Health for Life
Course Description
This course will allow students to develop a personalized approach to healthy living by examining the factors that affect their own health and the health of individuals as members of the community. In addition, they will learn the components of the Vitality approach – an initiative that promotes healthy eating, an active lifestyle, and a positive self-image. Throughout this course, students will develop the skills necessary to both take charge of and improve their own health, as well as to encourage others to lead healthy lives.
Overall Curriculum Expectations
By the end of this course, students will:
A. Determinants of Health
| A1 | Analyse the role of individual responsibility in enhancing personal health |
| A2 | Analyse the social factors that influence personal health |
B. Community Health
| B1 | Analyse the value of health information and health-promoting products and services |
| B2 | Analyse how the environment influences the health of the community |
| B3 | Demonstrate an understanding of concepts and approaches related to health promotion and disease prevention |
C. Vitality
| C1 | Demonstrate an understanding of the Vitality concept |
| C2 | Use strategies to promote the Vitality |
Course Content
| Unit | Title | Hours |
|---|---|---|
| Unit 1 |
Determinants of Heath Students investigate the various factors that influence personal health. They apply understanding of these influences to their Vitality Action Plan. Students will review their healthy living behaviors associated with the determinants of health. Major topics include: Personal determinants, Personal health practices, Social and economic determinants and Physical determinants. |
20 hours |
| Unit 2 |
Determinants of Heath Students investigate the various factors that influence personal health. They apply understanding of these influences to their Vitality Action Plan. Students will review their healthy living behaviors associated with the determinants of health. Major topics include: Personal determinants, Personal health practices, Social and economic determinants and Physical determinants. |
25 hours |
| Unit 3 |
Health and the Consumer In this unit students will assess health-promoting products, health products, health information, and the communication of these services. They will learn about nutrition labeling and their regulations. Students will explore and analyze the impact of policies and government regulations as they pertain to overall health, and learn of health services in the community. Topics include: nutrition, Canadian food pyramid, healthy eating (meal plans). The unit project will be to create a healthy meal plan and cook a healthy meal. |
20 hours |
| Unit 4 |
What is Vitality? (Active Living) In this unit students will analyze their current health behaviours, become aware of their strengths and areas that require improvement, as well as, set personal health and well-being goals through the development of a Vitality Action Plan. The focus for this unit will be on fitness and physical activity. Students will keep a DPA (Daily Physical Activity) journal, which will be submitted at the end of semester. |
25 hours |
| Final Evaluation | The final assessment will be a final summative project, where students will be creating their own portfolios. | 20 hours |
| Total : 110 hours |
Assessment for learning (AFL) is diagnostic and formative for the purposes of greater learning achievement and is used at the beginning of a unit to help determine a starting point for instruction. Assessment as learning (AAL) is assessment as a process of developing and supporting students’ active participation in their own learning. Assessment of learning (AOL) is an assessment for the purposes of providing evidence of achievement for reporting. It is conducted at the end of each learning unit/work section and provides students with the opportunity to synthesize/apply/demonstrate their learning and their achievement of the stated expectations via Observation, Conversation, and Product.
There are four levels of achievement for students who are passing the course:
- Level 1 (50-59%)
- Level 2 (60-69%)
- Level 3 (70-79%)
- Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for mathematics. Term work will be 70% of the overall grade for the course; the summative evaluations will be 30% of the overall grade, incorporating summative evaluation and a final written examination.
| Knowledge | Thinking/Inquiry | Communication | Application |
|---|---|---|---|
| 12.5 | 25 | 25 | 25 |
| Understanding | |||
| 12.5 |
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for English as a Second Language. Term work will be 70% of the overall grade for the course; the final evaluation will be 30%. The Final Evaluation will take into account the entire course, including the student’s most recent and most consistent performance. The final evaluation may take the form of a written examination, an independent study project, a presentation, etc. or a combination of these formats.
| Percentage of Final Mark | Categories of Mark Breakdown |
|---|---|
| 70% | Term Work student product (tests) Observations(performance tasks) |
| 30% | Final Written Exam 30% |
Within the 70% term mark and the 30% summative mark, the breakdown of the achievement chart categories will be approximately 25% Knowledge/Understanding, Application 25%, Communication 25%, and Thinking/Inquiry 25%.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A non-programmable, non-graphing, scientific calculator
- A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students.
Refunds
Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
| Resource | |||
| Course Outline | 00:00:00 | ||
| Mark Breakdown | 00:00:00 | ||
| Hour Breakdown | 00:00:00 | ||
| Unit 1 | |||
| U1L1 | 00:00:00 | ||
| U1L2 | 00:00:00 | ||
| U1L3 | 00:00:00 | ||
| U1L4 | 00:00:00 | ||
| U1L5 | 00:00:00 | ||
| PPZ3C AOL1 U1L5 | 2 days | ||
| Unit 2 | |||
| U2L1 | 00:00:00 | ||
| U2L2 | 00:00:00 | ||
| U2L3 | 00:00:00 | ||
| U2L4 | 00:00:00 | ||
| PPZ3C AOL2 U2L4 | 2 days | ||
| Unit 3 | |||
| U3L1 | 00:00:00 | ||
| U3L2 | 00:00:00 | ||
| U3L3 | 00:00:00 | ||
| PPZ3C AOL3 U3L3 | 2 days | ||
| Unit 4 | |||
| U4L1 | 00:00:00 | ||
| U4L2 | 00:00:00 | ||
| PPZ3C AOL4 U4L2 | 2 days | ||
| Final Exam | |||
| How to request | 00:00:00 | ||
| PPZ3C Final Exam | 1 week, 3 days | ||
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