Elementary - Curricular 2021

  • Consult Risk Management.
  • This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Outside Activity Providers.


  • Determine that all equipment is safe for use (for example, no sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.
  • All of the equipment must be inspected on a regular basis and repaired as necessary.
  • Arm guards and finger tabs must be made available to students.
  • Bow length and weight must correspond to the height and strength of the participant.
  • Compound bows must not exceed 30 lb. pull weight.
  • An equal number of appropriate- sized/length arrows must be given to each participant.
  • Appropriate targets.
  • Target butts must be:
    • a minimum of 5cm (2’’) thick of 0.9kg (2lb) density ethafoam pieces, or equivalent
    • 1.2m x 1.2m (4’ x 4’) in size target face
  • Compound bows are acceptable when target butts are able to stop compound shot arrows.
  • Where compound bows are used, targets must meet the following requirements:
    • 30-35cm (12-14‘’) deep bin/box of rags, plastic bags, stretch wrap, window screening, etc., which is inside the box and packed tightly
    • 5cm (2’’) density of 0.9kg (2lb) ethafoam or equivalent on the front
    • 80-120cm (31”-47‘’) target faces
  • Where possible, store ethafoam target butts out of direct sunlight.
  • No crossbows.
  • Quivers must be used (for example, pylon used as a floor quiver).

Refer to the First Aid section for first aid equipment requirements.


  • Appropriate clothing and suitable footwear must be worn (for example, running shoes, hiking boots). Loose fitting clothing on the upper body is not permitted. Sandals are not permitted.
  • Exposed jewelry is not permitted.
  • Long hair must be secured. Devices (for example, hair pins, elastics and barrettes) used to tie back long hair must not present a safety concern.


  • Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.
  • Playing areas must be free of obstructions and hazards.
  • For indoor shooting, a properly installed safety net must be used.
  • Access/exit to the facility must be controlled and warning sign posted.
  • For outdoor activity, the shooting area must be well marked and controlled.
  • If an outdoor facility does not have a safety net or controlled natural safety barrier (for example, hill), then an overshoot area must be established, well marked and controlled.
  • Archery equipment must be stored in two separate secured areas; arrows in one area, bows in another.
  • Shooting distance must be a minimum of 6m (20’), maximum of 10m (33’)
  • Walls, stages, equipment, trees, and posts must not be used as turning points, finish lines, end zones, or boundaries. Establish a clearly delineated boundary line away from the hazards, using visual markers (for example, lines, pylons), to prevent contact/collision.

Environmental Considerations

  • When environmental conditions may pose a risk to student safety (for example, thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:
    • environmental conditions (consult Weather); and
    • insects (for example, mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).
  • Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (for example, sun burn, heat stroke).
  • At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (for example, outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Special Rules/Instructions

  • Be aware of students whose medical condition (for example, asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. Consult Medical Conditions.
  • Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (for example, outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.
  • Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.
  • Activities must be modified according to the age, ability level, language, and experience of students, number of participants, and the facility available.
  • Previous training, fitness level, and the length of time and intensity of physical activity must be taken into consideration.
  • Activities must be based on skills that are taught.
  • Skills must be taught in proper progression.
  • A proper warm-up and cool-down must be included.
  • While moving, students must not be required to close their eyes or be blind-folded.
  • Emphasize controlled movement when requiring students to walk or run backwards. Backward-running races are not permitted.
  • When a student displays hesitation (verbally or non-verbally) with participating, the teacher must determine the reason(s) for doubt. If the teacher believes that a potential hesitancy during the skill could put the student at risk, the student must be directed toward a more basic skill, or be permitted to select a challenge at their comfort level, including the choice to not participate.
  • Students with Special Needs: Prior to participation the teacher must address student's safety concerns and make appropriate accommodations/modifications to provide a safe learning environment.
  • Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during, and after physical activity to prevent dehydration.

Establish a Safe Routine for the Transportation and Use of Equipment

  • Establish a safe routine for transporting equipment to and from the activity area and for safe placement of the equipment (away from participants) during activity set up.
  • Establish a “Start” and “Stop” shooting and retrieving system.
  • Establish an emergency procedure including whistle system.
  • “Shooting” line must be established, appropriate for the skill level of the students. Sufficient spacing must be provided for each student on the “shooting” line.
  • No one in front of the shooting line until the signal to “retrieve” has been given.
  • Retrieved arrows must be carried back to the shooting line for the next shooter.
  • All students not involved in shooting must be positioned well behind the shooting line and away from the archers on the line.
  • The signal to shoot may only be given once all participants have returned.
  • Bows must only be loaded on the shooting line, after the signal to shoot has been given.
  • Students must be instructed that a loaded bow must never be pointed at anyone.
  • Prior to initial shooting, Students must receive instruction on:
    • safety and emergency procedures (for example, transporting equipment, during set up, during the activity, during cleanup)
    • whistle system
    • shooting techniques
    • care and use of equipment
    • safe removal of arrows from the target


  • All activities must be supervised.
  • Constant visual supervision is required.
  • The level of supervision must be commensurate with the inherent risk of the activity. The level of risk is related to the number of participants, the skill level of the participants, the type of equipment used, and environmental conditions.
  • A volunteer could assist in the supervision of physical education activities. Examples of volunteers are educational assistants, retired teachers, co-op students, parents/guardians, early childhood educators, and teacher candidates. Refer to your school board’s policy regarding volunteers. These volunteers must be accompanied by a supervisor.
  • A teacher who is providing instruction and is unfamiliar with the activity (for example, no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.
  • Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

  • A working communication device (for example, cell phone) must be accessible.
  • Follow the school's first aid emergency response (consult First Aid Plan and First Aid Emergency Response) and the school board’s concussion protocol (consult Concussions).
  • An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.


  • In-charge Person:
    • Some activities refer to an “In-Charge” person. While the teacher is in-charge and responsible for the overall safety and well-being of students under their care, sometimes there are other personnel who must be identified as “In-Charge” related to specific situations (for example, a pool lifeguard). In activities where an “In-Charge” person is designated, that person, in consultation with the teacher, must make final decisions regarding safety of the students
  • Supervision:
    • The vigilant overseeing of an activity for regulation or direction. Activities, facilities, and equipment have inherent risks, but the more effectively they are supervised, the safer they become.
    • The Ontario Physical Activity Safety Standards in Education designate three categories of supervision, Constant visual supervision, On-site supervision, and In-the-area supervision. The categories take into consideration the risk level of the activity, the participants’ skill level and the participants’ maturity. The three levels of supervision described are not hierarchical but represent the type of supervision that an activity requires and the type of supervision that is inherently possible.
  • Supervisor:
    • A supervisor is defined as a teacher, vice-principal or principal with a current certification from the Ontario College of Teachers and under contract by the school/school board. The supervisor is legally responsible for the students.
  • Types of Supervision:
    • Constant Visual Supervision:
      • Constant visual supervision means that the teacher is physically present, watching the activity in question. Only one activity requiring “Constant visual” supervision may take place while other activities are going on.
      • Curricular example: During a track and field session, some students are involved in high jump, some are practising relay passing on the track while a third group is distance running around the school. For high jump, the teacher is at the high jump area and is observing the activity.
      • Intramural example: During a school outdoor special events day, some students are involved in parachute games, some in relay games, and others in a team scavenger hunt around the school. For parachute, the intramural supervisor is at the event and is observing activity.
    • In-the-area Supervision:
      • In-the-area supervision means that the teacher could be in the gymnasium while another activity is taking place in an area adjacent to the gymnasium. In-the-area supervision requires the teacher to be readily accessible.
      • In-the-area supervision occurs:
        • in activities in which students may be out of sight for periods of time and the location of the teacher is not nearby (for example, alpine skiing, cross-country running). At least one of the following criteria must be in place:
          • The teacher is circulating
          • The location of teacher has been communicated to students and volunteers
        • in single activities and those that may be combined (for example, other in- the- area activities such as badminton, table tennis, handball – wall) with the following criteria in place:
          • The teacher must be circulating between the activities and readily accessible
          • The teacher informs students of the location of the activities
    • Curricular example: During a track and field session, some students are involved in high jump, some are practising relay passing on the track while a third group is distance running around the school. For distance running, the students are running around the school and at times may be out of sight.
    • Intramural example: During a school outdoor special events day, some students are involved in parachute games, some in relay games, and others in a team scavenger hunt around the school. For a scavenger hunt, the students are running around the school grounds and at times may be out of sight.
    • On-site Supervision:
      • On-site supervision entails teacher presence but not necessarily constantly viewing one specific activity. Momentary presence in adjoining rooms (for example, equipment room) to the gym is considered part of “on-site supervision”.
      • Curricular example: During a track and field session, some students are involved in high jump, some are practising relay passing on the track while a third group is distance running around the school. For a relay, the students are practising on the track and can be seen by the teacher who is with the high jumpers.
      • Intramural example: During a school outdoor special events day, some students are involved in parachute games, some in relay games, and others in a team scavenger hunt around the school. For relay games, the students are participating on the playground and can be seen by the intramural supervisor.

Mon, 09/13/21 07:31 am

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