas (personality traits based on five elements) • 8 Limbs of Yoga

Unit Four: Pranayama (Breathing) Techniques and Relaxation Methods By the end of the course, it is expected that Students will be able to effectively demonstrate a basic understanding of… • Types of Pranayama (techniques and benefits) • Pranayama Practice • Benefits of Relaxation • Types of Relaxation used in Yoga

Unit Five: Independent Study Project and Peer Teaching By the end of the course, it is expected that Students will be able to effectively complete a…

• Research Project on one benefit of Yoga (specific topic to be decided by student) • Class Design Plan with proper Asana Sequences and Safety Considerations • Teaching of a short (less than 30 minute) class for their peers

Possible Learning Resources :

Exercise Science: An Introduction to Health and Physical Education by Temertzoglou and Challen (already in use by Parkland PE) Yoga Anatomy by Leslie Kaminoff Yoga Posture Manual (TBA)