Evergreen Curriculum


You are able to access the Saskatchewan Evergreen Wellness 10 curriculum here for a detailed look at the curriculum.

Main Goals

The main goals of Wellness 10 are to:
1.  Active Living - Enjoy and engage in physical activities to support lifelong active living
2.  Skilful Movement - Enhance quality of movement in a wide variety of movement activities.
3.  Relationships - Balance self through safe and respectful personal, social, cultural, and
     environmental interactions in a wide variety of movement activities.
4.  Develop the understanding, skills, and confidences necessary to take action to improve  
     health.
5.  Make informed decisions based on health-related knowledge.
6.  Apply decisions that will improve personal health and/or the health of others.

Target Audience & Demographics

This class is intended for grade 10 students who are in need of this credit to graduate high school and earn their diploma.  Most of these students are 15-16 years old, though some may be older and needing this course in grades 11 or 12. The demographics of these students is a typical high school with a mix of middle class families, with some being upper-middle, and some being lower middle.

Course Format

The course will be a blended/online course with some portions of the course being face to face and some pieces of the course being presented online.

Course Platform

The blended Wellness 10 course will be accessed through Canvas LMS at this link.

Learning Objectives, Outcomes and Assessments

Assessments will vary as some will be in-class and using exit slips, class participation while some larger online assessments will be projects and presentations.  Class grades will be broken down as follows:

• Understanding Wellness  - 15% (W1)

    Evaluate one’s understanding of wellness while participating in various learning
    opportunities that balance the dimensions of wellness (i.e., physical, psychological,
    social, spiritual, environmental).

• Individual/Partner Movement Activities - 20% (W3 + W10)

    Plan for and engage in movement activity to increase confidence, competence, and
    sustainability in self-selected individual and/or partner movement activities.

• Physical Fitness - 10% (W7)

    Promote sustainable well-being by planning for and engaging in movement activities that
    enhance the health-related and skill-related components of fitness.

• Mental Well-being/Culture of Safety - 20% (W4 + W6)

    Assess the impact of mental health on overall well-being of self, family, and community.  
    Model and promote a local culture/norm of safety and injury prevention.

• Relationships & Nutrition - 20%  (W8 + W11)

    Assess how relationships (eg. With self, peers, family, teachers, teammates, opponents,
    coaches, employees) influence all dimensions of wellness & Make informed decisions
    regarding personal healthy eating practices based on connections to wellness.

• Service Learning - 10%  (W2)

    Assess, through participation in service learning opportunities. Must complete 12 hours
    of volunteering.

• Self-Awareness/Self-Management - 5%  (W5 + W7)

    Assess one’s self-awareness and self-management for the purpose of enhancing well-
    being of self and others.

Course Considerations
For EAL students, please consider using Google Translate if you are in need of clarification.  If you need more assistance, contact me at [email protected]



Rationale

I have decided on this design as most students have some type of device where they are able to access this content both in and out of the school. The school is able to provide laptops or other technology to those students who need it and I will also provide hard copies for those who desire that mode of documentation.

So far this course seems like one I'll really enjoy. Everyone in the class seems quite nice and I really helpful. The pace of the class is something that excites me and I'm looking forward to the classes each week.
My goals for this course are to: 1) improve my technological skills and abilities 2) make connections with classmates and instructor and 3) prep a course that's relevant to my teaching load as phys ed is challenging to instruct in these pandemic times.