| Content |
media messaging and body image |
Physical and Health Education 4 |
No CCG |
| Keyword: media messaging |
Elaboration: health-related messages that are communicated through media sources, such as the Internet, magazines, TV |
|
| Content |
communicable and non-communicable illnesses |
Physical and Health Education 4 |
No CCG |
| Keyword: communicable |
Elaboration: illnesses that can be spread or contracted from person to person |
| Keyword: non-communicable |
Elaboration: illnesses that cannot be “caught” from someone else |
|
| Content |
food portion sizes and number of servings
|
Physical and Health Education 4 |
No CCG |
| Keyword: number of servings |
Elaboration: Canada’s new food guide no longer includes recommended daily servings but instead recommends eating a variety of foods including vegetables and fruit, proteins and whole grains
|
|
| Content |
practices that promote health and well-being, including those relating to physical activity, sleep, healthy eating, and illness prevention
|
Physical and Health Education 4 |
No CCG |
| Keyword: physical activity |
Elaboration: getting at least 60-90 minutes of daily physical activity at moderate to vigorous intensity levels
|
| Keyword: sleep |
Elaboration: getting approximately 10-11 hours of sleep each night
|
| Keyword: healthy eating |
Elaboration: using hunger cues and taste preferences to guide when and how much to eat
|
| Keyword: illness prevention |
Elaboration: practices could include:
washing hands
covering mouth when coughing
washing hands after sneezing and/or coughing
resting when sick
staying away from others when sick
|
|
| Content |
benefits of physical activity and exercise |
Physical and Health Education 4 |
No CCG |
| Keyword: benefits |
Elaboration: could include:developing a stronger heart, muscles, and bonesburning off excess energyhelping focus attention in classpromoting optimal growth and developmenthelping us feel goodlowering stress levelshaving fun with friends |
|
| Content |
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games |
Physical and Health Education 4 |
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 physical exertion levels |
Physical and Health Education 4 |
No CCG |
| Keyword: monitor 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 4 |
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: include a variety of approaches 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 4 |
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 |
Describe factors that positively influence mental well-being and self-identity
|
Physical and Health Education 4 |
Mental well-being |
| Keyword: Describe factors that positively influence mental well-being and self-identity |
Elaboration:
Examples of factors that influence mental well-being:
self-esteem
self-efficacy
stress levels
personal interests
|
|
| Curricular Competency |
Explore and describe strategies for managing physical, emotional, and social changes during puberty
|
Physical and Health Education 4 |
Mental well-being |
| Keyword: Explore and describe strategies for managing physical, emotional, and social changes during puberty |
Elaboration:
How do the various changes you may be experiencing during puberty influence your relationships with others?
identifying changes to body and self-concept
recognizing that personal boundaries may change over time and ongoing consent is required (e.g., behaviours or play evolve with newer boundaries)
|
|
| Curricular Competency |
Describe and assess strategies for managing problems related to mental well-being and substance use
|
Physical and Health Education 4 |
Mental well-being |
| Keyword: Describe and assess strategies for managing problems related to mental well-being and substance use |
Elaboration:
What resources exist in your school and/or community to help students with problems related to mental well-being and/or substance use?
|
|
| Curricular Competency |
Describe and assess strategies for promoting mental well-being
|
Physical and Health Education 4 |
Mental well-being |
| Keyword: Describe and assess strategies for promoting mental well-being |
Elaboration:
What strategies do you use to promote your mental well-being?
|
|
| Curricular Competency |
Describe and apply strategies that promote a safe and caring environment |
Physical and Health Education 4 |
Social and community health |
| Keyword: Describe and apply strategies that promote a safe and caring environment |
Elaboration:
building a culture of consent within the school and/or classroom
modeling consent through classroom practices (e.g., letting student meet bodily needs)
building a culture of awareness and acceptance of different races/ ethnicities, gender identities/ expressions
|
|
| Curricular Competency |
Describe and apply strategies for developing and maintaining positive relationships
|
Physical and Health Education 4 |
Social and community health |
| Keyword: Describe and apply strategies for developing and maintaining positive relationships |
Elaboration:
understanding that characteristics of positive relationships may include:
kindness
mutual respect
trust and honesty
safety from harm
consensual
feeling valued
feeling supported
healthy boundaries
demonstrating 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
|
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