| Content |
basic principles for responding to emergencies |
Physical and Health Education 7 |
No CCG |
| Keyword: responding to emergencies |
Elaboration: basic principles include:following safety guidelineshaving an emergency response planknowing how to get help |
|
| Content |
sources of health information |
Physical and Health Education 7 |
No CCG |
| Keyword: sources of health information |
Elaboration: could include:medical professionalsprofessionally produced health pamphletseHealth informationcommunity support services |
|
| Content |
practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases |
Physical and Health Education 7 |
No CCG |
| Keyword: sexually transmitted infections |
Elaboration: include:gonorrheachlamydiaherpes |
| Keyword: life-threatening communicable diseases |
Elaboration: include:HIV/AIDShepatitis B and Cmeningococcal C |
|
| Content |
factors that influence personal eating choices
|
Physical and Health Education 7 |
No CCG |
| Keyword: personal eating choices |
Elaboration: influences could include:
family traditions
personal taste and texture preferences
allergies
culture and celebrations
media messages
peers
differing options in various settings (e.g., school, home, community)
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|
| Content |
effects of different types of physical activity on the body |
Physical and Health Education 7 |
No CCG |
| Keyword: effects |
Elaboration: effects on the body produced by physical activities could include:strengthening muscles and bones in activities where you have to move and/or control some type of weight (e.g., fitness circuits and/or jumping and landing)strengthening heart and lungs in activities where you are moving at a fast pace (e.g., jogging or running) for periods of time (e.g., games, swimming, biking)reducing stress and/or anxiety levels in activities where you can participate outside and/or elevate the heart rate |
|
| Content |
training principles to enhance personal fitness levels, including the FITT principle, SAID principle, and specificity |
Physical and Health Education 7 |
No CCG |
| Keyword: FITT principle |
Elaboration: 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
|
| Keyword: SAID principle |
Elaboration: (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)
|
| Keyword: specificity |
Elaboration: the types of exercises chosen will determine the kinds of fitness improvements (e.g., a student who wants to improve his or her flexibility levels would participate in stretching exercises)
|
|
| Content |
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games |
Physical and Health Education 7 |
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 |
ways to monitor and adjust physical exertion levels |
Physical and Health Education 7 |
No CCG |
| Keyword: monitor and adjust physical exertion levels |
Elaboration: could include:using heart rate monitorschecking pulsechecking rate of perceived exertion (e.g., a five-point scale to self-assess physical exertion level) |
|
| Content |
movement concepts and strategies |
Physical and Health Education 7 |
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 to/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 fundamental movement skills, including non-locomotor, locomotor, and manipulative skills |
Physical and Health Education 7 |
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 |
|
| Curricular Competency |
Explore the impact of transition and change on identities
|
Physical and Health Education 7 |
Mental well-being |
| Keyword: Explore the impact of transition and change on identities |
Elaboration:
How might the changing ways in which you think about yourself and others influence your identity?
|
|
| Curricular Competency |
Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence
|
Physical and Health Education 7 |
Mental well-being |
| Keyword: Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence |
Elaboration:
How do the various changes you may be experiencing during puberty and adolescence influence your relationships with others?
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 and adolescence
demonstrating an understanding that any intimate activities (including those involving intimate images) must be consensual
|
|
| Curricular Competency |
Describe and assess strategies for managing problems related to mental well-being and substance use, for others |
Physical and Health Education 7 |
Mental well-being |
|
| Curricular Competency |
Describe and assess strategies for promoting mental well-being, for self and others
|
Physical and Health Education 7 |
Mental well-being |
| Keyword: Describe and assess strategies for promoting mental well-being, for self and others |
Elaboration:
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?
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|
| Curricular Competency |
Explore strategies for promoting the health and well-being of the school and community |
Physical and Health Education 7 |
Social and community health |
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