1. Understanding Curriculum
1.1. Curriculum theory introduction
1.2. Critical and technical traditions
1.3. Societal/public sphere influence on curriculum
1.3.1. Policy
1.3.2. Public sphere trends
1.4. Intended/written/formal curriculum
1.4.1. BC Government K-9 physical and health education curriculum
1.4.2. BC Government physical activity policy – is it curriculum?
1.4.3. Curriculum implementation theory
1.4.3.1. Fidelity
1.4.3.2. Mutual adaptation
1.4.3.3. Enactment
1.5. Taught Curriculum
1.5.1. Teacher identity
1.5.1.1. Role of values
1.5.1.2. Imprinting and reproduction
1.5.1.3. Developing a critical stance
1.5.1.4. Praxis
1.5.2. Concept of pedagogical tools
1.5.3. Dynamic systems introduction
1.6. Experienced/lived curriculum
1.7. Null curriculum
1.8. Hidden curriculum
1.9. Embodied curriculum
2. Practical curriculum considerations: Annual planning
2.1. Annual planning
2.1.1. Sport model
2.1.2. TGfU model
2.1.3. Personal fitness/master model
2.2. School-based scheduling
2.3. Seasonal considerations
2.4. Annual planning formats
2.5. Planning resource
3. Practical curriculum considerations: Unit and lesson planning considerations
3.1. Theoretical/philosophical considerations of the planning process
3.1.1. Pre-assessment
3.1.2. Planning for iterative learning
3.1.3. Constraints-led pedagogy introduction
3.2. Applied lenses for planning and lesson analysis
3.2.1. Personal and social responsibility
3.2.2. Developmentally appropriate activities
3.2.3. Inclusion of students across differences
4. Practical curriculum considerations: Assessment, evaluation and reporting
4.1. Ministry and district requirements
4.2. Assessment of, for, and as learning definitions
4.3. Authentic assessment definition
4.4. Managing assessment – outdoor, gymnasium
4.5. Assessment techniques and tools
4.5.1. Informal feedback – “positive specific feedback”
4.5.2. Skill and fitness testing
4.5.3. Observation – direct and video
4.5.4. Worksheets
4.5.5. Rubrics
4.5.6. Checklists
4.5.7. Technology assisted assessment
4.6. Assessment domains
4.6.1. Affective
4.6.1.1. Measuring attitudes
4.6.1.2. Personal and social responsibility
4.6.2. Motor abilities/skills
4.6.3. Health/fitness
4.6.4. Cognitive
4.7. Reporting
4.7.1. District requirements
4.7.2. Issues and opportunities
5. Curriculum issues:
The core concepts and issues below will help students analyze curriculum using a critical stance. Students will attempt to answer the question, "Who gains in our current system of physical and health education?”
5.1. Core concepts for exploring curriculum issues
5.1.1. Critical stance
5.1.2. Critical reflection
5.1.3. Critical thinking
5.1.4. Role-shifting
5.1.5. Social capital
5.1.6. Physical capital
5.2. Curriculum issues:
5.2.1. Gender and sexual diversity
5.2.1.1. Segregated physical education
5.2.1.2. Sexuality and culture norms
5.2.2. Exergaming and digital technologies
5.2.3. Race, ethnicity and the multicultural ethos
5.2.4. Indigenous considerations and culturally responsive teaching
5.2.5. Ableism and inclusion
5.2.6. Body culture and social construction of bodies
5.2.7. Teaching in rural and isolated settings