Health and physical education

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 well-informed choices about their health and well-being both now and in the future. Students spend their time engaged in classroom-based experiences involving health education and well-being practices, such as meditation and healthy decision making. Through five units of study, students learn about relevant self-care practices and behaviors, goal setting, time management, healthy advocacy, developing and maintaining healthy relationships, adolescent sexuality and alcohol/drug awareness. Information literacy and digital well-being are also explored. 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 ASL’s K-12 health and well-being standards and framework.

Grades 9; ½ credit; semester I or II

This semester course provides students with a range of non-traditional activities, which introduce Grade 9 students to physical education in high school. Our key objective throughout this year is to inspire and guide students towards a genuine appreciation of lifelong physical activity, which supports and promotes holistic well-being. Our program focuses on developing three key areas: movement, knowledge and understanding, and social and emotional behaviors.

Grade 10; ½ credit; semester I or II
Health 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 from Grade 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 ASL’s K-12 well-being standards and framework.

Grades 10-12; ½ credit; semester I or II

This semester course provides students with a diverse range of non-traditional physical activities, which complement and build on those experienced in Grade 9 PE. Students continue to develop their collaborative skills, and participants have the opportunity to challenge themselves by taking on a peer leadership role. Students are encouraged to critique the role of sport in society and consider how we can seek to address inequality. 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 social and emotional behaviors.

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 team captain, coach or peer leader. Skills developed during the semester can also be applied to life in general. Leadership is the focus of the course, not sporting ability. During the semester, each student has the opportunity to:

• develop and use a variety of presentation skills by participating in cooperative games and activities, and presenting a student-selected social justice in sports topic.
• 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).
• use leadership skills as well as the 6 Cs of teamwork to design, develop and plan activities, which they go on to teach.

Sports Leadership has set learning outcomes and assessments, including written assignments and a practical aspect. The final project is designing and developing sessions that the student teaches to middle school PE students.

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, and modeling this in our community. 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 and principles of training 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 social and emotional behaviors.

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.