| Content |
proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills |
Physical and Health Education 6 |
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 how personal identities adapt and change in different settings and situations
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Physical and Health Education 6 |
Mental well-being |
| Keyword: Explore and describe how personal identities adapt and change in different settings and situations |
Elaboration:
How might you view yourself differently at home, at school, and in the community?
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| Curricular Competency |
Explore and describe strategies for managing physical, emotional, and social changes during puberty and adolescence
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Physical and Health Education 6 |
Mental well-being |
| Keyword: Explore and describe strategies for managing physical, emotional, and social changes during puberty and adolescence |
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)
managing impulses and intense feelings
demonstrating situational awareness and responding to social cues (e.g., changes in mood)
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 6 |
Mental well-being |
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| Curricular Competency |
Describe and assess strategies for promoting mental well-being, for self and others
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Physical and Health Education 6 |
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 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 6 |
Social and community health |
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| Curricular Competency |
Describe and apply strategies for developing and maintaining healthy relationships
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Physical and Health Education 6 |
Social and community health |
| Keyword: Describe and apply strategies for developing and maintaining healthy relationships |
Elaboration:
demonstrating an 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
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 |
Describe and assess strategies for responding to discrimination, stereotyping, and bullying
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Physical and Health Education 6 |
Social and community health |
| Keyword: Describe and assess 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 |
Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
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Physical and Health Education 6 |
Social and community health |
| Keyword: Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations |
Elaboration:
What are some strategies you can use to avoid an unsafe or potentially exploitive situation while using the Internet and/or 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 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
recognizing 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)
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| Curricular Competency |
Identify, apply, and reflect on strategies used to pursue personal healthy-living goals
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Physical and Health Education 6 |
Healthy and active living |
| Keyword: Identify, apply, and reflect on strategies used to pursue personal healthy-living goals |
Elaboration:
Which strategies were most successful in helping you pursue your healthy-living goals?
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| Curricular Competency |
Analyze health messages and possible intentions to influence behaviour
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Physical and Health Education 6 |
Healthy and active living |
| Keyword: Analyze health messages and possible intentions to influence behaviour |
Elaboration:
What might advertisements be telling you about their health products or messages?
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| Curricular Competency |
Describe the impacts of personal choices on health and well-being |
Physical and Health Education 6 |
Healthy and active living |
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| Curricular Competency |
Explore and plan food choices to support personal health and well-being
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Physical and Health Education 6 |
Healthy and active living |
| Keyword: Explore and plan food choices to support personal health and well-being |
Elaboration:
How does eating with family and friends support your health and well-being?
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| Curricular Competency |
Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness |
Physical and Health Education 6 |
Healthy and active living |
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| Curricular Competency |
Participate daily in physical activity designed to enhance and maintain health components of fitness
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Physical and Health Education 6 |
Healthy and active living |
| Keyword: Participate daily in physical activity designed to enhance and maintain health components of fitness |
Elaboration:
Which health components of fitness are influenced by the different types of physical activities you participate in?
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