CHOICES AND CHANGES Program Outline Choices into Action Healthy Living Education

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1 CHOICES AND CHANGES Program Outline Choices into Action Healthy Living Education Centres: Grimsby Secondary School West Park Secondary School Lakeport Secondary School Port Colborne High School Fort Erie Secondary School St. Catharines Collegiate Niagara District Secondary School E.L. Crossley Secondary School Stamford Collegiate September 2006 B June 2007

2 CHOICES AND CHANGES PROGRAM OUTLINE Grades 7 and 8 HEALTHY LIVING Healthy active living involves a combination of physical activity and appropriate lifestyle choices. Students should begin early on to acquire basic knowledge about a wide variety of health-related topics and to develop relevant skills. They need to understand how their changes, actions and decisions affect their health, fitness, and personal wellbeing, and how to apply their learning to make positive, healthy decisions in all areas of life and personal development. The school environment can profoundly influence students= attitudes, preferences, and behaviours. The Ontario Curriculum, Grades 1-8: Health and Physical Education, 1998 The Choices and Changes (C&C) centre will focus on the Healthy Living strand of the Ontario Curriculum, Health and Physical Education, 1999 for Grades 7 and 8. The expectations that will be assessed in the program are: Substance Use and Abuse, Healthy Eating, Human Growth and Development Personal Safety. CHOICES INTO ACTION The Choices into Action document identifies student-development and interpersonaldevelopment as goals for students. These are knowledge and skills, which are reinforced and integrated at the C&C centers to compliment the expectations in the Healthy Living curriculum. Student Development: Learning skills and strategies communication adapting to changes goal-setting Interpersonal development: self and time-management getting along with others social responsibility 2

3 TOPICS (Time and Sequence) Students will attend the program for approximately 9 cycles or half of the school year (semester). Each centre will vary in the delivery and order of the topics to accommodate the learning needs of students. Where appropriate, pace and emphasis on each unit may also vary at each centre to accommodate home-school schedules. Unit topic 1 Healthy Eating 5-7 lessons = 3 classes Unit topic 2 Unit topic 3 Knowledge/ Skills Human Growth and Development and Personal Safety Substance Use/Abuse and Personal Safety Personal Safety 5-7 lessons = 3 classes 5-7 lessons = 3 classes Integrated over the course of the term Knowledge/ Skills Choices into Action - goals Total Integrated over the course of the term 9 classes Unit 1: Healthy Eating Topics related to healthy eating include nutrition, eating disorders and body image. Unit 2: Growth and Development The topic focus is on an understanding of sexual development, reproductive health, interpersonal relationships, affection, abstinence, body image, and gender roles. Unit 3: Substance Use and Abuse. Learning expectations focus on an understanding of the effects of drugs prescription drugs, non-prescription drugs, illicit drugs, tobacco, alcohol and the consequences of their use. Unit 4: Personal Safety Personal safety topics include bullying, peer assault, child abuse, harassment, and violence in relationships. 3

4 CURRICULUM EXPECTATIONS: The cluster of the Healthy Living strand is 25% of the Ontario Health and Physical Education curriculum and can be included as the C&C mark on the report card. Each topic of the Healthy Living strand is not equal and expectations are not to be assessed equally. The Ontario Curriculum prioritizes that some expectations are more essential than others. Because of the diversity of the Niagara region, some centers may place more priority on different topics according to regional, demographic and student needs. Sample weighting (recommended) for time spent on each topic, although not prescribed at each centre: Healthy Eating B 7 % Human Growth and Development B 7% Substance Use and Abuse B 7% Personal Safety B 4 % ASSESSMENT AND EVALUATION Students will be given opportunities to demonstrate their achievement of the expectations across these categories: understanding of concepts and thinking and communication of required knowledge. Students will also be assessed on their Learning Skills, which are homework and work habits, initiative, teamwork, organization and independent work. Students will be given the opportunity to demonstrate and participate in their learning through activities, projects, role-plays, written and verbal responses, assignments, tests and quizzes. Inclusion Exceptional students may need a variety of modifications both to the program itself and to the learning environment. These modifications may include: program modifications (e.g., altering the method of instruction); Assessment and evaluation strategies that accommodate a variety of learning styles and needs; encouraging as much student participation as possible in planning, instruction, assessment, and evaluation; using support systems extensively. accommodation to curriculum expectations 4

5 REPORTING: First Semester (Group A Schools) Report Interim report sheet Reporting period Beginning of term to November When? Enclosed with the 1 st term report card at the end of 5 th cycle (November 15, 2006) 1. MARK 2. Comments September January Date of 2 nd Term Report Card. The C&C teacher will enter the Mark and Comments onto TWEA Second Semester (Group B Schools) Report Interim report sheet Reporting period Beginning of term to April Date of Send detail Sent home by homeroom teacher at the end of 14 th cycle (April 17, 2007) 1. MARK 2. Comments January June Date of 3 rd Term Report Card. The C&C teacher will enter the Mark and Comments onto TWEA GUIDELINES FOR STUDENT SUCCESS: 1. Participate enthusiastically during each class 2. Set some realistic goals and plan to achieve them 3. Take pride in work and achievements 4. Cooperate and respect yourself and others. 5. Come to class ready to learn and in a positive frame of mind. 5

6 COMMUNICATION A Student Information package should be compiled for the C&C teacher. As each centre is isolated from their home-school, each item is important in safety considerations and in planning a successful semester. As well, background student information that is not known to C&C teachers will be useful for adjustment and meeting differentiated instructional strategies. Please have the completed package sent to the C&C centre prior to the school s first C&C class. Appropriate and additional information of students and home-school events will be helpful and can be included. With this package, the communication lines are open between Home-school and the C&C centre. The following should be prepared by the Home-room Teacher. The LRT, EA or Bridge & Section 21 Coordinator can provide pertinent student information for this package: Items Class List Bus Seating Plan Verification form (copy) IEP (copy) Teacher Notes School events or Newsletter detail Complete with names of ALL students who will be attending the class, including GLD, LS/ESL/bridge students. Copy also to be given to the bus driver and home school Principal. Contains Medical Information and Emergency Contacts (From trillium report). Required strategies and accommodations that will benefit the student (optional) Anecdotal notes of student (e.g. level of achievement/work habits/behavioral issues, etc.) (optional) e.g. Public Health inoculation-day, school-dances etc. REMINDERS: Have students use the washroom before leaving for C&C to avoid them meeting their high-school friends at the Centre location. Cell phones, cameras, MP3 players, ipods, backpacks, skateboards are not permitted at C&C. On Balanced-School, allow students their nutritional break after returning from C&C (for a.m. classes) or prior to their visit (for p.m. students). Send appropriate medication or Epi-pens with student every C/C class. 6