Active Start Stage Males and Females Ages 0-6 Grades Corresponding to Active Start Stage of LTAD: Kindergarten and Grade 1. Provincial Curriculum Document Grade Organization: The curricula relevant to the Active Start stage (Kindergarten and Grade 1) exists within the Ontario Ministry of Education The Full-Day Early-Learning Kindergarten Program (Draft Version) 2010-2011, and The Ontario Curriculum Grades 1-8: Health and Physical Education, Interim Edition, 2010 (revised) document. The Kindergarten curriculum document is available at: http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html The Grades 1-8 curriculum document is available at: http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html. Structure of Ontario s Physical Education Curriculum: Kindergarten: Within the Health and Physical Activity learning area of the Kindergarten Curriculum expectations are presented as: Overall Expectations o Specific Expectations Grades 1-8: Strands of the Curriculum: Living Skills A: Active Living B: Movement Competence: Skills, Concepts, and Strategies C: Healthy Living Within these strands expectations are presented as: Overall Expectations (the same for all grades) o Specific Expectations (specific to each grade)
Each Specific Outcome in Kindergarten is represented with a code, such as 1.5 The first digit represents the Overall Expectation (1-4) this Specific Outcome falls under The second digit represents number of the Specific Expectation within a particular Overall Expectation Each Specific Outcome in Grade 1-8 is represented with a code such as B1.1 The first letter represents the Strand (A, B or C) of the curriculum the expectation falls under The first number represents the Overall Expectation the Specific Outcome falls under The last number represents the number of the Specific Expectation within that particular grade and Overall Expectation
Kindergarten: Component of Active Start Stage Linking Specific Expectation FUN and part of daily life 1.5 discuss what makes them happy and unhappy, and why 2.1 participate actively in creative movement and other daily physical activities (e.g., dance, games, outdoor play, fitness breaks) Fitness and movement skills development 2.2 demonstrate persistence while engaged in activities that require the use of both large and small muscles (e.g., tossing and catching beanbags, skipping, lacing, drawing) 3.1 demonstrate spatial awareness in activities that require the use of large muscles 3.2 begin to demonstrate control of large muscles with and without equipment (e.g., climb and balance on playground equipment; roll, throw, and catch a variety of balls; demonstrate balance and coordination during parachute games; hop, slide, or gallop in the gym or outdoors) 3.3 begin to demonstrate balance, whole-body and hand-eye coordination, and flexibility in movement (e.g., run, jump, climb, walk on the balance beam, play beachball tennis, catch a ball, play hopscotch) 4.1 begin to demonstrate control of small muscles in activities at a variety of learning centres (e.g., sand, water, visual arts centres) and when using a variety of materials or equipment (e.g., using salt trays, stringing beads, painting with paintbrushes, drawing, cutting paper, using a keyboard, using a mouse, writing with a crayon or pencil) 4.2 demonstrate spatial awareness by doing activities that require the use of small muscles Focus on learning proper movement skills such as running, jumping, wheeling, twisting, kicking, throwing, and catching Not sedentary for more than 60 minutes except when sleeping Some organized physical activity 2.1 participate actively in creative movement and other daily physical activities (e.g., dance, games, outdoor play, fitness breaks)
Exploration of risk and limits in safe environments 1.4 discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations (e.g., acting in response to inappropriate touching; seeking assistance from block parents, 911, playground monitors; identifying substances that are harmful to the body) Active movement environment combined with wellstructured gymnastics and swimming programs Daily physical activity 2.1 participate actively in creative movement and other daily physical activities (e.g., dance, games, outdoor play, fitness breaks)
Grade 1: Component of Active Start Stage Ontario- Curriculum Links Linking Specific Expectation FUN and part of daily life A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active (e.g., having the opportunity to participate fully in all aspects of an activity, having a comfortable environment for activities, being able to explore different ways of being active, having the opportunity to take part in activities that relate to their cultural background) as they participate in a wide variety of individual and small-group activities A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day Fitness and movement skills development B1.1 perform a variety of static balances, at different levels (e.g., low level: crouch with weight balanced on hands and feet; medium level: stand and lean forward with arms outstretched; high level: stretch tall with arms overhead and legs wide apart) B1.2 demonstrate the ability to move and stop safely and in control, with an awareness of people and equipment around them B1.3 perform a variety of locomotor movements, travelling in different directions and B1.4 send objects of different shapes and sizes at different levels and in different ways, B1.5 receive objects of different shapes and sizes at different levels and in different ways, Focus on learning proper movement skills such as running, jumping, wheeling, twisting, kicking, throwing, and catching B1.3 perform a variety of locomotor movements, travelling in different directions and B1.4 send objects of different shapes and sizes at different levels and in different ways, B1.5 receive objects of different shapes and sizes at different levels and in different ways,
Not sedentary for more than 60 minutes except when sleeping Some organized physical activity A1.1 actively participate in a wide variety of program activities (e.g., activity centre and circuit activities, tag games, parachute activities), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., joining in willingly, showing respect for others, following directions, taking turns) [PS, IS] Exploration of risk and limits in safe environments A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 identify environmental factors that pose safety risks during their participation in physical activity, and describe ways of preparing themselves to enjoy outdoor activities safely C1.2 demonstrate an understanding of essential knowledge and practices for ensuring their personal safety C2.4 apply their knowledge of essential safety practices to take an active role in their own safety at school Active movement environment combined with wellstructured gymnastics and swimming programs Daily physical activity A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day (e.g., doing an animal walk, a fitness circuit, parachute activities; galloping to music, wheeling their wheelchair around the gym)