AM(A)A – Josh Ogilvie, PE Department Head SD41

There are many other educators across BC 'playing' with the draft, and in fact any and all teachers can try it out as they see fit. However, we are still obliged to teach and report out on the current PLOs and not until the legislature approves the newest ones will we be able to report out on it. However, with the draft we can hit up the vast majority of what is in the current PE PLOs and still fulfil our professional responsibilities

Josh, I would like to sincerely thank you for joining us this evening. Your work with the PE curriculum is exciting and we thank you for providing us with some insights. This concludes our session. Thank you Georgia for joining us and contributing some excellent questions. If you missed us, you can always post questions on our offline forum. Also, if you have any suggestions please do not hesitate to visit our 'suggestion box,' located on the main AM(A)A page. Our next session on Wednesday November 19th: 8:00-8:45pm where we will be continuing our conversation with the new BC curriculum. See you there!

Great questions. I can't completely answer the how long question as the job action put a major brake on the machine. I do know this though, this ministry is looking to begin the process of "now what" real soon and that could mean the 2nd round of edits. This is all speculation right now as I've heard no formal explanations but I do know they want to begin the process soon. It's extra'sticky' with what we all just came through.

As an Educator, I like how the curriculum competencies are specific enough to keep us focused but that also allow for opportunities to explore with our students. The current PE curriculum is quite dense and overwhelming in some areas. How much longer is the PE curriculum in 'draft' for? What is the process as it is in 'draft'? Are other educators around B.C contributing and providing feedback?

Indeed. One of the core components of this curriculum, and all other subject areas, is that we had to heed the suggestions from teachers who were consulted before the writing process and not be too specific. You'll see that in a lot of areas where you'll wonder "what does that mean?" "could that mean this or that?", and in most cases the answer would be yes. The curriculum competencies are meant to enable all students, regardless of where they are in BC, to be able to demonstrate their learning in more than one way. I guess we could say that is a big change as well

Yes, it would possibly be clearer if the "personal performance," was defined. Performance could be related to: tactics, movement, strength, consistency, effort etc. Also, with the emphasis on 'wellness,' the activity may not be necessarily physical?

Well long story short, this was a combination of implementing goal setting with personal improvement in any physical activity. The wording of some of the competencies is a bit 'interesting' as throughout the writing process certain 'camps' of philosophical approaches began to emerge. This competency was a kind of combining of the mindsets. My personal opinion is that it is too narrow-only one physical activity? But that is the benefit of having drafts-they can change

Under Activity Living for Grade 9 one of the competencies is, "Develop a plan to improve personal performance in a selected physical activity." Planning can be individualistic, interactive (teacher-student, student-student, teacher-student-parent) and informative. What was the vision behind this?

One of the things I really advocated to include in the curriculum draft was to explore the connections/links between stress, anxiety, depression (an acronym I refer to as SAD) and physical activity, and vice versa as a way to enable students to become more aware of the direct influences of each on each other

Great point. Yes, all local health authorities are mandated to work with schools as part of their profession. The Ministry of Health had representatives working with us to help fill in some of the 'gaps' as we are not the experts in that area. Rather, we took that information and asked how it could fit into our curriculum. Both ministries (not the politicians, but the folks working at the ministry) are very excited about this emphasis as it is slowly becoming known how prevalent it is in all society and especially at younger ages now