MOUNT PEARL INTERMEDIATE
GRADE 8
CURRICULUM NIGHT
For
Parents/Guardians
2009-2010
Wednesday, September 16, 2009
1 I. Teacher Assignments:
Homeroom/Department: Room: Teacher:
Principal Main Office Ms. Healey Assistant Principal Main Office Mr. McCarthy Assistant Principal Main Office Mr. Moore Guidance 129 Mr. Bradbury Guidance 101 Ms. K. Power
5-1 201 Ms. Feener 5-2 204 Ms. Banfield-Hackett 5-3 205 Ms. Spencer-Barron
6-1 206 Ms. McIsaac 6-2 ICF 208 Ms. Chippett 6-3 207 Ms. Porter/Ms. Spracklin 6-4 EFI 234 Ms. Sanford 6-5 EFI 237 Ms. Tomes
7-1 214 Mr. Moyst 7-2 216 Mr. McIsaac 7-3 218 Ms. Fry 7-4 217 Ms. Bavis 7-5 EFI 219 Ms. Dale 7-6 EFI 233 Ms. Dewling 7-7 LFI 215 Ms. Doyle 7-8 LFI 212 Ms. Warren 7-9 LFI 213 Ms. G. Browne
8-1 116 Ms. Bates 8-2 112B Mr. Langdon 8-3 112A Mr. Baggs 8-4 106 Ms. Sullivan 8-5 108 Ms. Evans 8-6 EFI 109 Ms. Kavanagh 8-7 EFI 110 Ms. N. Porter 8-8 LFI 104 Mr. Thoms 8-9 LFI 105 Ms. E. Noseworthy
9-1 223 Mr. Locke 9-2 229 Ms. H. Butler 9-3 231 Ms. Collier 9-4 225 Mr. Parsons 9-5 222 Ms. White 9-6 224 EFI Mr. Pittman 9-7 228 LFI Ms. Hull
Art 231 Ms. Collier Choral Music 121 Mr. Goulding French – Core/Immersion 211 Ms. Flight Home Economics 116 Ms. Bates Instrumental Music 122 Ms. Ryan Learning Resources 210 Ms. D. Butler Physical Education 126B Mr. Gillingham Physical Education 126A Ms. Weir Special Services 227 Ms. Bambrick Special Services 118A Ms. Garrett Special Services 123 Mr. Gordon Special Services 221 Ms. S. Noseworthy
2 Special Services 236 Ms. S. Power Special Services 118B Ms. Rowsell Special Services 221 Ms. Spracklin Special Services 127 Ms. Wiseman Technology 107/230 Mr. Andrews Technology 117 Mr. Duffett
II. Annual Schedule of Events:
Tuesday, September 8, 2009 Administration Day
Wednesday, September 9, 2009 Student Registration: Grades 7 - 9 (8:30AM.- 10:30AM) Grades 5 - 6 (1:00PM - 2:30PM)
Wednesday, September 16, 2009 Curriculum Night Grades 5-6: 6:30PM Grades 7-9: 7:30PM
Friday, October 9, 2009 Thanksgiving Assembly
Monday, October 12, 2009 Thanksgiving Holiday
Tuesday, October 27, 2009 School Pictures – Grades 5 & 6
Wednesday, October 28, 2009 School Pictures – Grades 7 & 8
Thursday, October 29, 2009 Teacher In-service No classes for grades 7-9 Regular classes for grades 5-6
Friday, October 30, 2009 School Pictures – Grade 9
Tuesday, November 10, 2009 Remembrance Day Assembly
Wednesday, November 11, 2009 Remembrance Day Holiday
Friday, November 27, 2009 Term I Ends
Monday, November 30, 2009 Term I Reports Released
Wednesday, December 2, 2009 Parent/Teacher Conferences (3:00PM – 5:00PM)
Thursday, December 3, 2009 Students dismissed (11:40AM) Parent/Teacher/Student Conferences (1:00PM – 4:00PM) (6:00PM – 9:00PM)
Thursday, December 10, 2009 Christmas Concert
Tuesday, December 22, 2009 Last Day of Classes - Christmas
Monday, January 4, 2010 Classes resume (Day 4)
Friday, March 12, 2010 Term II Ends
Monday, March 15, 2010 Term II Reports Released
Thursday, March 18, 2010 Students dismissed (11:40AM)
3 Parent/Teacher Conferences (1:00PM – 4:00PM) (6:00PM – 9:00PM)
Thursday, April 1, 2010 Last Day of Classes - Easter
Monday, April 12, 2010 Classes Resume (Day 5)
Monday, May 24, 2010 School Holiday (Victoria Day) Thursday, May 27, 2010 Spring Concert
Tuesday, June 15, 2010 Year-end Formal Exams (Grades 7-9) to Friday, June 18, 2010
Thursday, June 24, 2010 Junior High Awards Assembly Elementary Awards Assembly Last day for Students
Friday, June 25, 2010 Administration Day
Please note: Our weekly issue of Panther Tracks will contain information on additional events as they are added throughout the school year.
III. Promotion Requirements:
306.7 Promotion/Non-Promotion in K-9 shall be made in the best interests of each student. Consideration shall be given to the students’ level of cognitive, intellectual, social, and emotional development as well as present and past levels of achievement.
306.7A A student in K-9 following an Alternate Curriculum-Pathway 5 shall be placed each year with appropriate adjustments made to his/her Individual Support Service Plan. These adjustments shall be made by the student’s Support Services Planning Team.
306.7B A student accessing Pathway 4 supports (Alternate Course/Enabling Course) shall be considered for promotion/non- promotion as outlined in 306.7D, E and F in accordance with the student’s ISSP.
306.7C A student accessing Pathway 3 supports (Modified Courses in designated programs) shall be considered for promotion/non- promotion, as outlined in 306.7 D, E and F in relation to meeting the determined modified outcomes of the Prescribed Program in accordance with the student’s ISSP.
Appropriate adjustments shall be made to the student’s ISSP as necessary. These adjustments shall be made by the student’s Support Services Planning Team.
306.7D Promotion of students in K-9 following the Prescribed Program (Pathway 1) or accessing Pathway 2 and 3 supports shall be considered with the following context:
(1) Promotion decisions at the Primary/Elementary level shall be based on the assessment of the whole student in relation to learning outcomes.
4 (2) Students shall usually be promoted through the prescribed curriculum of the Primary/Elementary grades with their peers.
(3) Promotion decisions at the Intermediate level (Grades 7 – 9) shall use the following criteria:
A student on the prescribed program (Pathway 1) or accessing Pathway 2 and 3 support shall pass (receive a grade of at least 50%) Language Arts or Francais, Mathematics, Science, Social Studies, Core French and any two others of the following subject areas:
Technology Education Health Religious Education Music Home Economics Art Physical Education
Note: Students enrolled in the French Immersion Program must pass Français to continue in the French Immersion Stream.
IV. Assessment and Reporting Schedule
Primary/Elementary Schools/Intermediate Schools
190 Teaching Days 2 Administrative Days
TERM ONE
September 9, 2009 – November 27, 2009
1. Term One ends November 27, 2009 2. Reports released November 30, 2009 3. Parent/Teacher/Student Conferences - December 2, 2009 and December 3, 2009
TERM TWO
November 30, 2009 – March 12, 2010
1. Term Two ends March 12, 2010 2. Reports released week March 15, 2010 3. Parent/Teacher/Student Conferences - March 18, 2010
TERM THREE
March 15, 2010 – June 24, 2010
1. Reports released on June 24, 2010
5 V. Fixed 7- Day Schedule:
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 September 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 October 1 2 5 7 7 8 9 13 14 15 16 19 20 21 22 23 26 27 28 29 30 November 2 3 4 5 6 9 10 12 13 16 17 18 19 20 23 24 25 26 27 30 December 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 January 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 February 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 March 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31 April 1 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30 May 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 25 26 27 28 31 June 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24
6 Language Arts:
Objectives
The Language Arts Program is based on the Multisource texts Heroic Adventures, What a Story, and Relating. In addition, students will study one novel in-depth, one novel to be completed as a read aloud novel and a broad range of novels/books for independent reading. Students are encouraged to read at least a novel a month.
A. In addition to those objectives met in Grade 7 these objectives will be met through the literature component and will be tested: To develop critical reading and viewing skills through exposure to a variety of literature selections and media texts To explore and understand the themes of heroes, hope and war To define, identify and explain the elements of non-fiction To define, identify and explain interpersonal, internal and external conflict in the selections To identify and explain the essential components of a novel, setting, characters, conflict and plot To define, identify and explain the components of a plot line; exposition, rising action climax, falling action and resolution To understand and explain with proof character motivation To define, identify and explain simile, metaphor, and imagery and other figurative language To identify and explain point of view in a selection To compare and contrast aspects of selections To identify and explain the intended audience for a selection
B. These objectives will be met and evaluated through the writing component: To write a properly constructed expository paragraph To write a comparison contrast paragraph To write a character sketch To be aware of and avoid sentence fragments and run-on sentences in writing To add descriptive details to written assignments To add figurative language to written assignments To write a properly constructed essay To complete a research paper
C. These objectives will be met and evaluated through the remaining components of the program: To use a journal for a variety of 'responding' writing and representing To read and respond to text in a variety of ways To prepare and deliver short oral presentations To attend to the oral reading of selections and to retain key information To cooperate and work effectively in a collaborative and group setting
Evaluation:
Writing and Representing Outcomes 30% Includes assignments like: - Expressive (Journal Writing) - Transactional, expository paragraph, letters - Research paper (writing process) - Creative writing of poetry, short stories, posters, advertisements
7 Research Component 10%
Speaking and Listening Outcomes 15% Includes assignments like: - Interviewing - Small group participation - Formal oral presentation/debates - Appreciative and critical listening - Read aloud - Role play and drama
Reading and Viewing Outcomes 25% Includes assignments like: - Wide independent reading and viewing of short selections, videos, novels (5) - Indepth novel study (1) - Unit Test - Homework
Demand 20%
Math:
Unit Weeks Completion 1 Square Roots and the Pythagorean Theorem 4 Early Oct. 2 Integers 3 Late Oct. 3 Operations with Fractions 4 Early Dec. 4 Measuring Prisms and Cylinders 4 Late January 5 Percent, Ratio, and Rate 5 Early March 6 Linear Equations and Graphing 4 Mid April 7 Data Analysis and Probability 3 Early May 8 Geometry 3 Early June
EVALUATION GUIDELINES
A. Performance Assessment – 40 % The evaluation of students in mathematics should include a variety of sources, and must include evaluation in at least 4 of the following categories. 1. Projects/ Presentations. 2. Assignments. These should take the form of take home, in class, or post test assignments; and they must be more than a drill and practice nature. The recommended number of assignments is one per unit. 3. Homework. This should be based on assessment of outcomes. 4. Journals. Writing as part of communicating in mathematics should be integrated throughout the mathematics program. 5. Portfolio. This can be used to evaluate the student’s performance over time, and should be inclusive of a variety of assessment strategies.
B. Tests and Quizzes – 40% All tests are based on the learning outcomes of the course and utilize a variety of testing formats such as multiple choice and completion questions. Tests must also include long answer questions to evaluate the mathematical processes. Expression of written explanations of mathematical understanding is very important.
8 C. Common Mathematics Assessment – 20% The Common Mathematics Assessment is a cumulative assessment based on the specific outcomes of the entire course and is designed to be completed in 2 hours.
Core French 7-9:
The Intermediate Core French Program develops all four language skills areas: listening, speaking, reading and writing. The major emphasis is on the development of communications skills.
The content of the program is broken down into four areas: themes, language functions, culture and general language education.
The program being used at Mount Pearl Intermediate is Communi-Quête 1, 2 and 3. There is a text and workbook for each unit at each grade level. Communi-Quête 1 is used for Grade 7, Communi-Quête 2 is used in Grade 8 and Communi-Quête 3 is used in Grade 9.
Overview:
Grade 7 Grade 8 Grade 9 Unité A: Mosaïque- Unité A: En route vers la Unité A: Mission: Survie - Multiple Intelligences Francophonie – Survivor Francophone World
Unité B: Le grand Unité B: À l’action - Sports Unité B: Studio créateur – voyage - Travel Personal Expression Unité C: Unité C: Rétro-Monde – Unité C: Et maintenant, Entrepreneurs en Pop Culture passons aux nouvelles – herbe! - Food Media
Unité D: La guerre Unité D: Le monde Unité D: Bombes météo – aux déchets – Science mystérieux de la science – Weather Bombs Inventions Science Experiments
Unité E: Phénomènes Unité E: Faisons une canadiens – Canadian différence! - Volunteering Mysteries
Tentative Timeline:
Grade September - January February - June 7 Units A,B Units C, D,E 8 Units A,B Units C, D,E 9 Units A,B Units C,D
Evaluation: Oral Comprehension 30% Oral Production 20% Written Comprehension 15% Written Production 15% Final exam 20% Total 100%
Policy: Use of On-Line Translators
9 Should students choose to use an on-line translator to complete their work in French, they will lose 10% from the assignment mark and will be required to redo the assignment using their own French language skills.
Science:
Course Outline
Introduction Laboratory Safety
Unit 1 Water Systems
Unit 2 Optics
Unit 3 Fluids
Unit 4 Cells, Tissues, Organs and Systems
Project Invention Project
Evaluation
Tests 40% Quizzes 10% Labs/Assignments 20% Binder (Vocab/Student Work/Homework/Journal) 5% Invention (I3) Project 10% Scientific Presentation 5% Scientific Literacy Assessment 10%
Please note that for Grade 8, the Scientific Literacy Assessment will be administered with the Unit 4 test during the June examination period.
Social Studies:
Voyage to Discovery – A History of Newfoundland and Labrador (1800-Present)
The Newfoundland and Labrador History course introduces students to the study of the history of the province from the turn of the 19th century to the present. It is an interesting and dynamic period of development from colony-to-country-to- province, the time when settled society and institutions were established to shape the province as it is today.
In this course, students explore and appreciate history: as part of their community, region and province; as a window to people and events of the past; as an examination of social change; and as a means of assessing the impact of the past on the present. The development of historical research methods is integrated throughout the course so that students will use the tools of the historian to take with them some understanding and appreciation of Newfoundland and Labrador history. The course has been developed for the adolescent student, so that topics and activities are designed at the appropriate level to engage students in active learning.
10 The following themes provide the basic structure for Newfoundland and Labrador History.
- Unit 1: Introduction: History as a Lens to the Past - Unit 2: Newfoundland and Labrador from the Turn of the 19th Century through the Early 20th Century: History as a Story of People - Unit 3: Newfoundland and Labrador from 1914 through 1949: History as a Story of Significant Events - Unit 4: Newfoundland and Labrador through the 2nd Half of the 20th Century: History as a Story of Change - Unit 5: History as a Story of the Past in the Present
Evaluation:
In-class Assignments 30% Projects (One per term) 20% Tests 30% Final Exam 20%
Early/Late French Immersion: (grade 7-9)
The Immersion Programs (early and late) are divided into four units of study. Units A and B are completed during Term One (September to January) and Units C and D are completed during Term 2 (February to June).
Early French Immersion General Course Outline:
Grades 7, 8 and 9 Study of four types of literary discourse: - persuasive and informative (Term 1) - expressive and poetic/adventure story (Term 2) Analysis and comprehension of selected texts Extensive grammar component Novel study unit – one per term Journal writing Development of speaking skills
Texts: Grade 7 - Au fil des mots Magazine: Ça Va Grade 8 - Libre expression Magazine: Ça Va Grade 9 - Messages et discours Magazine: Chez Nous
Evaluation: (EFI)
Oral Comprehension 15% Oral Production 15% Written Comprehension 20% Written Production 30% Final Exam 20%
Late French Immersion General Course Outline:
Grade 7 Grade 8 Grade 9 Communication activities Communication activities Study of four types of (speaking and listening) (speaking and listening) literary discourse; expressive and persuasive (Term 1); Informative and poetic (Term 2)
11 Comprehension of Comprehension of Analysis and compre- Various texts Various texts hension of selected texts In-depth grammar study In-depth grammar study Extensive grammar Component Vocabulary development Vocabulary development Novel study unit – one Per term Journal writing Journal writing Journal writing Novel Study – Term 2 Novel study unit – one Development of speaking only per term skills
Texts: Grade 7 (i) Magazine: Bonjour Grade 8 (i) Magazine: Ça va Grade 9 (i) Messages et discours Magazine: Chez nous
Evaluation: (LFI) Tests 25% Participation 10% Assignments/projects 30% Final exam 20% Quizzes 15% Policy: Use of On-line Translators Should students choose to use an on-line translator to complete their work in French, they will lose 10% from the assignment mark and will be required to redo the assignment using their own French language skills.
Health:
Program Description & Guiding Principles
At the Intermediate Level, a comprehensive school health and personal development program is recognized as an effective way to improve students’ health and involves a wide range of school and community personnel working collectively to enhance the well- being of young people and to promote positive health practices. Such a program is comprised of a broad spectrum of activities and services delivered in a setting that fosters and supports health and wellness. The program for schools in this province should take into consideration:
• The developmental stages of the learner, recognizing that all are different. • The needs and interests of young people. • Positive and negative media influences. • Current research findings. • Environment and culture of the province.
The philosophy and goals of the program are organized around a thirteen unit health and personal development program in grades 7 and 8, as well as a comprehensive sexuality education program in grade 9.
_ Content, Processes and Skills (Grades 7 & 8) _ Emotional and Social Well-Being (Grades 7 & 8) _ Human Sexuality (Grades 7 & 8) _ Relationships (Grades 7 & 8) _ Drugs: Smoking and Alcohol (Grade 7) _ Drugs: Alcohol and Other Drugs (Grade 8) _ Active Living (Grade 7) _ Nutrition (Grade 8) _ Safety and Environmental Health (Grade 7)
Evaluation Scheme
12 Oral 30%
Class Assignments/Activities 10%
Projects and Reports 30%
Tests/Quizzes 30%
Course Outline Main Evaluation
Unit 1 Wellness: Ch 1-3 Project and oral presentation
Unit 2 Mental Health: Ch 4 Test and oral presentation
Unit 3 Drugs/Alcohol: Ch 11/12 Two tests and oral presentation
Unit 4 Sexuality: Ch 15 Test and oral presentation
Additional pieces of evaluation from the Evaluation Scheme will be added ie. Quizzes, assignments
Technology Education:
The Production Technology Module for Grade 8 based on the Atlantic Canada Foundation for Technology Education Curriculum. The Production Technology Module is the second of five modules to be delivered at the Intermediate level. This is the first year of this new program.
The Specific Curriculum Outcomes for the Grade 8 Production Technology Module are organized in three units:
Unit I – Big Ideas Topic 1 Introduction to Production Technology Topic 2 Properties of Materials Topic 3 The Production Processes Topic 4 Tools and Machines Topic 5 Aesthetics Topic 6 Ergonomics, Health and Safety Topic 7 Product Development Topic 8 Careers in Production Technology
Unit 2 – Basic Skills Topic 1 Interpretation of Technical Drawings Topic 2 Development of Technical Drawings Topic 3 Production Tools: Selection and Usage Topic 4 Production Planning and Implementation Unit 3 – Design Activity Topic 1 The Design Team and The Design Portfolio Topic 2 Identification of the Problem Situation (Step 1) Topic 3 Development of the Design Brief (Step 2) Topic 4 Investigation and Research (Step 3) Topic 5 Identification of Possible Solutions (Step 4) Topic 6 Selection of the Best Solution (Step 5) Topic 7 Development of the Solution (Step 6) Topic 8 Evaluation of the Solution (Step 7) Topic 9 Presentation of the Report (Step 8)
To attain the desired outcomes students will research, design, construct, test and modify a CO2 car.
13 To attain the desired outcomes, students will construct a physical object. It’s predecessor program, Industrial Education also constructed a physical object, however, this new course does so by implementing a design and problem solving methodology.
The Grade 8 Production Technology Module is designed to be completed in a minimum of 26 hours of class time.
Evaluation
Unit 1 Big Ideas 20% Unit 2 Basic Skills 20% Unit 3 Design Activity - Process 5% - Portfolio 25% - Solution 20% - Report 10%
Music:
Course Outline and Evaluation:
The Grade 8 Music Programme consists of two kinds of concepts – concepts of music and concepts about music. Our programme is a based on involvement and the learning of music in a practical environment. Students will develop both a musical repertoire and musical skills as a means of establishing and developing musical concepts. Students will learn the elements of music through participation and simple theory exercises. All students will be exposed to:
Sightsinging Rhythmic dictation Melodic dictation Form in music Basic piano/keyboard knowledge Major compositions of well known composers
Mount Pearl Intermediate has an active music department with a strong music tradition which continues to develop.
Students interested in learning to sing or to play a wide variety of instruments are afforded that opportunity at our school. They may join or audition for one of many performance groups.
The School Bands The School Choir The Mount Pearl Show Choir Small singing ensembles
There are many performance opportunities given members of these groups:
In-class performances School Assemblies Lessons and Carols (this year marks our 26th annual Lessons and Carols) School Christmas Concert Small Ensemble Performances The Mount Pearl Show Choir Etcetera 23 Soundscapes (our annual Spring Concert)
14 Evaluation:
Components of Student Evaluation:
A. Practical Assessment …………………………………………….60%
This category will assess students’ ability to integrate theory and performance. Students will be assessed on their generic performance skills (phrasing, style, articulation, intonation, tone quality, expressive devices, interpretation skills, etc) as well as specific performance skills particular to individual applied areas.
B. Projects/Assignments/Tests ……………………………………40%
Religious Education:
Text – Who Am I?
Program Description:
The Grade 8 program is designed to provide guidance for students seeking to answer questions about their identity. The resource observes twelve adolescent Grade 8’s from all over the world and three counselors, who have come to Island Pond International Camp located in Newfoundland and Labrador. They represent different races, religions and belief systems. The camp offers many opportunities for the campers to develop their sense of identify. In the process the students engage in wide-ranging discussions about religious beliefs and practices.
This year we will study the following topics:
Chapter 1 The Search for Identify Chapter 2 Cultures, Spiritual Beliefs and Traditions Chapter 3 Sacred Texts Chapter 4 Morality and Ethics Chapter 5 Creation
Evaluation:
In-class Work
May include assignments, worksheets, portfolios 70%
Project 30%
Art:
The Grade 8 Art Course is a 26 hour course with a major focus on studio art (art making). Consequently, there is little in the way of written work/testing. The course begins with a concentration on developing drawing skills and skills of observation. Students work in a variety of art media in drawing, painting and sculpture. This is often the first exposure to some art materials and a large portion of class time must be given to allow students to adequately familiarize themselves with the characteristics of a particular medium, to develop proficiency in their use, and finally to apply this experience to the creation of an art work. Students learn some of the basic elements and principles of visual design, analyze them in master works and then apply their knowledge to their own creations. Three components of every art work must be considered: content (expression/meaning), design (composition), and technique (materials and processes).
15 Ultimately it is our wish that students will develop their confidence and their ability to express themselves visually, as well as develop their creativity and their appreciation of the visual arts.
Units - drawing - painting - sculpture
Evaluation
- in-class exercises and projects 80% - sketchbook 20%
Home Economics:
Course Outline and Evaluation
The Home Economics program is designed to provide students with a strong foundation for understanding the depth and dimensions of the responsibilities and challenges families face in meeting every day needs for food, clothing, shelter, and healthy relationships.
Students taking Grade 8 Home Economics will have classes twice a cycle for one term. The Grade 8 Program will consist of two modules. The first module to be covered is called the Introductory Module and it is studied by all students taking Home Economics for the first time. The focus of this module is to identify the major areas of Home Economics, to define key terms that relate to all areas of Home Economics, to consider the importance of the family as a social unit, to increase self-awareness, and to understand and apply the decision-making module.
The second module that will be studied is called the Foods and Nutrition Module. This module deals with nutrition, kitchen safety and sanitation, and food preparation.
Evaluation:
Projects and student folder 50% Tests 20% Food Labs 20% Participation 10%
Physical Education:
Course Structure Student participation in a strong physical education curriculum is one of the key ways that overall wellness and positive attitudes towards physical activity and active living can be fostered and developed throughout life. The adolescence years are critical to developing attitudes, habits, strong bones, high fitness levels, body awareness and various skills for a person’s future years. The Intermediate Physical Education Curriculum has been developed to meet the needs and interests of adolescent students and intermediate teachers. The intermediate physical education program extends the range of skills and knowledge acquired in the primary and elementary programs and facilitates transition to the more self-directed activities of high school. It builds upon the movement concept knowledge (Nichols, 1994) provided in the primary and elementary programs and
16 provides opportunity for personal achievement through group and individual activities.
Key Features of the Intermediate Physical Education Curriculum include Provides opportunities for students to develop personal wellness, and personal movement skills that contribute to an active lifestyle throughout life. Provides opportunities to participate in a variety of activities Use of the levels of responsibility as described by Hellison (2003). Incorporates the three dimensions of movement: o Moving and Doing (Psychomotor) o Understanding and Applying (Cognitive) o Cooperation and Responsibility (Affective)
Teachers are directed to incorporate Hellison’s Levels of Responsibility into their practice while teaching physical education. Students and schools where students are encouraged and taught to assume greater amounts of responsibility for their actions, behaviour and learning, demonstrate much success in their learning.
Hellison’s Levels of Responsibility
Level I (Respect), Level II (Participation), Level III (Self-direction) Level IV (Caring), Level V (Transfer of Responsibility),
The intermediate program is designed around six themes; the yearly plan for each grade must cover ALL six themes. Since activities from each of the themes must be chosen at each grade level, a wide variety and balance of activities are provided. A quality program will incorporate as many activities as possible to allow the students a full and enriching experience.
Activities Minimum Maximum
Alternative ½ unit = 4 classes 2 units = 16 classes Court and Field ½ unit = 4 classes 2.5 units = 20 classes Fitness ½ unit = 4 classes 2 units = 16 classes Leadership ½ unit = 4 classes 2 units = 16 classes Outdoor ½ unit = 4 classes 2 units = 16 classes Rhythmic ½ unit = 4 classes 2 units = 16 classes
* Teachers must address all 33 KSCO's by the end of grade 9. * The themes and movement concepts are the vehicles through which the outcomes are met. * All six themes must be covered at each grade level each year
EVALUATION: Note that full evaluative criteria is detailed in the Intermediate Physical Education Curriculum Guide
Guiding Principles The Physical Education Evaluation Framework (Gr. 7 – Level III) and the Newfoundland and Labrador Physical Education Assessment Tool (K – Level III) form the basis for student assessment and evaluation in physical education.
A Students Evaluation reflects the extent to which curricular outcomes have been attained.
Student evaluation will be based on active engagement in various activities and experiences.
17 Each student who participates in Physical Education brings different experiences, skill sets, strengths, leadership and followership. A student’s evaluation is personal and specific to the individual; every student has the opportunity for personal success in physical education.
Evaluation Breakdown
Students’ evaluation includes the three domains of movement Moving & Doing 50% (25% for health/fitness) Understanding & Applying 25% Cooperation and Responsibility 25% All three (3) domains of movement (Moving & Doing, Understanding & Applying and Cooperation & Responsibility) are evaluated through participation in activities, games and various movement experiences, either individually or with fellow students.
Moving & Doing - 50% (25% dedicated to health/fitness) Psychomotor curriculum outcomes (Moving and Doing) form the core elements of a student’s evaluation. It is the actual active engagement in activities that is the main determinant of a student’s success and the focus of this evaluative criterion.
Defining criteria for the Moving and Doing component include: Participates in a variety of activities Applies body mechanics in movement activities Engages in movement, motor and athletic skill development activities Engages in personal fitness activities o works to remain physically active o works on his/her health related fitness (cardiovascular, flexibility, muscular strength and endurance) o works on his/her skill related fitness (agility, coordination, balance, speed, power, reaction time)
Notes on Fitness: Criteria include students’ demonstration of personal fitness, participation in a variety of “Fitness Pursuits”, personal goal setting and understanding of fitness components Fitness is something that weaves throughout all activities. An actual fitness unit or series of classes would also form the basis of this component of the evaluation. A key indicator of a student’s level of engagement and intensity during an activity or appraisal is the student working within their optimal health zones.
Notes on Fitness Appraisals (tests) Fitness appraisals are one of many fitness activities or pursuits that may be chosen to fulfill the fitness requirements of the curriculum. Fitness appraisals, if chosen as an activity in the curriculum, should be done with the utmost care and sensitivity. The level of fitness (or score) students have achieved or gained in any particular fitness appraisal is not to be the determining factor or criteria for their evaluation.
Fitness appraisal results or scores are not to be used to provide actual ‘marks’ or grades to students. How well a student actually performs or ‘scores’ on an appraisal is NOT to be used in providing a grade in the course.
Understanding & Applying - 25% Cognitive curriculum outcomes, the Understanding and Applying of what is learned about movement in a variety of activities, games and pursuits are the focus of this
18 evaluative criterion. Information will be primarily obtained while students are engaged in activity and movement experiences. Defining criteria for the Understanding and Applying component include: Understands and has the ability to pose and solve movement challenges Understands and applies game and movement concepts Understands and applies group dynamics and concepts of fair play Understands the application and impact of a lifelong active healthy lifestyle
Cooperation & Responsibility - 25% Affective curriculum outcomes, the personal and social Cooperation and Responsibility behaviours demonstrated by students, are key components of physical education and the focus of this evaluative criterion. Information will be primarily obtained while students are engaged in activity and movement experiences.
Defining criteria for the Cooperation and Responsibility component include: Demonstrates cooperative and socially responsible behaviors Demonstrates personal responsibility Demonstrates leadership and group dynamic skills Demonstrates and applies an active healthy lifestyle
19