Health and physical education
Student well-being is a priority at ASL. The goal of the high school health and physical education program is to provide students with the knowledge, skills and confidence to enhance the well-being of themselves and others. Students are required to complete one semester of health and physical education in Grade 9. Throughout the rest of their high school career, students are required to take a semester of health and one other semester course in physical education or dance to fulfill their graduation requirements.
- Health 9
- Health 10
- Lifetime Fitness
- Physical Education 9
- Physical Education 10
- Sports Leadership
½ performing arts credit or ½ physical education; semester I or II
The study of dance addresses the use of the human body and physical movement as an expressive art form, and as a skill-based discipline. Students explore the art of dance through observation, technique and choreography. An emphasis is placed on reflection and critical thinking, as well as skill development. Through the study of dance, students learn to analyze, synthesize and integrate both theoretical and applied knowledge into their creation of movement. The dance program emphasizes risk taking, and developing the combination of the physical and the artistic. This course is designed for disciplined and passionate students who want to explore the language of movement as an expressive and creative art form. Through physical activities, technical exercises, improvisation and choreography, students develop their understanding of the elements of dance, including body, effort, shape and space. Well-being is an important component, with students developing plans for healthful practices, including nutrition and injury prevention. Classwork directs students toward advanced practice and creative understanding of dance as a performing art form. Class requirements include: engagement with technical exercises; development of interpretative skills; leadership and collaboration; discussion and analysis of professional work; creation of performance material; and rehearsal for a public performance. The course requires attendance at two professional dance events in London. The course can be taken more than once.
Grade 9; 1/2 credit; semester l or ll
Health 9 is the first year of a two-year high school course sequence focused on student health and well-being. Our program equips students to make responsible and informed choices, both now and in the future. Students spend their time engaged in classroom-based experiences involving healthy practices and consider ways toward good decision-making. Through six units of study, students learn about relevant self-care practices and behaviors, goal setting, time management, healthy advocacy, developing and maintaining healthy relationships and sexuality, and alcohol and drug awareness. Information literacy and digital wellbeing are also explored. Students also work on a student-developed project about engaging with the wider world for sustainability to develop their understanding of being a global citizen. This class provides students with an inclusive environment where they are enabled, at their comfort level, to discuss sensitive and salient well-being issues, without embarrassment, and to respond to each other considerately and thoughtfully. Performance is assessed based on PSHE (personal, social, health and economic) curriculum and requirements.
Grade 10; ½ credit; semester I or IIHealth is a required, skills-based, semester-long class for all Grade 10 students. It is founded on the belief that nurturing students' mental, social and physical well-being is central to their character development. Students are encouraged to make positive behavioral shifts that enhance self-esteem and mental resilience. Health 10 builds on Health 9 and addresses critical components of health and wellness, with the aim of increasing knowledge and practical application for students in their lives. Information and skills explored include identity exploration and expression, emotional well-being, human sexuality, alcohol and other drugs education and personal growth. This interactive and experiential-based class provides students with a safe forum in which to talk about sensitive issues. In addition, students gain a broader and deeper understanding of health and wellness through engagement with local community partners. Performance is assessed based on PSHE (personal, social, health and economic) curriculum and requirements.
Grades 10-12; ½ credit; semester I or II
This course is aimed at students with a genuine interest in learning how to develop and maintain a balanced health-enhancing fitness regime. The key focus areas include:
- developing a range of skills and fitness through lifetime fitness activities/sports
- developing the key knowledge and skills to create and safely implement a personal exercise program
- developing habits to help lead a healthy active lifestyle and improve fitness goals for general well-being
- critically analyzing their approaches to training, programs and reflecting on the process
Students apply their culminating theoretical fitness knowledge rooted in fitness components, principles of training and basic physiology and anatomy through developing a personal exercise program. Within the program, they are encouraged to identify meaningful personal fitness goals to work towards, keep a training log, and evaluate the process and effectiveness of their programs upon completion. This process empowers students to develop realistic and relevant habits to contribute to a healthy active lifestyle in the future. Assessments are based on the three areas covered by the ASL Physical Education Standards: movement, knowledge and understanding, and personal and social skills.
Grades 9; ½ credit; semester I or II
This semester course introduces Grade 9 students to physical education in high school and provides them with a range topics that includes team and individual physical activities. Students learn about approaching personal challenges and safe practices in martial arts, creating inclusive environments in team sports, how to look after their personal fitness, working in teams to run a mini-season of volleyball, and first aid knowledge and skills. The key objective throughout the semester is to help students develop the skills, knowledge and dispositions that support and promote holistic well-being. The program focuses on developing three key areas: movement, knowledge and understanding, and personal and social skills
Grades 10-12; ½ credit; semester I or II
This semester course provides students with a diverse range of team-based and individual physical activities, which complement and build on those experienced in Grade 9 PE. Students continue to develop their collaborative skills, learn about motor learning theory of skill development, explore and teach non-traditional sports, discover how we can use technology to help monitor and develop health-related fitness and have the opportunity to challenge themselves by taking on peer leadership roles. Students are assisted to further develop their motor skills and general fitness. Assessment is based on the three areas covered by the ASL Physical Education Standards: movement, knowledge and understanding, and personal and social skills. All sections of Physical Education 10 have common units of work and learning outcomes; however, students are able to choose whether they prefer to focus on one of two sets of physical activities during class. In semester I, invasion/team games are offered, while semester II offers net/racket sports.
Grades 10-12; ½ credit; semester II
Sports Leadership provides the starting point for students interested in developing their leadership skills in order to take on a role as a coach or peer leader. Skills developed during the semester can also be applied to life in general. During the semester, students have the opportunity to:
- develop and use a variety of teamwork skills by participating in cooperative games and activities.
- gain an understanding of the concepts and principles of leadership skills (communication, motivation, organization, safety, confidence and knowledge) and the 6 Cs of teamwork (commitment, communication, contribution, compromise, cooperation and celebration).
- design and implement health-related fitness activities to promote physically active lifestyles
- collaborate with peers to design, develop and plan activities, which they go on to teach.
Sports Leadership has set learning outcomes and assessments based on the ASL Physical Education standards: movement, knowledge and understanding, and personal and social skills. The students' final project is designing and developing sessions in collaboration with peers to lead and coach middle school PE students.
Grade 9; 1 credit; full year
Grade 9 Well-being is the first year of a two-year high school course sequence focused on student wellness. This course is structured around the newly adopted ASL K-12 well-being framework. Students spend approximately half their time engaged in physical education and the other half in classroom-based experiences involving health education and well-being practices, such as meditation and healthy decision making. Physical education topics include personal challenge through rock climbing, first aid skills, exploring inclusion in sports through tchoukball and korfball, fitness and safety in aquatics, and cooperative skills in team games. Health topics covered include, but are not limited to, self-care practices, time management, healthy advocacy, adolescent sexuality and alcohol/drug awareness. Information literacy and digital well-being are delved into, including work utilizing real-world scenarios.