PPL2O Healthy Active Living Education – Grade 10 (Open)

PPL2O online is one of over 160 secondary school courses that Blyth Academy Online offers.

Courses Offered

 
 
 
 
 
 
 
 
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PREREQUISITE: None

GRADE: 10 (Open)

AVAILABILITY: Blyth Academy Online

THE ONTARIO CURRICULUM: Health and Physical Education

PPL2O online enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. In PPL2O online, students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

UNIT ONE

Fitness Plan and Nutrition
Essential Question: Why is nutrition important? What are current influences and trends in nutrition? How do I create an effective fitness plan for myself?
  • In this unit, students will evaluate the effectiveness of various fitness programs and create a plan specific to their own personal physical activity and fitness goals. Students will examine the factors that influence food and beverage choices and how those factors play a role in their personal nutritional choices. Students will identify a nutrition label and understand what each ingredient does for their body. Finally, students will explore current nutritional trends and how they influence their choices while they examine Canada’s Food Guide.

UNIT TWO

Safety and Well-Being
Essential Question: How do I keep myself and others safe when participating in activities? What is whole-person health?
  • In this unit, students will learn behaviours and apply procedures that maximize their safety and that of others in a variety of physical activity settings as well as learn different CPR techniques and about automated external defibrillators. Students will understand the meaning of overall health and well-being and what some of the factors are that lead to their well-being. Finally, students will identify the health and safety risks that they may encounter in their environment and what the strategies are to minimize those risks.

UNIT THREE

Movement and Decisions/Substance Abuse
Essential Question: How can we explain and analyze physical literacy, and the principles and phases of movement? How do we make healthy decisions in life and with substances?
  • In this unit, students will use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy active living. Students will learn about the phases of movement and different movement principles. Students will be able to identify different types of conflict and be able to identify and apply a conflict resolution strategy based on the type of conflict that they encounter. Students will define substance abuse and communicate the impact of abusing substances on overall health and well-being. Students will apply the appropriate skills to respond to a challenging situation involving substance use, addictions, and other related behaviours. Finally, students will identify the impact of addictions at a local, societal, and global level.

UNIT FOUR

Fair Play and Sexuality
Essential Question: Why is fair play important? How do we effectively analyze and design a play? What is healthy sexuality and what is a healthy relationship? Why is personal fitness important?
  • In this unit, students will learn about ethical and fair play as it contributes to creating a rewarding and enjoyable activity environment. Students will learn the components of a range of physical activities in a range of environments and critically assess and design a play. Students will describe the factors that influence how they make sexual decisions and how to make healthy decisions that are appropriate for them. Students will be able to communicate their sexual limits, needs, and desires effectively with their partner. Students will describe several common misconceptions about sexuality and understand the importance of education in order to treat all people, regardless of differences, with the same respect and understanding. Students will gain an understanding of how being in an exclusive relationship impacts them and the other relationships they have.

CULMINATING PROJECT

15% of Final Grade
  • This project is one of the final evaluations of PPL2O online. This project will be worth 15% of the final grade.

FINAL EXAM

Proctored Exam
15% of Final Grade
  • This exam is the final evaluation of PPL2O online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.
  • Please consult our Frequently Asked Questions Page or the Exam section within your course for details on exam proctoring options.  
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Though our physical doors remain temporarily closed, the minds of our students stay open. Summer classes are continuing to meet on their regular daily schedules, in virtual classrooms with face-to-face instruction and peer interaction.  The Blyth Academy model of small class sizes, flexible scheduling and individualized approach have enabled us to remain faithful to our standards. Our commitment to ongoing and meaningful communication between school, teachers, students and families has been critical to this effort.

Although our students have transitioned into summer mode and COVID-19 restrictions have begun to loosen, we are looking ahead to what September will hold for our campuses and families.
We want to be clear - our preference and our priority is to get students back to our campuses, but we must ensure this is done in a safe and effective way. While we await official guidance from Public Health and the Ministry of Education, a "return to school" task force has been hard at work putting concrete operational plans in place for all likely scenarios. This includes a full return to campus with safeguards, a blended model of virtual and in-campus learning and the continuation of fully virtual classrooms. All scenarios will provide robust learning and live, daily instruction and interaction with teachers and peers. 
With ten campuses across Ontario, we realize that each one of our schools is a unique space and community. We will be implementing across-the-board policies on hand washing, facility cleaning and social distancing measures. Each school is also prepared to pivot individually based on the guidance of local health authorities and to best serve students and families. 
Our recent survey showed that over 80 per cent of Blyth Academy families are eager to return to campuses, and we are hard at work to prepare for this day. As September's scenario becomes clearer and more information becomes available, we will continue to communicate. 

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