Rationale
This is a 8 class 400 minute (50 minutes per class) overview for teaching a grade 8 class rock climbing at the University of Victoria. This structure is based off of a class of 14 students who have never climbed before. This overview also assumes students are able to climb, balance, move, and hold their body weight in some fashion or another. Under the Physical Education sector of the New BC Curriculum students will engage in multiple core competencies through this class framework. Within the prescribed 8 classes, two have been taught and are thus depicted in a more thorough rendition. Listed below are the main goals of the course in which one or more of the following lessons address.
Inquiry Based Learning
Within each pair of classes Inquiry based questions will be listed. These questions are meant to guide the two classes and act as a launching point where students who are asked them are able to uniquely answer them by the end of the following two lessons. This approach to Inquiry based learning allows the students to consider the need for upcoming information as well as critically consider how to answer said questions.
Overarching questions such as "how can your body change to be stronger/ lighter?" not only allow critical thought but engage the student with BC Curriculum Competencies within the context of the class, such as "proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills" and "Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence."
Throughout this progression students will move along different teaching styles within Mosston's Spectrum of Teaching (https://spectrumofteachingstyles.org/index.php?id=1). They will begin by being quite dependent upon teacher information in the form of risk analysis, fundamental movements, and specific terminology (letters A-E). Students will then cross the "discovery threshold" and in doing so transition from "reproductive" work to "productive" work. Through Inquiry based questions students will be able to develop their own locomotive theories and test them out (letters F-J). Using Mosston's Spectrum of Teaching allows students to not only intimately learn a new subject but be able to become more independent and self sufficient within it. Thus the Spectrum of Learning helps to facilitate long term/ life sports, where the participant is able to own their own learning and unique approach.
Interconnected Ideas
Big Ideas
1. Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals.
2. Advocating for the health and well-being of others connects us to our community.
3. Healthy choices influence our physical, emotional, and mental well-being.
Curricular Competencies
1. Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments
2. Apply methods of monitoring and adjusting exertion levels in physical activity
3. Develop and demonstrate safety, fair play, and leadership in physical activities
4. Identify and describe preferred types of physical activity
5. Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
6. Create strategies for promoting the health and well-being of the school and community
7. Describe and assess strategies for promoting mental well-being, for self and others
8. Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence
Content
1. proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
2. movement concepts and strategies