Course Profile

Course Overview: Wellness 10

Target Audience

Wellness 10 is designed for students in grade 10. Most students registered in this class are 15 or 16 years old. However, a requirement for graduation in Saskatchewan that students complete either Wellness 10 or Physical Education 20 or 30. Therefore, it is possible that older students may choose this in order to complete graduation criteria.

This course is being designed for a rural school setting and will be delivered as a split class with Physical Education 9. Additionally, it should be noted that the school is comprised of 70% indigenous students, many of whom are bussed to the school from surrounding reserves. In order to create a culturally inclusive classroom many indigenous ways of learning will be incorporated to ensure student success.

Wellness 10 will be completed over one semester. However, by design, it may be implemented in either first or second semester.

Course Delivery

The nature of Wellness 10 allows flexibility in course delivery. While daily in-person learning will be required to complete the fitness and physical activity components of the course, there is a great opportunity to create an asynchronous blended learning environment that compliments in-class fitness, game, and sport participation. The asynchronous blended learning environment will allow students to work at their own pace throughout the semester to complete modules in whatever order the desire. Students will be able to complete lessons and assessment activities at home. Modules will be designed to include instructional pieces in the format of videos, slides, and written instructions.

Students will complete modules through Google Classroom, a Learning Management System structured around an easy to navigate user interface. Modules will include learning activities that embed student-focused activities to ensure engagement, formative assessment activities, and will culminate in a summative assessment. All modules will be accessible to students and can be completed at an individual pace. I believe that Wellness 10 is best structured and delivered when students can engage in learning in a more dynamic way so as to mirror the purpose and the outcomes of the course.

Course Objectives and Learning Outcomes

The purpose of Wellness 10 is a reflection of the K-12 aims of Health education and Physical Education. Based upon the K-12 aims of Health Education and Physical Education, the purpose of Wellness 10 is to develop confident and competent students who understand, appreciate, and engage in a balanced healthy and active lifestyle. The outcomes from the Saskatchewan Curriculum for Wellness 10 will be used in this course. Note: for the purposes of this prototype course the following TWO outcomes have been selected for inclusion (essential questions have been included to support the development of the modules):

  • 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).
  • Essential Questions
    1. What is a balanced and happy life?
    2. How can I develop a balanced and happy life?
    3. What are my personal challenges in achieving a balanced and healthy life?
    4. How can I be supported in maintaining balance and health?
    5. What are some common health misconceptions?
    6. How do I feel when I am balanced and healthy? How do I feel when I am not? How do I recognize health?
    7. Why should I work towards wellness?
    8. How can I get back on the wagon when I fall of? Why do I fall off the health wagon?
  • W3 Plan for and engage in movement activity to increase confidence, competence, and sustainability in self-selected individual and/or partner movement activities from each of the following categories: • Body Management Activities • Alternate Environment Activities • Target • Net/Wall games
  • Essential Questions
    1. Why engage in physical activity?
    2. How do I choose which activities to do?
    3. How can I get better?
    4. What factors impact performance in any given activity?
    5. Why does my performance vary depending on the day?

Course Materials

Students will be granted access to school laptops that can be signed out through the school library. Students may also use personal devices to complete modules and assignments. If students do not have access to a stable internet connection, they will be granted permission during class time to complete modules. Students are encouraged to complete summative assessments outside of class time. This may mean working on assignments at home or during other periods of the day.

Student attendance will be tracked through Edsby. If absent for extended periods of time (illness, emergency, etc.) students will be directed to the school Edsby page and will enter their attendance and a reason, failure to do so will result in potential removal from the course in accordance with school and school division policy.

Student support will be provided in consultation with the student service teacher. EA support will be assigned based on need as outlined in the students’ individual education plan.

Considerations for English as a Learner students on a need-by-need basis. However, general guidelines will include access to a translator app such as Google Translate. Resources will also be made available through

Assessment Strategy

Formative Assessment- Formative assessment is daily work and small assignments used to gauge learning, understanding, and progress. This is an opportunity for feedback to be given, goals to be set, and extra support to be received. Examples include class participation, preparedness, skill development, and engagement. These tasks will be completed by the student as they progress through the module. Formative assessment will take place through the use of Jam Boards, Mentimeter, Padlet, and Google Forms.

Summative Assessment- Most often this will be provided in the form of a rubric that shows levels of understanding and progress, as well as areas for improvement. This is helpful to encourage you to effectively demonstrate main ideas, cause-effect relationships, hypotheses, and comprehension. The following are the summative assessments attached to the two outcomes indicated above:

  • W1: Dimensions of Wellness – Wellness Wheel (students will create a digital wellness wheel in which they curate activities that meet their needs in achieving each of the dimensions of wellness, students will then reflect on how to maintain and enhance their overall wellness).
  • W3: Movement Activity – Demonstration Video (students will create a video [edited and complete with text, music, transitions, etc.] in which they choose a sport specific movement and train others on how to complete it)

6 thoughts on “Course Profile

  1. Thank you! I am in awe of how thorough and well-thought out this plan is in development. I am excited to see how your modules look at the end. You may inspire my campus co-worker who teaches Wellness 10!

    • Thanks, Patricia! I really wanted to engage with a subject that typically doesn’t receive a lot of love on distance and blended learning platforms. I am excited to see where this goes. With COVID over the past couple of years, I have managed to develop some fun content that I will be able to pull from.

  2. Jeff,

    I think it is very unique that you’ve chosen Wellness as your subject area! In addition, I am looking forward to learning more about Canvas on your journey… It piqued my interest and I debated trying it out. However, I decided to stick with Google Classroom because it is simply more practical for my teaching situation. I appreciate that you are incorporating Indigenous ways of learning and have started thinking about creating a culturally inclusive environment.

    Thank you for sharing! You made some excellent points in your post that I should consider as well with my own course design!

    • Thanks, Leigh! Google Classroom has been my go-to over the last two years. However, I thought it might be fun to give Canvas a try…though, I am finding it a real step out of my comfort zone.

  3. Hey Jeff – awesome idea to centre you course development around the Wellness curriculum. I like your use of video submissions to train a specific sport movement. I have used these in the past with grade 8 students as a fun and different way in learning a particular sport specific skill – they especially liked that they did not have to listen to me to learn some new skills. Looking forward to seeing how it takes shape!


    • Hey Bret, thanks for the positive feedback! I’m really excited to experiment more thoroughly with the Wellness 10 curriculum and implement some really engaging and creative pieces for students.

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