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Physical and Health Education K 1 2 3 4 5 6 7 8 9
Curriculum Physical and Health Education Grade 6 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Resources
Curriculum Overview
Download Grade physical-health-education Curriculum
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Big Ideas

Grandes idées

Daily physical activity enables us to practice skillful movement and helps us develop personal fitness.
Physical literacy and fitness contribute to our success in and enjoyment of physical activity.
We experience many changes in our lives that influence how we see ourselves and others.
Healthy choices influence our physical, emotional, and mental well-being.
Learning about similarities and differences in individuals and groups influences community health.

Learning Standards

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Curricular Competencies

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Students are expected to be able to do the following:
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Physical literacy

Physical literacy
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Physical literacy
  • What strategies can you use to gain some type of advantage in a game situation?
  • Examples of methods of monitoring and adjusting physical exertion levels:
    • heart rate monitors
    • rate of perceived exertion scales to self-assess exertion levels and make appropriate adjustments related to the activity
  • Examples of types of physical activity:
    • indoor or outdoor activities
    • individual activities or activities with others
    • competitive or non-competitive activities
 

Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments
Develop and apply a variety of movement concepts and strategies in different physical activities
Apply methods of monitoring and adjusting exertion levels in physical activity
Develop and demonstrate safety, fair play, and leadership in physical activities
Identify and describe preferred types of physical activity
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Healthy and active living

Healthy and active living
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Healthy and active living
  • Which health components of fitness are influenced by the different types of physical activities that you participate in?
  • How does eating the recommended servings of different food groups each day help support your health and well-being?
  • What might advertisements be telling you about their health products or messages?
  • Which strategies were most successful in helping you pursue your healthy-living goals?
 

Participate daily in physical activity designed to enhance and maintain health components of fitness
Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
Explore and plan food choices to support personal health and well-being
Describe the impacts of personal choices on health and well-being
Analyze health messages and possible intentions to influence behaviour
Identify, apply, and reflect on strategies used to pursue personal healthy-living goals
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Social and community health

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Mental well-being

Mental well-being
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Mental well-being
  • What resources exist in your school and/or community to help students or others with problems related to mental well-being and/or substance use?
  • How do the various changes you may be experiencing during puberty and adolescence influence your relationships with others?
  • How might you view yourself differently at home, at school, and in the community?
 

Describe and assess strategies for promoting mental well-being, for self and others
Describe and assess strategies for managing problems related to mental well-being and substance use, for others
Explore and describe strategies for managing physical, emotional, and social changes during puberty and adolescence
Explore and describe how personal identities adapt and change in different settings and situations

Content

Students are expected to know the following:
proper technique for fundamental movement skills, including non-locomotor
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non-locomotor
movements performed “on the spot” without travelling across the floor or surface; could include:
  • balancing
  • bending
  • twisting
  • lifting
 
, locomotor
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locomotor
movement skills that incorporate travelling across the floor or surface; could include:
  • rolling
  • jumping
  • hopping
  • running
  • galloping
 
, and manipulative
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manipulative
movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:
  • bouncing
  • throwing
  • catching
  • kicking
  • striking
 
skills
movement concepts
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movement concepts
include:
  • body awareness (e.g., parts of the body, weight transfer)
  • spatial awareness (e.g., general spacing, directions, pathways)
  • effort awareness (e.g., speed, force)
  • relationships to/with others and objects
 
and strategies
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strategies
plans and/or ideas that will help a player or team successfully achieve a movement outcome or goal (e.g., moving into space away from an opponent to receive a pass) 
ways to monitor and adjust physical exertion levels
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monitor and adjust physical exertion levels
could include:
  • using heart rate monitors
  • checking pulse
  • checking rate of perceived exertion (e.g., a five-point scale to self-assess physical exertion level)
 
how to participate in different types of physical activities, including individual and dual activities
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individual and dual activities
activities that can be done individually and/or with others; could include:
  • jumping rope
  • swimming
  • running
  • bicycling
  • Hula Hoop
 
, rhythmic activities
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rhythmic activities
activities designed to move our bodies in rhythm could include:
  • dancing
  • gymnastics
 
, and games
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games
types of play activities that usually involve rules, challenges, and social interaction; could include:
  • tag
  • parachute activities
  • co-operative challenges
  • Simon Says
  • team games
  • traditional Aboriginal games
 
training principles to enhance personal fitness levels, including the FITT principle
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FITT principle
a guideline to help develop and organize personal fitness goals based on:
  • Frequency — how many days per week
  • Intensity — how hard one exercises in the activity (e.g., percentage of maximum heart rate)
  • Type — the type of activity or exercise, focusing on the fitness goal (e.g., jogging for cardio endurance)
  • Time — how long the exercise session lasts
 
and the SAID principle
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SAID principle
(Specific Adaptation to Imposed Demand): the body will react and respond to the type of demand placed on it (e.g., a student’s flexibility will eventually improve if he or she participates in regular stretching activities) 
influences on food choices
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food choices
  • access to locally grown food
  • access to seasonal foods
  • differing options in various settings (e.g., school vending machines)
 
practices that reduce the risk of contracting sexually transmitted infections
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sexually transmitted infections
include:
  • gonorrhea
  • chlamydia
  • herpes
 
and life-threatening communicable diseases
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life-threatening communicable diseases
include:
  • HIV/AIDS
  • hepatitis B and C
  • meningococcal C
 
sources of health information
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sources of health information
could include:
  • magazines
  • Internet
  • advertisements on TV
  • flyers from health stores
 
basic principles for responding to emergencies
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responding to emergencies
basic principles include:
  • following safety guidelines
  • having an emergency response plan
  • knowing how to get help
 
strategies to protect themselves and others
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strategies to protect themselves and others
could include:
  • knowing their right not to be abused
  • being assertive
  • avoiding potentially unsafe situations
  • safe use of the Internet
  • identifying tricks and lures used by predators
 
from potential abuse, exploitation, and harm in a variety of settings
consequences of bullying, stereotyping, and discrimination
strategies for managing personal and social risks related to psychoactive substances
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psychoactive substances
could include:
  • alcohol
  • tobacco
  • illicit drugs
  • solvents
 
and potentially addictive behaviours
physical
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physical
how students’ bodies are growing and changing during puberty and adolescence 
, emotional
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emotional
how students’ thoughts and feelings might evolve or change during puberty and adolescence 
, and social
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social
how students interact with others and how their relationships might evolve or change during puberty and adolescence 
changes that occur during puberty and adolescence
influences on individual identity, including sexual identity
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sexual identity
a component of a person’s identity that reflects his or her sexual self-concept 
, gender, values, and beliefs
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.