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Healthy Living and Rhythm and Movement Activities (PAR2O)

Course Code

PAR2O

Location

Online - Ontario - Canada

+500 students approved this course

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About the course

This course empowers students with the knowledge and skills necessary to make healthy choices in the present and lead healthy, active lives in the future. Through engaging in a diverse array of physical activities, students cultivate knowledge and skills related to movement competence and personal fitness, establishing a foundation for active living. The curriculum also encompasses an understanding of the factors and skills contributing to healthy development, highlighting the reciprocal relationship between personal well-being and the broader environment. Students foster their sense of self, cultivate positive interactions with others, and enhance their ability to think critically and creatively.

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Healthy Living and Rhythm and Movement Activities (PAR2O)

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Overrall expectations

By the end of the course you will:

Active Living

By the end of this course, students will:

participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives;
demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
demonstrate responsibility for their own safety and the safety of others as they participate in physical activities

Movement competence: Skills, Concepts, And Strategies

By the end of this course, students will:

perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
apply movement strategies appropriately, demonstrating an understanding of the components of a variety of phy

Healthy Living

By the end of this course, students will:

demonstrate an understanding of factors that contribute to healthy development;
demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;
demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

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Learn more about

Healthy Living and Rhythm and Movement Activities (PAR2O)

Strategies for Assessment
Teaching and Learning Strategies
Final Grade
Report Card
Considerations for Online Courses
Instructional Approaches
Special Educational Needs Student Planning.
ESL Student Program Planning
Supporting First Nations, Métis and Inuit Students
Role of Information and Communication Technology
Promotion of Careers

Strategies for Assessment

Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

Ongoing
Is tied to learning outcomes
Provides information that structures the teachers’ planning and instruction
Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Teaching and Learning Strategies

Grade 12 HHS4U, Families in Canada examines issues and challenges facing individuals and families in Canada’s diverse society. In this course, students will draw on sociological, anthropological and psychological theories and research to examine factors affecting families and assess policies and practices intended to support Canadian families.Social sciences and humanities courses focus on the use of disciplined, structured inquiry to understand human beings, human behaviour, and human nature. These courses promote the use of reason as part of the structured inquiry process, while also recognizing the limitations of reason as a way of learning, knowing, and understanding.

Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
Encourage students to identify and question assumptions and values that underlie individual behaviour and family and social/cultural life.
Challenge texts, reading “underneath, behind, and beyond” texts and questioning how they influence us and others and whose interests they serve, enables students to develop their critical literacy skills.
Engage actively in solving problems confronted by individuals, families, diverse groups, institutions, and societies.
Opportunities to enhance their self-understanding and understanding of others through an examination of their personal belief systems and also of the foundations and implications of different viewpoints and lived experiences of others.
Students develop an understanding and appreciation of the contexts through which their own and others’ world views are formed through a proximity of their own perceptions, attitudes, values, and beliefs with those of others.
Encouraged to be mindful of their responsibilities with respect to the environment and of the importance of making morally and ethically responsible decisions.
Explore how theories and concepts can influence social action, and how such action can affect the well-being of individuals, families, and communities throughout the world.
Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: animations, videos, discussion forums, live chat and other interactive objects.

Final Grade

Percentage of Final Mark	Categories of Mark Breakdown
70%	Assessments of Learning Tasks Throughout the Term
30%	Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

CHALLENGE AND CHANGE IN SOCIETY	Knowledge	Inquiry/Thinking	Communication	Application
100%	20%	30%	20%	30%

Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.

First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.

Upon completion of a course, KAI global school will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Considerations for Online Courses

Cheating and Plagiarism

KAI global school commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation
Grades 11 and 12

First Instance: A warning and an opportunity to redo the piece.
Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing
Grade 11 and 12

First Instance: An opportunity to redo the piece to a maximum grade of 75%.
Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim
Grades 11 and 12

First Instance: An opportunity to redo the piece to a maximum grade of 50%.
Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism
Grade 11 and 12

First Instance: A grade of zero. No opportunity to resubmit.
Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

adjusting the method or pace of instruction
using a variety of resources
allowing a wide choice of topics
adjusting the learning environment
scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Special Educational Needs Student Planning.

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

All students have the ability to succeed
Each student has his or her own unique patterns of learning
Successful instructional practices are founded on evidence-based research, tempered by experience
Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students
Online teachers are the key educators for a student’s literacy and numeracy development
Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs

Extra time on tests and extended deadlines for major assessments
Complete tasks or present information in ways that cater to individual learning styles
Variety of teaching and learning strategies
Scaffolding
Break down (chunk) assignments
A computer for assessments and exams
Formula sheets, memory aids
oral and written instructions
Cue cards during instruction and Assessments
Graphic organizers

Specific strategies to enhance recall
Non-verbal cues and reminders to remain focused
Oral testing
Allow for sufficient response time
Experiential learning experiences so that students can make connections between curriculum and real-world examples
Conferencing
Prompting students through lessons and assessments
Refocusing strategies
Periodic breaks

ESL Student Program Planning

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
Body language and non-verbal communication Model expectations Subject-specific dictionary Cooperative learning Concrete examples and materials Avoid idioms Bilingual Dictionaries Buddy system Peer tutors Allow sufficient response time Graphic organizers Scaffolding Story maps	Conferencing Pre-writing strategies Literature circle Journal Previewing course readings / texts Materials that reflect cultural diversity Free voluntary reading Guided Reading Guided Writing Think Aloud Whole-Class Response Editing checklist

Supporting First Nations, Métis and Inuit Students

KAI global school will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
KAI global school will:

increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
implement targeted learning strategies for effective oral communication and mastery of reading and writing
implement strategies for developing critical and creative thinking
provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
provide a supportive and safe environment for all First Nation, Métis, and Inuit students

Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
Websites Online libraries Archives Public records YouTube Curriculum Digital Resources Widgets Online Graphing Calculator	Cell phones iPads DVDs Digital Camera Edsby Gsuite Office 365 Gizmos Labster Gradeslam Mathspace Mathletics Screencastify

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.

During this course the teacher will:

ensure that all students develop the knowledge and skills they need to make informed education and career/life choices;
Provide learning environment and online school-wide opportunities for this learning; and;
Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
Use the four-step inquiry process linked to the four areas of learning
- Knowing yourself – Who am I ?
- Exploring opportunities – What are my opportunities?
- Making decisions and setting goals – Who do I want to become?
- Achieving goals and making transitions – What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.

See what our students says

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Peampat P.

I love the freedom of self-studying. I can work on my own time. I also have a flexible schedule and super supportive teachers.

Yosr. K

Besides the fact that Kanata Academy International helped me to enlarge my field of knowledge and be eager to learn, what I love most about it is how understanding and kind the teachers are. Their motivational words and their encouragement helped me more than anything to develop self-confidence, discover my strengths and work on my weaknesses.

Natalie. S

I love everything about KAI; especially the assignments in the courses. My teachers always ask me to do interesting projects and presentations… I felt a sense of achievement every time I completed my work. I also felt so energized and motivated when receiving encouraging feedback from my teachers. The kind of assessments I did at KAI really encourages me a lot.

Zaineb. M

Kanata Academy International has given me the chance to explore my academic abilities and excel in all the courses. The teachers are very supportive and kind, and they were by our side until the end. I am grateful for this wonderful learning experience!