A few things. I’m finding first of all, constantly, cross curricular findings in our classes. Just as we recently read for Prof. Roman’s class, the history of the inclusion/exclusion of various groups of students in Ontario, we again touched on this here in chapter 8. As well, as we discussed, in both Prof. Kendrick’s and Prof. Early’s class, language learning transcends curriculums and is relevant in all subjects, we are discussing how outdoor ed. and PE may also be present across the curriculum. This can also allow to support the understanding that Aboriginal education is not an isolated subject in itself, but should be infused into all areas of education. In practice, as educators, across the board, lesson planning is just as important in PE as in all other subjects. Students’ progress, as well as lessons, need to be measured and assessed in order to be meaningful and purposeful. The assessment tasks should be multiple and varied, in order to allow all students to display what each of them has uniquely learned. We need to become physically educated and physically literate as educators, so that we may physical educate. Again as seen in the readings for our other courses, Ontario seems to be a leader of sorts in the directions education seems to be heading. In the same ways that outdoor education and physical education need to be included along a multitude of curriculums, we need to include what we learn in this way, throughout life long learning and practice. And just as in everything we do in practice, we do not utilize our abilities in confined themed moments. In every endeavour we are using a variety of skill sets and knowledge bases. Just as here I am, happily deploying and practicing writing for PE.