| Curricular Competency |
Respect sentence structure and make logical links between ideas when expressing oneself. |
Français langue première 1 |
Creating and Communicating |
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| Curricular Competency |
Identify the elements and structure of Aboriginal and other stories in order to understand the overall meaning. |
Français langue première 1 |
Exploring and Reflecting |
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| Curricular Competency |
Draw on prior knowledge to make connections between texts and personal and cultural experiences. |
Français langue première 1 |
Exploring and Reflecting |
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| Curricular Competency |
Identify the main idea in a text and restate it in your own words. |
Français langue première 1 |
Exploring and Reflecting |
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| Curricular Competency |
Rely on images to understand a text. |
Français langue première 1 |
Exploring and Reflecting |
| Keyword: text |
Elaboration: a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. |
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| Curricular Competency |
Segment and combine phonological units to develop phonological awareness. |
Français langue première 1 |
Exploring and Reflecting |
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| Big Ideas |
Learning about similarities and differences in individuals and groups influences community health. |
Physical and Health Education 7 |
No CCG |
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| Big Ideas |
Healthy choices influence our physical, emotional, and mental well-being. |
Physical and Health Education 7 |
No CCG |
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| Big Ideas |
We experience many changes in our lives that influence how we see ourselves and others. |
Physical and Health Education 7 |
No CCG |
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| Big Ideas |
Physical literacy and fitness contribute to our success in and enjoyment of physical activity |
Physical and Health Education 7 |
No CCG |
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| Big Ideas |
Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals. |
Physical and Health Education 7 |
No CCG |
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| Content |
influences of physical, emotional, and social changes on identities and relationships
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Physical and Health Education 7 |
No CCG |
| Keyword: physical |
Elaboration: how students’ bodies are growing and changing during puberty and adolescence (e.g., identifying changes to body and self-concept)
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| Keyword: emotional |
Elaboration: how students’ thoughts and feelings might evolve or change during puberty and adolescence (e.g., managing impulses and intense feelings)
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| Keyword: social |
Elaboration: how students interact with others and how their relationships might evolve or change during puberty and adolescence (e.g., recognizing that personal boundaries may change over time and ongoing consent is required; demonstrating situational awareness and responding to social cues – such as changes in mood)
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| Content |
signs and symptoms of stress, anxiety, and depression |
Physical and Health Education 7 |
No CCG |
| Keyword: signs and symptoms of stress, anxiety, and depression |
Elaboration: could include:problems sleepingrestlessnessloss of appetite and energywanting to be away from friends and/or family |
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| Content |
consequences of bullying, stereotyping,and discrimination
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Physical and Health Education 7 |
No CCG |
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| Content |
strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings
|
Physical and Health Education 7 |
No CCG |
| Keyword: strategies to protect themselves and others |
Elaboration: strategies include:
knowing their right not to be abused
the importance of giving and receiving consent
being assertive
avoiding and reporting potentially unsafe situations (e.g., identifying gender-based violence)
using the Internet safely by identifying tricks and lures used by predators (online and offline)
awareness of intimate partner violence and potential risk factors (e.g., imbalances in the relations such as age, economic status, and being under the influence of alcohol or drugs)
not stopping and talking to/ helping someone if they do not want to or feel it may be unsafe
awareness of abusive and harmful behaviours, including those comprised in sexual harassment, abuse, and dating violence.
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