Curriculum Coordinator and Learning Strategist

Dr. Karen McCloskey

MA, PhD, QM Quality Matters

PPL2O

Grade 10

Open

Healthy Active Living Education

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

PPL2O

Grade 10

Open

Healthy Active Living Education

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

Course Details

Course Code

PPL2O

Course Name

Healthy Active Living Education

Grade

Grade 10

Course Type

Open

Format

Asynchronous Delivery

Prerequisite

None

Tuition Fee

$500.00

Course Duration

At Your Own Pace (4 weeks to 12 months)

Credit Value

1.0

Availability

Start Anytime

Course Reviser/Developer

Dr. Karen McCloskey

Latest Revision Date

May 2026

Curriculum

The Ontario Curriculum, Grades 9–12: Health and Physical Education (2015)

Course Description, Unit Overview, Timeline

This course enables students to further develop the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. Students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

Outlined below is a description of each unit, including what students will learn and the recommended hours for completion.

Unit Title & Description

Time Allocated

Unit 1: Get Moving — Your Active Life Starts Here

In this unit, you will explore what active living means and how movement can fit into your own interests, abilities, schedule, space, and safety needs. You will learn that active living is not limited to competitive sports or intense workouts. You will identify different ways to be active, practise safe participation, think about motivation and barriers, and create an Active Living Snapshot Portfolio that shows how you can participate safely and regularly in physical activity.

20 Hours

Unit 2: Level Up — Fitness, Goals & Personal Progress

In this unit, you will learn what fitness really means and how different fitness components support health, movement, and daily life. You will explore cardiovascular endurance, muscular strength, muscular endurance, flexibility, balance, and coordination. You will set a realistic personal fitness goal, use training principles such as FITT, progression, specificity, overload, and recovery, monitor your progress, and create a Personal Fitness Quest Plan that shows safe and realistic fitness planning.

27 Hours

Unit 3: Game Sense — Skills, Strategy & Movement Challenges

In this unit, you will explore how movement skills and strategies help people participate successfully and safely in physical activities, games, recreation, fitness, and daily life. You will identify stability, locomotor, and manipulation skills; use movement concepts such as body awareness, space, effort, and relationships; compare strategies across game categories; and complete a Skill Lab Challenge where you demonstrate or analyze a movement skill and explain how it works, how it can improve, and how it can transfer to another activity.

23 Hours

Unit 4: Real-Life Wellness — Food, Feelings, Choices & Relationships

In this unit, you will focus on real-life wellness decisions that affect your everyday life. You will explore food, hydration, sleep, stress, media messages, substance-use awareness, refusal skills, boundaries, consent, conflict resolution, respectful relationships, and support strategies. You will practise checking health information, responding to pressure, using communication strategies, and applying safe decision-making to realistic scenarios. You will also complete a graded Refusal Skills Discussion Board and create a Real-Life Wellness Toolkit that connects health knowledge to practical strategies and supports.

30 Hours

Final Exam/Culminating Task

Culminating Evaluation

You will complete a final Healthy Active Life Portfolio that brings together learning from across the course. You will choose evidence from active living, fitness, movement skills and strategies, and healthy living, then explain how this evidence shows your growth, safe participation, decision-making, reflection, and future healthy active living goals.

10 Hours

Total Hours

110 Hours

Teaching and Learning Strategies

Interactive Checks for Understanding: Students engage with H5P activities, practice quizzes, drag-and-drop tasks, branching scenarios, documentation tools, and reflection prompts to check understanding before completing major assessments.
Safe Physical Activity and Movement Practice: Students complete low-risk physical activity and movement tasks that can be adapted based on body, space, equipment, and individual circumstances while applying safe participation strategies.
Personal Fitness Planning: Students set realistic goals, apply fitness principles, monitor activity, record progress, reflect on barriers, and revise plans based on evidence and feedback.
Movement Skill Analysis: Students analyze movement skills using preparation, execution, follow-through, recovery, safety, movement concepts, and improvement strategies through demonstrations, videos, diagrams, or written explanations.
Scenario-Based Learning: Students apply decision-making, communication, consent, refusal skills, conflict-resolution strategies, and support techniques to realistic health and wellness scenarios.
Health Literacy and Media Analysis: Students evaluate health information and media messages related to wellness, nutrition, stress, substance use, relationships, and personal choices while assessing source reliability.
Reflection and Self-Assessment: Students use checklists, rubrics, reflections, and portfolio activities to assess progress, identify strengths and next steps, and connect learning to healthy active living.

Assessment and Evaluation

Our approach to assessment and evaluation is grounded in the principles outlined in the Ontario Ministry of Education’s Growing Success document. We believe that following these guidelines is essential for fostering a supportive and effective learning environment. Our goal is to provide varied and meaningful opportunities for students to demonstrate their learning, receive constructive feedback, and develop self-assessment skills.

Key Principles of Assessment and Evaluation

Fairness, Transparency, and Equity: Assessments and evaluations are designed to be fair, transparent, and equitable for all students, ensuring that every student has an equal opportunity to succeed.
Support for All Students: Our assessment practices are inclusive, supporting all students, including those with special education needs, English language learners, and Indigenous students.
Curriculum Alignment: Assessments are carefully planned to align with curriculum expectations and learning goals while considering students’ interests, learning styles, needs, and experiences.
Clear Communication: Assessment criteria and expectations are communicated clearly at the beginning of major tasks and revisited throughout the course.
Ongoing and Varied Assessments: Assessments are ongoing and varied in nature, allowing multiple opportunities for students to demonstrate the full range of their learning over time.
Descriptive Feedback: Students receive descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement.
Development of Self-Assessment Skills: Students develop self-assessment skills by reflecting on their learning, setting goals, monitoring progress, and planning next steps.

Accommodations and IEP for Students

At Royal Ontario Academy, we believe that all OSSD students can benefit from a more accommodating online learning experience Accommodations allow for increased access to the course, without any changes to the knowledge and skills the student is expected to demonstrate.

An Individual Education Plan (IEP)is a personalized document that outlines a student’s learning needs, as well as the accommodations or services they require to succeed in their courses. At Royal Ontario Academy, our flexible online learning environment already addresses many common accommodation needs, but if a student requires additional support, our Principal is ready to help you!

– Students with Existing IEP: If a student has an existing IEP from another elementary or secondary school, Royal Ontario Academy can implement the listed accommodations, provided they are applicable within our online learning environment. To do so, a copy of the student’s IEP must be submitted to our Principal for review.

– Students Without IEP: If a student requires accommodations but does not currently have an IEP, our Principal will work with the student to assess their learning needs and develop a path forward. In this case, students will need to submit supporting documentation to help determine the appropriate accommodations.

– English Language Learners:– English Language Learners: Students who enroll at Royal Ontario Academy can provide information about their English language proficiency during the registration process. This information helps our teachers and Principal to tailor their teaching strategies and implement accommodations that support English language learners effectively.

For students and parents wishing to submit IEP documentation or request accommodations, please contact our Principal at info@royalontarioacademy.com

Resources Required by the Student

General Resources Students Should Have Access To

Word Processing Application: Used for writing reflections, activity logs, wellness responses, fitness plans, movement analyses, and portfolio sections.
Examples: Google Docs, Microsoft Word, Pages, or another approved writing tool.
Presentation Application: Used for creating slides, visual portfolios, movement explanations, wellness toolkits, or culminating portfolio evidence.
Examples: Google Slides, Microsoft PowerPoint, Canva, or another approved presentation tool.
Spreadsheet or Tracking Tool: Used for recording activity logs, fitness progress, goals, intensity, reflections, and revisions.
Examples: Google Sheets, Microsoft Excel, a table in a document, or a teacher-provided template.
Camera or Smartphone Camera: Used, when needed, to record short video evidence, photo sequences, safe movement demonstrations, fitness evidence, or visual portfolio evidence. If video or image evidence is used, students should follow assignment instructions regarding privacy and identity confirmation.
Microphone or Audio Recording Tool: Used for audio explanations, reflections, or recorded responses when this format is approved by the teacher.
Headphones or Earbuds: Recommended for watching course videos, listening to instructions, recording audio clearly, and reducing distractions.
Safe Activity Space: Students need access to a safe indoor, outdoor, or community space that is clear of hazards and appropriate for low-risk movement activities.
Simple Physical Activity Materials, if Available: Some activities may use basic household or safe movement materials such as a water bottle, comfortable shoes, towel or mat, soft ball, rolled socks, paper ball, safe target, or markers. Students are not required to purchase special equipment and may choose safer alternatives when needed.
Reliable Internet Access and Device: Students require a computer, tablet, or other internet-connected device to access lessons, watch videos, complete activities, prepare assignments, and upload coursework.

Useful Resources For This Course

Ontario Physical Activity Safety Standards in Education — OPHEA
https://safety.ophea.net/
Canada’s 24-Hour Movement Guidelines — CSEP
https://csepguidelines.ca/
Canada’s Food Guide — Government of Canada
https://food-guide.canada.ca/en/
ParticipACTION
https://www.participaction.com/
MedlinePlus — Evaluating Internet Health Information
https://medlineplus.gov/webeval/provider1.html
Health Canada — Preventing Kids and Teens from Smoking and Vaping
https://www.canada.ca/en/health-canada/services/smoking-tobacco/preventing-kids-teens.html
Government of Canada — Get Help with Substance Use
https://www.canada.ca/en/health-canada/services/substance-use/get-help-with-substance-use.html
Canadian Centre on Substance Use and Addiction — Youth Resources
https://www.ccsa.ca/en/guidance-tools-resources/youth
Kids Help Phone
https://kidshelpphone.ca/
Ontario — Find Mental Health and Addiction Services in Your Community
https://www.ontario.ca/page/mental-health-services
Local Community Recreation Resources
Use your municipality’s recreation, parks, trails, or community centre website. For Toronto, for example:
https://www.toronto.ca/explore-enjoy/recreation/

Frequently Asked Questions (FAQs)

1. What is PPL2O?
PPL2O is a Grade 10 Heath & Physical education course at Open Course level.

2. What are 2O – (eg: 3M in AWQ3M )
2O for the PPL2O refers to the grade level and the course type. 2 refers to the th Grade and the second digit refers to the open course type.

3. What is the prerequisite for PPL2O?
None

4. How long does it take to complete the PPL2O online course?
The completion of the PPL2O course varies depending on the availability and pace of each student. However, the course can be completed in minimum of 4 weeks to maximum of 12 months.

5. Will my marks be sent directly to OUAC or OCAS?
Yes. We can send your PPL2O online course marks to OUAC (Ontario University’ Application Centre) or OCAS (Ontario College Application Service).

6. How lessons are delivered for the PPL2O?
At Royal Ontario Academy, course learning is asynchronously delivered for the PPL2O in various formats such as videos, question and answers, interactive tools, written notes, simulations, presentations, and external websites/links depending on the subject material of the course.

7. What is the withdrawal policy?
For students registered in Grade 9 and 10 courses, withdrawals can be made at any time and are not recorded on the Ontario Student Transcript (OST).

For students registered in Grade 11 and 12 courses, withdrawals made within 5 days of the issuance of the first (mid-term) report card from Royal Ontario Academy will result in the mark not being recorded on the Ontario Student Transcript (OST). Withdrawals after 5 days of the issuance of the first (mid term) report card will result in a “W” being entered in the “Credit” column of the OST, along with the mark at the time of withdrawal.

8. What is the due date of my course?
Since your course is self-paced, there are no set due dates, allowing you to progress at your own speed. However, please be mindful of any deadlines for university or college applications.

9. Can I earn my OSSD (Ontario secondary school diploma) credits through online courses?
Yes, you can earn your Ontario Secondary School Diploma (OSSD) credits fully online through Royal Ontario Academy. To earn OSSD credits, you will need to complete 30 credits (18 compulsory and 12 optional), pass the Ontario Secondary School Literacy Test, and fulfill 40 hours of community involvement.

Course Pricing

$500

/ 1 course

$850

/ 2 courses

$1200

/ 3 courses

Start your learning journey with us.

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Healthy Active Living Education