(Printer Friendly) Manitoba PE/HE Curriculum Overview ( 32 KB)
The combined Physical Education/Health Education (PE/HE) curriculum was designed to address the 5 major health risks for children and youth. They are:
The aim of the curriculum is to provide students with planned and balanced programming to develop the knowledge, skills, and attitudes for physically active and healthy lifestyles. The vision is physically active and healthy lifestyles for all students.
Curriculum content is organized within the following five general learning outcomes (GLO):
Furthermore, there are specific learning outcomes identified for each GLO and for each grade to help students learn about active healthy lifestyles. For more detail for each grade, visit each grade level for lists of student learning outcomes or Curriculum Information for Parents.
For balanced programming in physical education, students should receive instruction in the following five physical activity categories:
For balanced programming in health education, healthy decision-making is emphasized related to the following strands or topics:
Physical Education/Health Education (PE/HE) is compulsory for Kindergarten to Grade 10. The following are mandated time allotments. See Note.
|Grade||%||PE/HE min/day allocation||PE min/day 75% allocation||HE
min/day 25% allocation
|PE/HE min/6-day cycle allocation||PE min/6-day cycle 75% allocation||HE min/6-day cycle 25% allocation|
|9-10||2 credits, with 1 credit (110 hours) 50% PE, 50% HE for each grade|
|11-12||2 credits - Grade 11 (30F) and Grade 12 (40F). Each credit requires a Physical Activity Practicum which consists of a minimum of 50% of moderate to vigorous physical activity.|
NOTE: Schools may choose to offer more time (including integration, special activities, supplementary programs, etc.). Based on The Healthy Kids, Healthy Future Task Force recommendations (June 2005), time allotments for PE/HE were mandated September 2007. Systemwide implementation of the Grade 11 and 12 PE/HE curriculum is 2008.
For suggestions related to timetabling the mandated time allotments, refer to the resource Scheduling Kindergarten to Grade 8 Physical Education/Health Education: A Resource for School Administrators.
For information related to implementing the new Grade 11 and 12 curriculum which includes an out-of-class delivery approach, refer to Implementation of the Grade 11 and 12 Physical Education/Health Education: A Policy Document and other online support materials under grades 11 and 12.
Teachers are expected to provide “professional” standard of care rather than “the careful and prudent parent” standard of care especially in high risk types of physical activities. Educators must be knowledgeable of the four criteria established by the Supreme Court of Canada to determine the necessary and appropriate standard of care within the context of physical education:
Current recommended resources related to physical activity safety are:
Student learning outcomes in two strands, Substance Use and Abuse Prevention and Human Sexuality (in GLO 5—Healthy Lifestyles Practices) as well as in the personal safety (prevention of sexual exploitation and abuse) sub-strand (in GLO 3—Safety) may be potentially sensitive to some students and their parents/families and/or communities. This sensitivity may be based on family, religious, and/or cultural values.
Potentially sensitive content must be treated in ways that are appropriate for the local school and community context. Greater cooperation and coordination among the home, school, and public health systems will contribute to the health and well-being of students. Schools are required to:
|A. Potentially Sensitive Content||The Framework identifies the following content areas as potentially sensitive:
• Human Sexuality
• Substance Use and Abuse Prevention
• Personal Safety
These areas require school divisions to use a planning process (that includes parental involvement) to determine programming details.
|B. Breadth/Depth Treatment of Content||Decisions related to the depth and breadth of coverage of potentially sensitive content include the choice of appropriate content, instructional strategies, assessment/reporting strategies, and learning resources.
Decisions regarding the depth/breadth treatment of specific learning outcomes in the strands/sub-strands identified as potentially sensitive in the Framework can include:
• more—use with greater depth/breadth than what appears in the Framework
• at—use with the same depth/breadth
• less—use with less depth/breadth
• none—no use
|C. Parental Option||There must be an inclusion of a parental option related to the potentially sensitive content. A parental option means that parents may choose one of the following options for delivery of potentially sensitive content:
• school-based delivery
• alternative delivery
Parents have the right to opt for alternative delivery (e.g., home, professional counselling) for their child where the content is in conflict with family, religious, and/or cultural values.
|D. Scheduling of Instruction||Decisions related to scheduling of potentially sensitive content may include the following options:
• within physical education/health education
• integrated in various subject areas (e.g., science, language arts)
• in separate units and/or blocks of time (e.g., theme weeks)
• a combination of within, integrated, and/or separate
|E. Parental Communication||Ways to inform parents of school-based programming and to determine the parents’ choice (i.e., school-based and/or alternative delivery) need to be established. Means of communication may include
• permission forms
Parents may use departmental resources when choosing alternative delivery.
|F. Teacher Training Requirements||Decisions for identifying requirements for training (e.g., number of days and types of training) related to potentially sensitive content for school staff and others such as parents, community volunteers, and peer educators need to be made.|
|G. Staff Assignments||Staff assignments could include use of staff, parents, peer educators, and community volunteers to enhance programming related to potentially sensitive content.|
For more background information, lesson plans, instructional and assessment strategies, refer to the following support documents:
Copies of all curriculum documents and recommended learning resources can be purchased from the Manitoba Textbook Bureau or borrowed from the Manitoba Education Library. As well, all Department resources are available online.