The goal of the HS Physical Education program is to provide students with the knowledge, skills and confidence to enhance the wellbeing of themselves and others. Students are required to complete Physical Education I in Grade 9 and one other semester course in Grade 10, 11 or 12 to fulfill the physical education graduation requirement.
- Physical Education I
- Physical Education II
- Sports Leadership
- Personal Fitness
- Intro to Dance: The Language of Movement
Grade 9; ½ credit
This is a yearlong course that all students are required to complete in Grade 9. The course focuses on developing key social skills, concepts and knowledge, motor skills, and behaviors that are transferable to other areas of their lives. Through the course of the year, students explore team dynamics and the skills needed to work effectively with others, learn basic First Aid and survival skills around water, experience novel and challenging physical activities, and develop knowledge and understanding of how to maintain their wellbeing. Our key objective throughout is to inspire and guide students towards a genuine appreciation of lifelong physical activity, which supports and promotes holistic wellbeing. Students are assessed through a mixture of written assignments and practical in-class evaluations. Assessment is based on the three areas covered by the ASL Physical Education Standards: movement, understanding of concepts and social/emotional behaviors. There are compulsory units that must be completed within the year, including rock climbing, basic First Aid, water safety, adventure-based learning, and sport and society.
Grades 10-12; ½ credit; semester I or II
This semester course provides students with a range of non-traditional activities, which complement and build on those experienced in Grade 9 PE. The learning outcomes of focus mainly around the 6 Cs of teamwork: commitment, communication, contribution, compromise, cooperation and celebration. Each student has the opportunity to challenge him/herself by taking on a peer leadership role. Students are encouraged to further develop their motor skills. Assessment is based on the four areas covered by the ASL Physical Education Standards: motor skills, understanding of concepts, healthy lifestyle, and personal and social 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 as well as use a variety of presentation skills by participating in cooperative games and activities.
- Gain a competent level of understanding 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 will lead or teach.
Sports Leadership has set learning outcomes and assessment for the course is based on written assignments and the practical aspect of the course. The final project is designing and developing a lesson 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 their own personal fitness using sport science to guide their decisions. The key focus areas include:
- Developing the key knowledge and skills to develop and safely implement a personal exercise program
- Developing SMART fitness goals either for general wellbeing or sports performance
- Critically analyzing fitness goals, programs and reflecting on the process
- Building positive and safe work habits around fitness development
Personal Fitness builds on the knowledge covered in the fitness units in previous years, covering components of fitness, energy systems, and principles of training. Students are taken through a range of training methods and training activities, learning how to perform key exercises safely and effectively.
Along with the practical component of this course, students are expected to complete a theory workbook, write and evaluate personal fitness goals, and keep a training log or journal, which they use to help them evaluate their personal exercise program. Assessments are based on the four areas covered by the ASL Physical Education Standards: motor skills, understanding of concepts, healthy lifestyle, and personal and social behaviors.
½ performing arts credit and/or ½ physical education credit; semester I or II
This course is designed for students who want to explore the language of movement as an expressive and creative art form. Through physical activities, technical exercises, improvisation and composition/choreography, students develop their understanding of the elements of dance, including body, effort, shape and space. Considering a range of different genres, from contact improvisation to hip-hop, the course serves as an introduction to the world of dance and addresses dance as a concert, social and embodied form, with an emphasis on principles of anatomy and kinesiology. Students create, perform and respond to the work of a range of choreographers and performers, while physically and critically exploring the evolution of contemporary modern dance. Students demonstrate in-class projects and informal public performances. All students interested in dance are welcome to sign up for this course.