| Content |
healthy sexual decision making
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Physical and Health Education 8 |
No CCG |
| Keyword: healthy sexual decision making |
Elaboration: practices could include:
using consent (including sexual consent)
knowing and respecting personal and family values
knowing boundaries and being able to communicate them
being aware of what to do in risky situations
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|
| Content |
effects of different types of physical activity on the body |
Physical and Health Education 8 |
No CCG |
| Keyword: effects of different types of physical activity on the body |
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 |
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| Content |
training principles to enhance personal fitness levels including the FITT principle, SAID principle, and specificity
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Physical and Health Education 8 |
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
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| 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)
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| 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)
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| Content |
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games |
Physical and Health Education 8 |
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 |
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| Content |
ways to monitor and adjust physical exertion levels |
Physical and Health Education 8 |
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 8 |
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) |
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| Content |
proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills |
Physical and Health Education 8 |
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 |
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| Curricular Competency |
Explore and describe the impact of transition and change on identities
|
Physical and Health Education 8 |
Mental well-being |
| Keyword: Explore and describe 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?
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|
| Curricular Competency |
Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence
|
Physical and Health Education 8 |
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 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
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|
| Curricular Competency |
Describe and assess strategies for managing problems related to mental well-being and substance use, for others |
Physical and Health Education 8 |
Mental well-being |
|
| Curricular Competency |
Describe and assess strategies for promoting mental well-being, for self and others
|
Physical and Health Education 8 |
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 |
Create strategies for promoting the health and well-being of the school and community |
Physical and Health Education 8 |
Social and community health |
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| Curricular Competency |
Propose strategies for developing and maintaining healthy relationships
|
Physical and Health Education 8 |
Social and community health |
| Keyword: Propose strategies for developing and maintaining healthy relationships |
Elaboration:
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
developing assertive strategies (e.g., saying no, stating how you feel)
using and modeling a ‘yes means yes’ narrative
understanding that healthy relationships include respecting boundaries, the ability to say no, hear/ accept no, respecting body language, etc.
other strategies for maintaining healthy relationships could include:
open communication
listening
trust
maintaining mutual respect
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|
| Curricular Competency |
Propose strategies for responding to discrimination, stereotyping, and bullying
|
Physical and Health Education 8 |
Social and community health |
| Keyword: Propose strategies for responding to discrimination, stereotyping, and bullying |
Elaboration:
What can you do if you are being bullied and/or see someone else being bullied?
cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expressions, sexuality, race, religion, ethnicity, etc.
assessing the situation, being assertive, reporting, seeking help
advocating for others
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|
| Curricular Competency |
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
|
Physical and Health Education 8 |
Social and community health |
| Keyword: Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations |
Elaboration:
How can you avoid an unsafe or potentially exploitive situation on the Internet, at school, and in the community?
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 situations
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
recognizing 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)
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