1. Select the applicable curriculum expectations:
- C1. demonstrate an understanding of factors that contribute to healthy development;
- C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being.
2. Using the selected curriculum expectation, formulate the learning goal(s) and then co-construct success criteria with students.
- Sample Learning Goals:
- We are learning to use our knowledge about the factors that affect our health and our critical thinking skills to make good decisions about our health.
- We are learning to put our decisions into action to maintain and build our own health and well-being.
- Sample Success Criteria:
- I can identify the health factors that I need to consider in order to make a healthy choice that supports my well-being.
- I can use my problem solving and decision making skills to make a healthy choice that is best for my well-being, using the knowledge I have gained.
- I can show how I can put my decision into action to support my own health and well-being by explaining the actions I will take when I am in a situation where I have to make a healthy choice.
3. Share the learning goal and co-constructed success criteria with students at the outset of the learning unit, enabling them to establish a common and shared understanding of the learning goal(s) and to identify success criteria as their learning progresses. Post success criteria in the learning space, refer to them frequently, and use them with students to check in on their progress.
4. Assess your students’ prior learning to guide your instruction (e.g., use the Think Pair Share Graphic Organizer or the Four Corners strategy) to assess what students already know about the healthy living concepts and what they would like to know more about.
5. Plan and implement instructional strategies and drama-based activities to address students’ learning needs. Consult Approaches to Teaching Healthy Living (Part 4 and Part 5) and Inquiry-Based Learning in Health and Physical Education for a variety of instructional strategies and activities.
6. Assess during learning using a variety of strategies and tools to gather a rich sampling of data.
7. Use the assessment data gathered during learning to:
- provide specific and timely descriptive feedback to students based on the learning goal(s) and co-constructed success criteria;
- guide next steps in instruction; and
- help students monitor their progress towards achieving their learning goals.
8. Assess after learning to determine the degree to which students have acquired the knowledge and skills identified in the curriculum expectations.
A variety of tools to support assessment and evaluation are available in the Implementation Tools within the H&PE Secondary Resource (available to educators from school boards or organizations that have purchased access).