| Content |
movement concepts and strategies |
Physical and Health Education 10 |
No CCG |
| Keyword: movement concepts |
Elaboration: 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 with others and objects |
| Keyword: strategies |
Elaboration: 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) |
|
| Content |
proper technique for movement skills |
Physical and Health Education 10 |
No CCG |
|
| Curricular Competency |
Describe the relationships between physical activities, mental well-being, and overall health |
Physical and Health Education 10 |
Mental well-being |
|
| Curricular Competency |
Explore and describe factors that shape personal identities, including social and cultural factors |
Physical and Health Education 10 |
Mental well-being |
| Keyword: personal identities |
Elaboration: What are some social and cultural factors that influence your personal identity? |
|
| Curricular Competency |
Create and evaluate strategies for managing physical, emotional, and social changes during puberty and adolescence
|
Physical and Health Education 10 |
Mental well-being |
| Keyword: changes |
Elaboration: How do the various changes you may be experiencing during adolescence influence your relationships with others?
Create and evaluate strategies for managing physical, emotional, and social changes during puberty and adolescence
developing strategies for managing growth and changing bodies during puberty
identifying how thoughts and feelings might evolve or change during puberty (e.g., romantic feelings replacing friendship and changing dynamics and boundaries within relationships)
considering how students interact with others and how their relationships might evolve or change during puberty
demonstrating a commitment to actively obtain consent prior to any touching or intimate activities
|
|
| Curricular Competency |
Explore factors contributing to substance use |
Physical and Health Education 10 |
Mental well-being |
| Keyword: factors |
Elaboration: What are some factors leading to the use of substances? |
|
| Curricular Competency |
Evaluate and explain strategies for promoting mental well-being |
Physical and Health Education 10 |
Mental well-being |
| Keyword: promoting mental well-being |
Elaboration: How can I overcome challenges to my mental well-being? |
|
| Curricular Competency |
Analyze the potential effects of social influences on health |
Physical and Health Education 10 |
Social and community health |
| Keyword: social influences |
Elaboration:
could include:
social media
use of technology (e.g., gaming)
peer pressure
How can I manage my use of technology?
|
|
| Curricular Competency |
Develop skills for maintaining healthy relationships and responding to interpersonal conflict
|
Physical and Health Education 10 |
Social and community health |
| Keyword: skills |
Elaboration:
Could include:
communication skills
negotiation strategies
conflict resolution techniques
Develop skills for maintaining healthy relationships and responding to interpersonal conflict
contributing to a culture 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
understanding that healthy relationships include respecting boundaries, the ability to say no, hear/ accept no, respecting body language, etc.
developing assertive strategies (e.g., saying no, stating how you feel)
using and modeling a ‘yes means yes’ consent narrative
other strategies for maintaining healthy relationships could include:
open communication
listening
trust
maintaining mutual respect
|
|
| Curricular Competency |
Analyze strategies for responding to discrimination, stereotyping, and bullying
|
Physical and Health Education 10 |
Social and community health |
| Keyword: responding |
Elaboration:
What can you do if you are being bullied or see someone else being bullied?
Analyze strategies for responding to discrimination, stereotyping, and bullying
cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expressions, sexuality, race, religion, ethnicity, etc.
assessing the situation, avoiding, being assertive, reporting, seeking help
advocating for others.
|
|
| Curricular Competency |
Propose strategies for avoiding and responding to potentially unsafe, abusive, or exploitative situations
|
Physical and Health Education 10 |
Social and community health |
| Keyword: avoiding and responding |
Elaboration:
How can you avoid an unsafe or potentially exploitive situation on the Internet, at school, and in the community?
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
developing strategies for establishing boundaries in unsafe, abusive, or exploitative situations:
saying how you feel
asking for what you need
disagreeing respectfully
saying no without guilt
speaking up for yourself and others when safe to do so
removing yourself from an unsafe or uncomfortable situation
using a strong voice to set boundaries by:
saying “no,” “stop,” “I don’t like this”
calling out for help and getting away if possible
telling a trusted adult about an unsettling or dangerous situation until you get help
not giving out personal information (e.g., to strangers, on the Internet)
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
cultivating an awareness of power imbalances and how they can impact issues of consent and boundaries
developing an awareness of sexual harassment and intimate partner violence, including physical, sexual and emotional abuse
acknowledging that survivors of abuse are not to blame and deserve respect and that all people have the right to have their boundaries respected
recognize that survivors experience the results of abuse differently and it can show up differently from person to person
raising awareness on exploitative situations pertaining to consent and gender-based violence (e.g., human trafficking, coercion, deceit) and advocating for the safety of themselves and others
|
|
| Curricular Competency |
Analyze how health-related decisions support the achievement of personal healthy-living goals |
Physical and Health Education 10 |
Healthy and active living |
| Keyword: health-related decisions |
Elaboration: could include decisions related to healthy eating, substance use, and sexual health |
|
| Curricular Competency |
Reflect on outcomes of personal healthy-living goals and assess the effectiveness of various strategies |
Physical and Health Education 10 |
Healthy and active living |
|
| Curricular Competency |
Identify and apply strategies to pursue personal healthy-living goals |
Physical and Health Education 10 |
Healthy and active living |
|
| Curricular Competency |
Analyze and explain how health messages might influence health and well-being |
Physical and Health Education 10 |
Healthy and active living |
| Keyword: health messages |
Elaboration: How might health messages attempt to influence people’s behaviours?How did the strategies you used to pursue your healthy-living goals influence the results? |
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