At SLCSE, we take a holistic approach to our Health and Physical Education. We understand that the relationship between these disciplines and their content is both symbiotic and interdependent. Because of this, we will sometimes combine a PE credit with a health credit to make one "Healthy Lifestyles" class. Using both our Physical education and Health curriculum as the guide, we aim to support our students in all 3 educational domains: the physical, the cognitive, and the psychosocial.
These classes both explore a number of different sports and activities ranging from adventure sports like rock climbing and biking to more traditional activities like ultimate frisbee and volleyball. The goal is simple; help our students connect with their bodies in positive ways and hold onto our sense of "play" as long as possible! Through the games we play in these classes, we will connect socially, practice managing emotions, and develop a powerful sense of self-efficacy. The UT core works as our guide.
This class utilizes a combination of experiential learning, game play, and stewardship to explore aspects of wellness not always covered in a typical PE class. While we engage in activites like rock climbing, archery, and fribee golf, we also take a monthly field trip, and work on projects that benefit our school and school community. We plant trees, we build benches, we go sledding, we organize camping gear, we pick up trash, we do it all! This unique approach to physical education allows students to tangibly experience the impact our environment plays on our health & wellness. The UT core works as our guide.
This class is designed to give students a solid foundation of understanding in a wide range of health and wellness topics. Where PE generally hones in on the more physical aspects of wellness, Health II guides the students into exploring the physical, emotional, mental, and social aspects and how they all impact each other. We cover topics like social skill development, nutrition, substance abuse prevention, and sex education. I beleive it is vital to offer culturally contextual, scientifically supported, data driven information to our students while respecting all family backgrounds and identities. The UT core works as our guide.