| Curricular Competency |
Explain how participation in outdoor activities supports connections with the community and environment
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Physical and Health Education 2 |
Social and community health |
| Keyword: Explain how participation in outdoor activities supports connections with the community and environment |
Elaboration:
What types of outdoor activities can you participate in in your community?
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| Curricular Competency |
Identify and describe characteristics of positive relationships
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Physical and Health Education 2 |
Social and community health |
| Keyword: Identify and describe characteristics of positive relationships |
Elaboration:
understanding personal space (e.g., body bubbles)
asking for permission to touch or hug a person
respecting “no” or “stop”
showing respect for the boundaries of others
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| Curricular Competency |
Develop and demonstrate respectful behaviour when participating in activities with others
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Physical and Health Education 2 |
Social and community health |
| Keyword: Develop and demonstrate respectful behaviour when participating in activities with others |
Elaboration:
developing an initial understanding of consent:
understanding personal boundaries and respect 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
listening and respecting when others say “no” or “stop it”
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| Curricular Competency |
Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations |
Physical and Health Education 2 |
Social and community health |
| Keyword: Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations |
Elaboration:
What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?
developing strategies for establishing boundaries in unsafe or uncomfortable situations:
saying now 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
recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
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| Curricular Competency |
Explore and describe components of healthy living
|
Physical and Health Education 2 |
Healthy and active living |
| Keyword: Explore and describe components of healthy living |
Elaboration:
What does healthy living mean to you?
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| Curricular Competency |
Describe ways to access information on and support services for a variety of health topics
|
Physical and Health Education 2 |
Healthy and active living |
| Keyword: Describe ways to access information on and support services for a variety of health topics |
Elaboration:
Where can you find health information when you are at school?
identifying sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch
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| Curricular Competency |
Explore strategies for making healthy eating choices
|
Physical and Health Education 2 |
Healthy and active living |
| Keyword: Explore strategies for making healthy eating choices |
Elaboration:
What are some factors that influence what you like to eat?
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| Curricular Competency |
Identify and describe opportunities to be physically active at school, at home, and in the community
|
Physical and Health Education 2 |
Healthy and active living |
| Keyword: |
Elaboration:
What kinds of activities do you like to participate in on a daily basis at school, at home, or in the community?
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| Curricular Competency |
Participate daily in physical activity at moderate to vigorous intensity levels |
Physical and Health Education 2 |
Healthy and active living |
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| Curricular Competency |
Identify and explain factors that contribute to positive experiences in different physical activities
|
Physical and Health Education 2 |
Physical literacy |
| Keyword: Identify and explain factors that contribute to positive experiences in different physical activities |
Elaboration:
Examples of types of physical activity:
indoor or outdoor activities
free play or structured activities
activities with or without equipment
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| Curricular Competency |
Develop and demonstrate safety, fair play, and leadership in physical activities |
Physical and Health Education 2 |
Physical literacy |
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| Curricular Competency |
Apply methods of monitoring exertion levels in physical activity
|
Physical and Health Education 2 |
Physical literacy |
| Keyword: Apply methods of monitoring exertion levels in physical activity |
Elaboration:
Example of a method of monitoring exertion levels in physical activity: using a 1–5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, choose the number that you feel best describes how you are feeling in relation to your exertion levels
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| Curricular Competency |
Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments |
Physical and Health Education 2 |
Physical literacy |
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| Big Ideas |
Good health comprises physical, mental, and emotional well-being. |
Physical and Health Education 1 |
No CCG |
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| Big Ideas |
Knowing about our bodies and making healthy choices helps us look after ourselves. |
Physical and Health Education 1 |
No CCG |
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