Student Teacher: Sydney Milligan

CTS Module REC 1040, REC1045

CTS Cluster Health, Recreation & Human Services
Occupational Area Recreational Leadership
Level Introductory
Prerequisite REC 1040- Foundations of Training 1

Description:
REC 1040, 1045

CTS PROGRAM
The vision of the CTS program is to engage students in learning opportunities through which
they discover their interests in practical and purposeful ways. Through career explorations,
individuals seek to develop their passions, interests, and abilities that guide them towards their
unique career path through connecting with the community and stakeholders.

The purpose of CTS courses is to enable students to explore their passions and abilities to make
sound career decisions and set goals for themselves. Having the opportunity to expand their
knowledge about careers, occupations and opportunities is invaluable. Competencies in CTS
course outcomes prepare students to enter the workforce and be confident in their role and
responsibility using their knowledge, skills and attributes.

Regarding the philosophy of CTS, it is designed in a way that enables students in grade 10, 11,
or 12 develop skills as they prepare for the future. In the CTS program, students explore
opportunities that are unique to their interests where they may build a skillset in which they
can explore their pathways to further themselves. In our program we want to develop students
that are confident in their abilities and adaptable to change. The unique format of CTS is that
students are able to design their own path, working in whichever direction they are
comfortable with. The flexibility of this program allows students to explore new ideas and
strengthen their skills that they already have in the module they are choosing to participate in.

HRH CLUSTER
Within CTS, there are 5 clusters. The one that this module plan fits into is the Health,
Recreation, and Human Services (HRH) cluster. Through 11 occupational areas within HRH, it
introduces students to an array of careers, both challenging and rewarding in health care,
community supports, recreation, cosmetology, food services, tourism, and law. The focus of
this cluster is to provide students with confidence heading into the workforce, encompassing
providing care and services in an range of areas.

REC OCCUPATIONAL AREA

In CTS, an occupational area is a grouping that focuses on the attitudes, skills, knowledge and
values related to specific areas of work. The health, recreation, and human services cluster
within REC allows students to develop a basic idea of creating personal fitness and health
plans, goals, and performance-based tasks that can help them to achieve a directed outcome
in performance and health. As this course teaches fundamentals of health and performance it
leads well into any other HRH module or throughout the REC occupational area.
CTS PATHWAY
As stated before, there are 11 occupational areas within HRH, whereas my module plan fits
under the Recreational Leadership Occupational Area with a focus on creating a pathway for
health and wellness students. These two modules were developed as a lecture style format
that allows for daily learning activities to use creativity to foster engagement. Whether the
product from either module be a health and wellness plan, to developing a fitness company, to
teaching principles of fitness, students will gain highly advanced knowledge, that can
comfortably prepare students for Intermediate and Advanced level health and fitness
programming. This course ties into many other courses in the HRH cluster that students may
find interest in after completing the introductory module (REC1040) and the module following
(REC1045).

CTS MODULE
REC1040- Foundations for Training 1 aligns with the philosophy of CTS as it is preparing
students for the workplace, when relating to health and fitness. This course emphasizes
creative and practical learning experiences while using technology, equipment, and hands-on
work, which relates to developing their skillset. Over the 25 hours of instruction, this course
will take 10 hours and students will cover a wide range of learning outcomes related to health
and performance related tasks and components.
Through discussion, research, hands-on in gym sessions, students will learn how to create
fitness and health plans personalized for themselves as well as for others, in relation to making
a positive impact on the mind and body. Having successfully completed this course, students
may move onto REC1045, where they will explore in greater detail and participate in-group
fitness activities.

Assessment (Summative)
Over the 10 hours of instruction, students will demonstrate certain outcomes of REC1040
through the following summative tasks: (Greater detail of these summative assessments will
be In Component 2 & 3).
 Training Days (2) 30%
 Fitness Test 25%
 Program Design Final Project 45%

Assessment (Formative)
We will be utilizing many modalities of assessment in this module. Throughout the course
there will be a formative assessment component as well for each lesson. Many of these
components will be in a form of an exit slip or show you know, and will be completed in a
multitude of ways to adapt to the needs of all learners. Basic competencies will be formatively
assessed throughout the course with a checklist made by the instructor. Ongoing feedback will
also be provided throughout the course, focusing on the content from the formative
assessment, leading to the summative assessment looking forward also at the information
covered in 1045 to see if the student is prepared to move on to the following module.

The following assignments will be formative assignments in which students are expected to
show what they know at the beginning of the module (performance activity) including what
level of performance students are at, and what their basic understanding is coming into the
module. As well as the personalized fitness plan acting as a guide when complete to help
students formulate a final fitness program.
 Performance activity (PRE ASSESSMENT)
 Personalized fitness plan (final project proposal)

In this course we will answer the following essential questions:

 To what extent can one apply the training principles to develop health and fitness
plans?
 What goals can one set for themselves in order to achieve health and fitness related
components?
 To what degree can a health component of a fitness plan contribute to a goal set to
achieve?
From this module, I believe that students will take away several elements. Not only can these
elements be used in a career in health and fitness, but also if students chose to take a different
path, the knowledge, skills and attributes they learn here can still be used.

CTS MODULE
REC1045- Group Exercise Trends aligns with the philosophy of CTS as it is preparing students
for the workplace, when relating to fitness and health. This course emphasizes creative and
practical learning experiences while using technology, equipment, and hands-on work, which
relates to developing their skillset. Over the 25 hours of instruction, this course will take 15
hours and students will cover a wide range of learning outcomes related to health and
performance related tasks and components.
Through discussion, research, hands-on group fitness sessions of a large variety, students will
learn how to create fitness and health plans personalized for themselves as well as for others,
in relation to making a positive impact on the mind and body.

Assessment (Summative)
Over the 15 hours of instruction, students will demonstrate certain outcomes of REC1045
through the following summative tasks: (Greater detail of these summative assessments will
be In Component 2 & 3).
 Fitness Industry project
 Group Fitness project (create your own fitness group)
 Fitness and training in group fitness test
 Personal Inventory project

Assessment (Formative)
 We will be utilizing many modalities of assessment in this module as well that are very
similar to REC1040. Throughout the course there will be a formative assessment
component as well for each lesson. Many of these components will be in a form of an
exit slip or show you know, and will be completed in a multitude of ways to adapt to the
needs of all learners. Basic competencies will be formatively assessed throughout the
course with a checklist made by the instructor. Ongoing feedback will also be provided
throughout the course, focusing on the content from the formative assessment.

The following assignment will be based on if students come to class, and if they are
participating with their teammates (classmates)
  Team building activity

In this course we will answer the following essential questions:

 To what degree can a health component of a fitness plan contribute to a goal set to
achieve?

SAFETY
During the first couple of days of each of the modules (REC1040 and REC1045) students will be
adept with safety standards that they will have to know and be comfortable with during the
course of the class. Students will complete safety tests, in both the weight room and in the
classroom relating to proper use of gym equipment, proper posture, and etiquette in the gym.

Possible situations that could occur in the weight room could be injury from improper use of
equipment or improper body positioning. To steer away from possible injury or inappropriate
behavior, students must prove through a test, they understand the procedures. There are also
safety considerations when working on computers, while sitting in desks that could affect back
posture, as well as if students are writing notes could develop carpel tunnel syndrome. Another
consideration would also be while looking at the smart board, students could strain their eyes.

Hazard and Safety guidelines recommend for the HRH cluster within Human and Social
Services, that all students complete the HSS Hazard List in preparation for all modules.

Rationale
PROGRAM/ STUDENTS
Students will be able to take this module to grow their personal inventory of career-orientated
skills. This course gives students tools and skills to act professionally in the health and
wellness field, while communicating and acting responsibly. The outcomes from these two
modules are relatable in all careers no matter the goals of the student and will help make
transitions from high school into post-secondary or into the workforce much easier.

This course will be inclusive for all students, allowing flexibility and growth in a variety of
areas. Throughout both of the courses, students will apply basic training and movement
principles related to health and performance when relating to fitness training. Students will
develop a wide understanding of developing plans and goals to achieve. Students will be able
to show their knowledge through participating in a variety of activities, and classes that they
will develop themselves.

TEACHER
As the instructor of these two modules, I can relate to the content, as I am a Physical
Education/ General Social Science combined degree student with Kinesiology, Psychology
and Sociology as my three streams. I have a wide range of background knowledge from my
five years of schooling up to this point in my life. I am also a competitive athlete in many
sports including slalom waterskiing, volleyball, softball and track and field. From my
experiences, I have spent a lot of my time training in fitness facilities, gymnasiums and
outdoor arenas, including many lakes around the world. This experience has given me first-
hand experience with team building, commitment, self-confidence, time management,
discipline, competitiveness, just to name a few. I can give many real-world examples for my
students when delivering the content of this module.

This module has been designed to promote success for all students in the following ways:

Student Choice
 Throughout this module, students will have a choice of where they would like to go
with the project or assignment that is given to them. At the end of REC1040 module,
students are asked to design a fitness plan based on their background knowledge they
have equipped over the course of the module. Students are able to take the fitness plan
in any direction, making it for themselves, a celebrity, a group of people etc. In
REC1045, students are asked to create a program, including day-to-day workouts,
exercises, and also including a diet plan. Students are also given the option to choose
how they construct this project, whether it be through a video, presentation, or word
document. t

Continuous Feedback
 I believe that continuous feedback is crucial for student growth and engagement. It is
important that students are confident while participating in class, knowing they are
executing correctly both in the classroom and in the weight room. Feedback will be
given in a professional format, as a way to scaffold students into the workforce in the
best way possible. I feel with giving meaningful feedback, students will be better
prepared to enter into their future endeavors.

Multi-Modal (Fair and Balanced) Assessment

 Assessment throughout both modules will be given in various formats, giving all
students an equal opportunity to be successful. Students are asked to give their best
work and participate to their best ability, so with assessment, it is my job to give as
much feedback, making it appropriate and noteworthy throughout the course of the 25
hours. Students will be given formative feedback in class, so it allows them time to ask
questions and make alterations with assistance if necessary.

Sequencing and Scaffolding

 The outcomes of both REC1040 and REC1045 are broken down into five separate
assignments that build upon each other. Students are asked to do them in a particular
sequence, so that the cognitive load is reduced, causing a scaffolding effect throughout
the module. By having five assignments in both modules, building upon each other, the
information within the modules can be obtained and practiced in a manageable
fashion.
 This sequence reflects back to the big ideas of the essential questions and
understandings, students will apply their knowledge and participate in various activities
that will help them to become more comfortable with eventually one day transitioning
into the workforce. In taking both of these modules, students will have full confidence
in their skills, that they could use them in the workforce and their everyday lives.

REC1040:
 Performance activity (formative)-This assignment is an introductory activity that is
composed of training principles that will allow students to show what they know.
 Students are asked to create a performance task that they can model to the class,
individually, that students can participate in as a way to learn the training principles.
 Training Days (2) (summative) Students will participate in a predetermined workout/
circuit set up in the weight room. This activity is to make students aware of all of the
possible health and wellness benefits when participating to their best ability to reach
set goals. Practicing taught skills will only enhance performance skills later.
 Personalized fitness (formative)- Students will compose a mini fitness plan (one week
in length) in preparation for their final project. This assignment will act as a draft, and as
a practice model. When students have completed the fitness plan, they will follow it for
the following week, making alterations if necessary. Health components will also be a
component in this plan, but will only be added at an introductory level.
 Fitness test (summative)-Students will perform a fitness test set up by the instructor,
to measure their adaptability, safety, flexibility, attitude, and communication with a
group of classmates. This test will be set up at a nearby gym or larger facility and will
mock what the Police Forces have to do in training. This test will mentally and
physically allow students to challenge themselves and build relationships with their
peers.
 Final project- Program Design (summative)-Students will construct a final project that
consists of all assignments leading up to this point in the module. The final program will
encompass both health and fitness aspects that they have performed and thoroughly
thought about over the course of the 10 hours.

REC1045:
 Fitness Industry project (summative)-Students will research trends in the fitness
industry and do a research-based project of a chosen format to deliver information
to both the class and the teacher. This project can be done through PowerPoint,
Prezzy, interactive lesson, skit, song etc. Students will have free range to design a
project that fits their interests and deliver the content when completed the
research.
 Group Fitness project (summative)-Students will be put into groups of 5 and will
be asked to create their very own fitness group. Students must pick a style of fitness
group (Zumba, Plyo, Core, Salsa, Body Pump etc.) Students will video their group
fitness routine and hand in as a collective.
 Group Fitness Training Principles Assignment (summative)- Students will
individually assess the group fitness lesson they constructed and answer training
principle questions based on their creation. Students will have to draw a bridge
between the relation of principles and training. Students will have to connect the
potential benefits and hazards of group fitness training as well.
 Team building activity (formative) - Students will be given group performance
tasks that encompass team building. Students will be formatively assessed on their
communication, management, problem-solving skills; responsibility, safety etc. as
they participate with their peers to figure out directed and guided problems.
Without the listed components, the tasks will be very difficult for students to
complete.
 Personal Inventory Project (summative)- Based on students individual inventory
they have built up in both REC1040, and throughout this module, students will
create an occupational path for themselves, can be a real occupation or one they
have constructed themselves, that best fits their personal inventory. Based on their
 interests, beliefs, resources (personal or research) and prior learning experiences
students will creatively present their pathway choice.

PROVINCIAL POLICIES AND INITIATIVES

Alberta Education has designed the High School Completion Strategic Framework (HCS) to
ensure students are given the opportunity to succeed. The HCS has been designed around five
frameworks: Tracking Progress, Students engagement, Successful Transitions, Partnerships,
and Positive Connections. REC1040 and REC1045 both fit into these frameworks, as they were
both designed with these areas in mind. These modules are designed around student choice,
engagement, and adaptability.

The Alberta High School Completion Framework addresses the challenges students face in
High School and helps ensure all students are given the opportunity to success
(education.alberta.ca)
 Tracking Progress-Throughout each module, students will be formatively assessed
each day. Students will know what they are doing well, and areas they have to improve
on each day.
 Student engagement-Students are engaged when they have the choice in their
learning. Throughout both modules, students are given freedom to choose assignment
formats, groups etc.
 Successful Transitions- Students will transition from assignment to assignment with
support from their teacher, peers, and school.
 Partnerships- With collaboration in mind, students are never on their own. Students
are encouraged to work with peers, ask questions, and participate in activities on their
own that relate to the modules.
 Positive Connections- With a positive work environment, students will more likely
become more successful. Throughout these modules, students are encouraged to
interact with their teacher, peers and their families outside of school to push them to be
successful.