Healthy Active Living Education - royalontarioacademy.com
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Curriculum Coordinator and Learning Strategist
Dr. Karen McCloskey
MA, PhD, QM Quality Matters
Healthy Active Living Education
PPL3O
Grade 11
Open

Healthy Active Living Education

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

PPL3O
Grade 11
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 Code

PPL3O

Course Name

Healthy Active Living Education

Grade

Grade 11

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

August 2025

Curriculum

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

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 and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence. 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:Adventure & Leadership Lab

Get outside the gym and into real spaces (parks, trails, rinks, community centers). You’ll co-design activity blocks, rotate as leaders, and practice inclusive adaptations and fair play while tackling barriers to participation you identify and track (A1, A3; Living Skills).
22 Hours
Unit 2:Performance & Programming: Build Your Engine

Train like a coach and an athlete: use wearables/logs to set targets, apply training principles (overload, specificity, recovery), and iterate a personal program. Learn mobility, injury-prevention, and safety protocols you can use for life (A2–A3; Living Skills).
24 Hours
Unit 3:Skill Transfer & Tactics Studio

Go beyond “how” to “why.” Break down movement phases with video analysis, then apply principles across games and environments. Prototype drills, solve tactical challenges, and show how one skill set unlocks many activities (B1–B2; Living Skills).
22 Hours
Unit 4:Thrive & Stay Safe: Risk, Resilience, Mental Health

Run safety audits, build emergency action plans, and practice de-escalation. Learn suicide warning signs and help-seeking, workplace/road/outdoor safety, and digital wellness—then teach peers safer-choice strategies they can actually use (C1.2–C1.3, C2.1, C3.2–C3.4).
18 Hours
Unit 5:Fuel, Factors & Future Health

Connect the dots: how conditions (e.g., celiac, diabetes) shape nutrition; how media and policy shape food choices; how substance use links to mental/physical health; and how proactive sexual/reproductive care works. Produce a mini anti-stigma or food-literacy campaign (C1.1, C1.4, C2.2–C2.3, C3.1, C3.3, C3.5).
14 Hours
Final Exam
Culminating Evaluation

Capstone: lead a micro-session, demonstrate skill/tactics growth, present fitness progress with evidence, and submit a reflective Active Living Portfolio that links personal goals to post-secondary/community participation.
10 Hours
Total Hours
110 Hours
  • Leadership rotations & peer coaching: Students plan warm-ups and lead cool-downs, including inclusive adaptations.
  • Video analysis & performance logs: Focuses on movement phases, setting SMART goals, and monitoring progress.
  • Outdoor & community-based activity blocks: Involves learning about trail use, facility etiquette, and safety planning.
  • Scenario-based safety learning: Covers topics such as Emergency Action Plans (EAPs), concussion protocols, de-escalation, and help-seeking strategies.
  • Inquiry projects in Healthy Living: Projects related to food systems, media literacy, and anti-stigma initiatives.
  • Universal Design & differentiated tasks: Provides students with a choice of activity pathways and multiple product options.
Our approach to assessment and evaluation is grounded in the principles outlined in the Ontario Ministry of Education’s Growing Success document.

Key Principles

  • Fairness, Transparency, Equity: Clear success criteria; varied demonstrations of learning (performance, design, written/visual artifacts).
  • Support for All Students: Inclusive rehearsal and performance practices for students with special education needs, English language learners, and Indigenous learners.
  • Curriculum Alignment: All assessments anchor to A–C Drama strands and roles across theatre (performer, designer/technician, director, dramaturg).
  • Clear Communication: Criteria shared up front and revisited at scene pitches, design checkpoints, and rehearsal notes.
  • Ongoing & Varied: Observation, conversation, and product (e.g., in-role work, scene runs, design/tech labs, cue sheets, notes).
  • Descriptive Feedback: Timely, specific, strengths/next steps tied to the creative/critical analysis processes.
  • Student Self-Assessment: Rehearsal journals, director’s notes, design reflections, peer feedback logs, and post-show talkbacks.
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

General Resources Students Should Have Access To

1. What is PPL3O?
PPL3O is a Grade 11 Heath & Physical education course at Open Course level.

2. What are 3O – (eg: 3M in AWQ3M )
3O for the PPL3O refers to the grade level and the course type. 3 refers to the th Grade and the second digit refers to the open course type.

3. What is the prerequisite for PPL3O?
None

4. How long does it take to complete the PPL3O online course?
The completion of the PPL3O 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 ADA1O online course marks to OUAC (Ontario University’ Application Centre) or OCAS (Ontario College Application Service).

6. How lessons are delivered for the PPL3O?
At Royal Ontario Academy, course learning is asynchronously delivered for the PPL3O 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.

Price Detail

$500

/ 1 Course

$800

/ 2 Course
20% Offer

$1050

/ 3 Course

30% Offer

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