| Curricular Competency |
Identify and describe preferred types of physical activity
|
Physical and Health Education 6 |
Physical literacy |
| Keyword: Identify and describe preferred types of physical activity |
Elaboration:
Examples of types of physical activity:
indoor or outdoor activities
individual activities or activities with others
competitive or non-competitive activities
|
|
| Curricular Competency |
Develop and demonstrate safety, fair play, and leadership in physical activities |
Physical and Health Education 6 |
Physical literacy |
|
| Curricular Competency |
Apply methods of monitoring and adjusting exertion levels in physical activity
|
Physical and Health Education 6 |
Physical literacy |
| Keyword: Apply methods of monitoring and adjusting exertion levels in physical activity |
Elaboration:
Examples of methods of monitoring and adjusting physical exertion levels:
Heart rate monitors
rate of perceived exertion scales to self-assess exertion levels and make appropriate adjustments related to the activity
|
|
| Curricular Competency |
Develop and apply a variety of movement concepts and strategies in different physical activities
|
Physical and Health Education 6 |
Physical literacy |
| Keyword: Develop and apply a variety of movement concepts and strategies in different physical activities |
Elaboration:
What strategies can you use to gain some type of advantage in a game situation?
|
|
| Curricular Competency |
Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments |
Physical and Health Education 6 |
Physical literacy |
|
| Big Ideas |
Developing healthy relationships helps us feel connected, supported, and valued. |
Physical and Health Education 5 |
No CCG |
|
| Big Ideas |
Personal choices and social and environmental factors influence our health and well-being. |
Physical and Health Education 5 |
No CCG |
|
| Big Ideas |
Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle. |
Physical and Health Education 5 |
No CCG |
|
| Big Ideas |
Knowing what we enjoy doing and knowing about our opportunities to participate in those activities helps us develop an active lifestyle |
Physical and Health Education 5 |
No CCG |
|
| Big Ideas |
Daily physical activity enables us to practice skillful movement and helps us develop personal fitness. |
Physical and Health Education 5 |
No CCG |
|
| Content |
physical, emotional, and social changes that occur during puberty, including those involving sexuality and sexual identity, and changes to relationships
|
Physical and Health Education 5 |
No CCG |
| Keyword: physical, emotional, and social |
Elaboration:
recognizing how students’ bodies are growing and changing during puberty
acknowledging how students’ thoughts and feelings might evolve or change during puberty
understanding how students interact with others and how their relationships might evolve or change during puberty
|
| Keyword: sexuality |
Elaboration: having a capacity for sexual feelings
|
| Keyword: sexual identity |
Elaboration: a component of an person’s identity that reflects his or her sexual self-concept
|
|
| Content |
factors influencing use of psychoactive substances, and potential harms |
Physical and Health Education 5 |
No CCG |
| Keyword: psychoactive substances |
Elaboration: could include:alcoholtobaccoillicit drugssolvents |
|
| Content |
strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings
|
Physical and Health Education 5 |
No CCG |
| Keyword: strategies to protect themselves and others |
Elaboration: could include:
developing strategies such as:
knowing their right not to be abused
the importance of giving and receiving consent
being assertive
not stopping and talking to/ helping someone if they do not want to or feel it may be unsafe
avoiding and reporting potentially unsafe situations (e.g., identifying gender-based violence, safe use of the Internet)
identifying tricks and lures used by predators online and offline such as:
catfishing (e.g., online games, fake profiles)
asking for help (e.g., “can you help me find my dog?”)
offering gifts
cultivating an awareness of abusive and harmful behaviours, including those that comprise sexual harassment, abuse, and dating violence
|
|
| Content |
sources of health information and support services |
Physical and Health Education 5 |
No CCG |
| Keyword: sources of health information and support services |
Elaboration: could include:medical professionalstrusted adultsmedical clinicscommunity support services |
|
| Content |
practices that promote health and well-being, including those that prevent communicable and non-communicable illnesses |
Physical and Health Education 5 |
No CCG |
| Keyword: prevent communicable |
Elaboration: prevention practices could include:hand washingcovering mouth when coughingwashing hands after sneezing and/or coughingstaying away from others when sick |
| Keyword: non-communicable illnesses |
Elaboration: prevention practices could include:regular physical activityhealthy eatingstress managementregular sleep patterns |
|