| Curricular Competency |
Identify opportunities to make choices that contribute to health and well-being |
Physical and Health Education 1 |
Healthy and active living |
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| Curricular Competency |
Recognize basic health information from a variety of sources
|
Physical and Health Education 1 |
Healthy and active living |
| Keyword: Recognize basic health information from a variety of sources |
Elaboration:
identifying sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch
|
|
| Curricular Competency |
Describe ways to prevent and respond to a variety of unsafe and or uncomfortable situations
|
Physical and Health Education 1 |
Social and community health |
| Keyword: Describe ways to prevent and respond to a variety of unsafe and or uncomfortable situations |
Elaboration:
What are some factors that might make a situation unsafe and/or uncomfortable?
identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
identifying trusted adults versus strangers
awareness of behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
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|
| Curricular Competency |
Develop and demonstrate respectful behaviour when participating in activities with others
|
Physical and Health Education 1 |
Social and community health |
| Keyword: Develop and demonstrate respectful behaviour when participating in activities with others |
Elaboration:
How do caring behaviours make people feel?
developing an initial understanding of consent:
understanding personal boundaries and respecting the boundaries of others (e.g., body boundaries, emotional boundaries
ensuring affirmative consent (yes means yes) and obtaining permission before doing things
saying “no” and “stop” in respectful and assertive ways
listening and respecting when others say “no” or “stop it”
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| Curricular Competency |
Identify caring behaviours among classmates and within families
|
Physical and Health Education 1 |
Social and community health |
| Keyword: Identify caring behaviours among classmates and within families |
Elaboration:
understanding personal space (e.g., body bubble)
asking for permission to touch or hug a person
respecting “no” or “stop”
showing respect for the boundaries of others
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|
| Curricular Competency |
Identify and describe practices that promote mental well-being
|
Physical and Health Education 1 |
Mental well-being |
| Keyword: Identify and describe practices that promote mental well-being |
Elaboration:
What are some practices that help you feel good about yourself?
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|
| Curricular Competency |
Identify and describe feelings and worries |
Physical and Health Education 1 |
Mental well-being |
|
| Curricular Competency |
Identify personal skills, interests, and preferences |
Physical and Health Education 1 |
Mental well-being |
|
| Content |
proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills |
Physical and Health Education 1 |
No CCG |
| Keyword: non-locomotor |
Elaboration: movements performed “on the spot” without travelling across the floor or surface; could include:balancingbendingtwistinglifting |
| Keyword: locomotor |
Elaboration: movement skills that incorporate travelling across the floor or surface; could include:rollingjumpinghoppingrunninggalloping |
| Keyword: manipulative |
Elaboration: movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:bouncingthrowingcatchingkickingstriking |
|
| Big Ideas |
Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living. |
Physical and Health Education 1 |
No CCG |
|
| Content |
caring behaviours in groups and families |
Physical and Health Education 1 |
No CCG |
| Keyword: caring behaviours |
Elaboration: could include:nurturingproviding guidancelovingrespecting |
|
| Content |
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games |
Physical and Health Education 1 |
No CCG |
| Keyword: individual and dual activities |
Elaboration: activities that can be done individually and/or with others; could include:jumping ropeswimmingrunningbicyclingHula Hoop |
| Keyword: rhythmic activities |
Elaboration: activities designed to move our bodies in rhythm; could include:dancinggymnastics |
| Keyword: games |
Elaboration: types of play activities that usually involve rules, challenges, and social interaction; could include:tagparachute activitiesco-operative challengesSimon Saysteam gamestraditional Aboriginal games |
|
| Content |
reliable sources of health information |
Physical and Health Education 1 |
No CCG |
| Keyword: sources |
Elaboration: could include:medical professionalssafety/medical signsparents |
|
| Big Ideas |
Knowing about our bodies and making healthy choices helps us look after ourselves. |
Physical and Health Education 1 |
No CCG |
|
| Big Ideas |
Good health comprises physical, mental, and emotional well-being. |
Physical and Health Education 1 |
No CCG |
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