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Physical Education and Wellness

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Physical education and wellness curriculum supports a strength-based focus that promotes the development of the whole individual and aims to nurture students in their pursuit of a healthy and active life. From Kindergarten to Grade 6, students are supported on their journey of achieving optimal well-being through a healthy school community that emphasizes
  • movement skills development
  • active living
  • growth and physical development
  • safety
  • personal development, mental health, and well-being
  • nutrition and healthy eating
  • healthy relationships
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Organizing Idea
Active Living: A healthy way of life includes regular practice of meaningful active living.
Guiding Question
How can physical activity contribute to health?
Guiding Question
What makes physical activity meaningful?
Guiding Question
How can a variety of physical activities be incorporated into an active lifestyle?
Learning Outcome
Students investigate the benefits of physical activity.
Learning Outcome
Students investigate physical activity and relate it to personal experience.
Learning Outcome
Students examine how choices support participation in physical activities.
Knowledge
Immediate changes from participating in physical activity can include
  • breathing faster
  • faster heart rate
  • sweating
  • feeling good
  • increased thirst
Understanding
Physical activity causes immediate changes in the body.
Skills & Procedures
Experience changes in the body as a result of participating in physical activity.
Knowledge
Factors influencing physical activity can include
  • peers
  • family
  • culture
  • natural environments
  • built environments
  • access
  • cost of activities and programs
Adventurous play can
  • promote independence and problem solving
  • provide direct experience of cause and effect
  • develop children’s coordination and bodily control
  • boost self-confidence and emotional resilience
  • reduce stress
  • satisfy curiosity and a need for challenge
Understanding
Physical activity can be influenced by a variety of factors.
Skills & Procedures
Present how factors influence physical activity.
Knowledge
Components of physical fitness include
  • strength
  • flexibility
  • cardiorespiratory endurance
  • other types of endurance
Increased levels of physical fitness allow people to
  • be active for longer periods of time
  • have more strength
  • be more flexible
  • have healthier hearts and lungs
Understanding
A variety of physical activities can improve all components of physical fitness.

Participation in a variety of physical activities supports physical well-being.
Skills & Procedures
Describe how a variety of physical activities can make the body stronger and better coordinated.

Participate in physical activities that support different components of physical fitness.
Knowledge
Physical activity is associated with mental health benefits, including
  • happiness
  • calmness
  • focus
  • improved sleep
  • building relationships
  • improved memory
Understanding
Physical activity supports mental health.
Skills & Procedures
Participate in physical activity in a variety of contexts to improve well-being.

Reflect on personal feelings or emotional well-being when participating in physical activity.
Knowledge
Physical activity experiences on the land can include
  • hunting
  • trapping
  • fishing
  • gathering
  • nature walks
  • hiking
Adventurous play can
  • promote independence and problem solving
  • provide direct experience of cause and effect
  • develop children’s coordination and bodily control
  • boost self-confidence and emotional resilience
  • reduce stress
  • satisfy curiosity and a need for challenge
Understanding
Physical activity can be connected to experiences on the land.
Skills & Procedures
Participate in physical activities on the land.
Knowledge
A plan involves identifying a goal and then listing the steps needed to reach that goal.

Planning for active living is an important step in leading a healthy life.
Understanding
Participation in a variety of physical activities enables individuals to pursue goals and plan activities that satisfy personal interests and preferences.

Exploration of a variety of physical activities can build transferable skills, self-knowledge, and resilience in the face of challenges.
Skills & Procedures
Participate in physical activities that lead to growth in abilities and resilience in overcoming challenges.
Knowledge
Long-term health benefits of regular physical activity can include
  • stronger bones
  • stronger muscles
  • increased brain function
  • improved endurance
Understanding
Regular physical activity has health benefits and can help prevent illness.
Skills & Procedures
Describe health benefits of regular physical activity.
Knowledge
Factors affecting physical activity can include
  • technology
  • time
  • cost of activities or programs
  • accessibility
  • availability of resources
  • injury
Understanding
Physical activity can decrease due to a variety of factors.

Physical activity can be modified in response to a variety of factors.
Skills & Procedures
Record the amount of personal time spent engaged in physical activity.

Develop a plan to support personal engagement in physical activity.
Knowledge
Each season offers different opportunities for active living.

Diverse environments can present opportunities and barriers for active living.
Understanding
Making healthy decisions in diverse environments builds courage and resilience in the face of challenges.
Skills & Procedures
Overcome potential barriers by modifying plans to make the best of changing circumstances.
Knowledge
Each day provides different opportunities for physical activity.

Play can be structured, unstructured, or adventurous.

Unstructured play includes the opportunity for children to interact freely and be active with each other without the intervention of adults.

Adventurous play includes experiencing challenging activities in outdoor learning environments.

Games and activities can be
  • rhythmic
  • gymnastic
  • expressive
  • individual
  • challenging
  • adventurous
  • cultural
Understanding
Daily physical activity is foundational for a healthy lifestyle.
Skills & Procedures
Select a variety of physical activity opportunities to experience regularly.
Knowledge
Preparation and recovery actions can support endurance, improve flexibility, and reduce the risk of injury.

Preparation for and recovery from physical activity can include
  • proper nutrition and hydration
  • equipment check
  • warm-up
  • cool-down
  • appropriate clothing and footwear
Understanding
Physical activities can be enhanced through preparation and recovery.
Skills & Procedures
Demonstrate appropriate preparation for and recovery from physical activity.
Knowledge
Participation in risk-taking and adventurous play with reasonable risk can broaden skills for active living.
Understanding
Participation in active living provides individuals with options to develop a sense of ownership and independence.
Skills & Procedures
Participate in activities that develop a sense of ownership and independence.
Knowledge
Physical activity can promote positive interactions with others through shared interests, goal setting, and experiences.

Games and activities can be
  • rhythmic
  • gymnastic
  • expressive
  • individual
  • challenging
  • adventurous
  • cultural
Understanding
Participation in physical activity provides an opportunity for individuals to interact positively with others.
Skills & Procedures
Demonstrate positive interactions with others during physical activity.
Knowledge
Physical activity can be categorized as light, moderate, and vigorous.
Understanding
Physical activity can require varying degrees of exertion and energy.
Skills & Procedures
Participate in physical activities that require various levels of exertion and energy.
Organizing Idea
Movement Skill Development: A healthy way of life includes regular movement.
Guiding Question
How might awareness of the surroundings impact movement?
Guiding Question
How are awareness and movement connected?
Guiding Question
How can elements of movement support movement competence?
Learning Outcome
Students investigate and demonstrate how spatial awareness influences movement and physical activity.
Learning Outcome
Students examine and apply an understanding of how spatial awareness supports physical activity across a variety of contexts.
Learning Outcome
Students investigate and describe how elements of movement support physical activity.
Knowledge
Spatial awareness is the ability to judge one’s distance in relation to people, objects, and the surrounding environment.
Understanding
Spatial awareness helps individuals think about their whole body as it moves through space.

Spatial awareness involves moving creatively to safely navigate through space.
Skills & Procedures
Demonstrate various ways of moving safely through space during physical activity.
Knowledge
Spatial awareness is knowing how the body moves through space.
Understanding
Spatial awareness can be improved through ongoing scanning and assessment of surroundings.
Skills & Procedures
Scan and assess surroundings to support spatial awareness.
Knowledge
Locomotor movements can include sliding and chasing.

Non-locomotor movements can include twisting, rising up, and lowering.

Object manipulation movements can involve
  • sending objects, including punting and striking
  • retaining objects, including cradling
  • receiving objects, including catching and collecting
Elements of movement include space, direction, and effort.
Understanding
Elements of movement can be modified to make creative movements.
Skills & Procedures
Apply specific movement elements, including space, direction, and effort, when engaging in physical activity.
Knowledge
Responses that support movement through general space can include
  • adjusting location
  • adjusting proximity
  • demonstrating control
  • stopping on signal
  • moving safely and sensitively
Understanding
Environmental cues can help individuals with their spatial awareness in order to navigate through general space.
Skills & Procedures
Demonstrate appropriate responses to environmental cues.
Knowledge
Spatial awareness is the ongoing process to make decisions in relation to people or objects.
Understanding
Effective decision making related to spatial awareness can support favourable movement outcomes.
Skills & Procedures
Refine movement skills in relation to people or objects in a variety of physical activities.
Knowledge
Space is the area around or taken up by the body.

Space can be
  • general
  • personal
  • in relation to people, objects, and the surrounding environment
Understanding
The element of space can be explored through body movement.
Skills & Procedures
Adjust movement in response to the element of space.
Knowledge
Awareness of spatial changes may require modifications to game play.
Understanding
Spatial awareness can influence movement within and across physical activities.
Skills & Procedures
Modify and adapt game play based on awareness of spatial changes.
Knowledge
Direction is body movement in various directions, levels, and pathways.

Directions include
  • forward
  • backward
  • up
  • down
  • left
  • right
  • lateral
  • diagonal
Levels include elevations that are
  • low
  • medium
  • high
Pathways include
  • zigzag
  • over
  • under
  • curved
  • linear
  • wavy
Understanding
The element of direction can be manipulated by the body.
Skills & Procedures
Demonstrate directional movement in physical activity.
Knowledge
Force involves a push or a pull.

Forces can be strong or light.

Speed can be
  • slow
  • fast
  • sustained
  • sudden
Time can involve tempo, beat, and rhythm.
Understanding
The element of effort determines speed, time, and force.
Skills & Procedures
Experiment with effort in a variety of movement contexts.
Guiding Question
How might awareness of the surroundings impact movement?
Guiding Question
How are awareness and movement connected?
Guiding Question
How can elements of movement and tactics support movement competence?
Learning Outcome
Students demonstrate an understanding of how movement can support different types of physical activity.
Learning Outcome
Students demonstrate how movement can be modified to improve control and efficiency.
Learning Outcome
Students examine and integrate tactics in a variety of physical activity contexts.
Knowledge
Locomotor movements can include
  • walking
  • crawling
  • running
  • jumping
  • skipping
  • hopping
  • rolling
  • leaping
  • marching
First Nations, Métis, and Inuit physical activities and games are played for specific purposes that support physical movements used in daily life.
Understanding
Locomotor movement occurs when the body travels from one point to another.


Skills & Procedures
Demonstrate a variety of locomotor movements.

Perform locomotor movements in a variety of physical activity contexts.

Participate in a variety of First Nations, Métis, and Inuit physical activities and games.
Knowledge
The preparation phase or ready position includes all of the movements that prepare the body for a particular skill, including
  • facing the target
  • shifting the body
  • positioning arms and feet
  • establishing a stable position
  • finding a lower centre of gravity
The carrying-out phase includes the body gathering momentum and working to produce movement.

The completion phase includes movement continuing in the direction of action, slowing down of movement, and regaining stability.
Understanding
Three phases of movement include preparation, carrying out, and completion.
Skills & Procedures
Experiment with the three phases of movement in a variety of physical activities.

Modify one or more phases of movement to improve control and efficiency.
Knowledge
Tactics are purposeful movements applied by individuals and groups and can include
  • changing direction
  • changing speed
  • passing an object
  • changing levels
Understanding
Tactics function to support a desired outcome or goal.
Skills & Procedures
Apply tactics in a variety of physical activity contexts.

Assess the effectiveness of tactics applied in a variety of physical activities.

Knowledge
Non-locomotor movements can include
  • balancing
  • twisting
  • turning
  • stretching
  • bending
Understanding
Non-locomotor movement is performed within personal space.
Skills & Procedures
Perform non-locomotor movements in a variety of physical activity contexts.

Knowledge
Movement skills can be refined and corrected with feedback and practice.
Understanding
Movement skill development requires repeated practice and effort.

Performance in physical activities can be enhanced by effort and repeated practice.

Enhanced performance can support motivation, confidence, and enjoyment.
Skills & Procedures
Participate in repeated practice for skill development.

Reflect on the performance of movement skills and apply ways to be more efficient.

Knowledge
Tactics are responses to other participants and changing situations.
Understanding
Tactics can be spontaneous, creative, and practised.
Skills & Procedures
Implement a variety of tactics in response to other participants and changing situations.
Knowledge
Object manipulation can involve
  • sending objects, including pushing, throwing, and kicking
  • receiving objects, including catching
  • retaining objects, including trapping and carrying
Understanding
Object manipulation is the ability to control and handle objects with the body.
Skills & Procedures
Demonstrate a variety of object manipulation skills.

Select appropriate object manipulation skills required for various physical activity contexts.
Knowledge
Locomotor movements can include
  • galloping
  • wheeling
  • jogging
Non-locomotor movements can include
  • climbing
  • swinging
  • hanging
  • landing
Object manipulation can involve
  • sending objects, including passing and pulling
  • retaining objects, including bouncing
  • receiving objects, including collecting
Movement skills acquired through participation in First Nations, Métis, or Inuit games and activities include
  • agility
  • flexibility
  • coordination
  • endurance
  • strength
Understanding
Learned movements can be modified to support success across physical activity contexts.

Understanding historical context can provide opportunities to experiment with a variety of movement activities, including the Olympic events of
  • running
  • hurdles
  • high jump
  • discus
  • javelin
  • shot put
  • gymnastics
Skills & Procedures
Relate movement skills from one physical activity to those of another physical activity.

Explore the transferability of movement skills acquired through participation in Olympic and First Nations, Métis, or Inuit games and activities in a variety of contexts.
Knowledge
Tactics in First Nations, Métis, and Inuit physical activities and games help develop skills for everyday life.
Understanding
Tactics in First Nations, Métis, and Inuit communities honour place and are learned through traditional games and physical activities.

Tactics include skills that can be understood through the sharing of generational knowledge.
Skills & Procedures
Investigate the origin and purpose of tactics applied in First Nations, Métis, or Inuit physical activities and games.


Guiding Question
How can fair play contribute to engagement in physical activity?
Guiding Question
How can teamwork support participation, safety, and enjoyment?
Guiding Question
How can teamwork support positive interactions?
Learning Outcome
Students demonstrate an understanding of fair play and its associated benefits through a variety of physical activities.
Learning Outcome
Students investigate how teamwork supports participation in a variety of physical activities.
Learning Outcome
Students investigate and describe how teamwork supports positive interactions during physical activity.
Knowledge
Fair play supports motivation, participation, and a feeling of being valued.

Fair play involves building relationships with people, regardless of skill or ability, in physical activity.
Understanding
Fair play involves acknowledging the importance of all.
Skills & Procedures
Demonstrate how fair play encourages participation.
Knowledge
Behaviours that support participation can include
  • using fair play practices
  • respecting coaches, teachers, and parents
  • cheering on teammates
  • using kind and appropriate language
Understanding
Physical activities have expectations that support participation, safety, and enjoyment for all.
Skills & Procedures
Display behaviours that support participation, safety, and participant enjoyment.
Knowledge
Teamwork allows opportunities for individuals to explore
  • interests
  • gifts
  • skills
  • talents
  • virtues
Understanding
Teamwork provides opportunities for individuals to contribute to team efforts and goals.
Skills & Procedures
Explore opportunities to contribute to teamwork.

Knowledge
Practices can include
  • respecting rules of play
  • taking turns
  • assuming roles
  • acknowledging success of others
  • encouraging others
Rules of play are expectations associated with various physical activities.
Understanding
Fair play is supported by practices that contribute to a sense of responsibility in a variety of physical activities.
Skills & Procedures
Demonstrate practices that support fair play.
Knowledge
Teamwork can build relationships and support others in unique ways.

Teamwork can include
  • communicating
  • interacting
  • making decisions
  • problem solving
  • sharing ideas
  • supporting others
  • contributing
Understanding
Some physical activities require teamwork.

Teamwork is working with others to achieve a common goal.
Skills & Procedures
Exhibit teamwork in a variety of physical activity contexts.
Knowledge
Teamwork creates opportunities to build relationships and create a sense of purpose and belonging.
Understanding
Encouragement of others can support positive interactions during physical activities.
Skills & Procedures
Engage in positive interactions that support teamwork.
Organizing Idea
Character Development: Exploration of life opportunities and virtues develops resiliency and personal talents and promotes lifelong learning.
Guiding Question
How can personal characteristics contribute to self-understanding?
Guiding Question
How are roles connected to character development?
Guiding Question
How are roles connected to character development?
Learning Outcome
Students examine and describe how personal characteristics contribute to self-understanding.
Learning Outcome
Students examine how the development of self-regulation is supported through participation in a variety of roles.
Learning Outcome
Students analyze the contribution of different roles to the development of personal talents, virtues, and resilience.
Knowledge
Personal characteristics can be unique or shared among individuals and groups.
Understanding
Personal characteristics can contribute to self-worth, humility, self-confidence, and self-understanding.
Skills & Procedures
Recognize how individual and group characteristics are unique and valued.
Knowledge
A role is a specific position that someone holds in work, social, or relational contexts.
Understanding
People in the home, school, and community have roles, responsibilities, and occupations.

Roles have different responsibilities.
Skills & Procedures
Describe and compare responsibilities
connected with various roles.

Participate in a variety of roles in learning contexts.
Knowledge
Community, social, and work roles can require certain actions, behaviours, and responsibilities.

Individuals can hold multiple roles at one time.

Roles can vary between
  • cultures
  • organizations
  • communities
  • families
Understanding
Roles and occupations have requirements, purposes, and expectations.
Skills & Procedures
Examine the requirements, purposes, and expectations of a variety of roles and occupations.
Knowledge
Personal characteristics can describe an individual’s strengths and abilities.

Areas for nurture and growth can include
  • patience
  • compassion
  • honesty
  • kindness
  • empathy
Understanding
Personal characteristics can help individuals understand themselves as learners.

Areas for growth can be highlighted when reflecting on personal characteristics.

First Nations, Métis, and Inuit recognize individual characteristics as gifts.
Skills & Procedures
Describe personal learning strengths and abilities.

Discuss how some First Nations, Métis, and Inuit view characteristics as gifts that can contribute to individuals and community.
Knowledge
There are a variety of roles available for individuals within a community.
Understanding
Individuals contribute to community through participation in a variety of roles.

Sense of community is developed through the awareness of the roles and responsibilities of people within the community.
Skills & Procedures
Examine ways that individuals can positively contribute to communities through various roles.

Investigate opportunities to participate in community roles.
Knowledge
Family structures can vary, may include extended family, and may consist of a single parent, a mother and a father, two fathers, or two mothers.

Children may go back and forth between more than one family.

Positive role models can inspire individuals to develop personal talents and potential.
Understanding
Families can have a variety of structures in Canada.

Roles are influenced by family, role models, learning environments, and community.

Roles are established and maintained through culture and relationships with people and the land.
Skills & Procedures
Investigate how personal talents and potential are influenced by role models.
Knowledge
People, land, and animals have specific roles and responsibilities that contribute to community well-being.
Understanding
Communities include people, land, and animals.

People, land, and animals are interconnected.
Skills & Procedures
Explore how the roles and responsibilities of people, land, and animals contribute positively to community well-being.
Knowledge
Roles can connect to specific life stages to provide individuals with opportunities to develop
  • talents
  • assets
  • personalities
  • attributes
  • virtues
  • strengths
  • resiliency
Understanding
Individuals can assume various roles in their lifetime, depending on life circumstances or events.

Involvement in a variety of roles can facilitate resiliency and the exploration of life and career opportunities.
Skills & Procedures
Examine how life and career stages or circumstances can influence roles.

Explore the interconnection between roles and resiliency.
Knowledge
Emotions show how an individual feels.

People can experience a range of feelings and emotions, including
  • love
  • sadness
  • surprise
  • fear
  • anger
  • happiness
Understanding
Reactions to feelings and emotions can be experienced and observed.

Feelings can be identified and communicated to help people understand one another.
Skills & Procedures
Recognize how emotions can be expressed.
Knowledge
Self-regulation is effectively maintaining control over attention, thoughts, emotions, and behaviour in a variety of situations.

Self-regulation is the ability to attain or maintain a level of focus and function.
Understanding
Self-regulation can help decrease stress and manage anxiety.
Skills & Procedures
Explain the benefits of self-regulation.
Knowledge
The ability to adjust to various situations can enable individuals to meet commitments, expectations, and tasks.
Understanding
Self-regulation helps individuals to engage with commitments, expectations, and tasks.

Individuals can use self-regulation to adjust to various situations.
Skills & Procedures
Practise self-regulation to maintain engagement in a variety of situations.
Knowledge
Thoughts, feelings, and emotions are connected to behaviour.

Awareness of the body’s reaction to emotion helps people to choose appropriate responses.

The body experiences responses to emotions, including fight, flight, or freeze.
Understanding
Feelings, the body, and the brain are interconnected.
Skills & Procedures
Identify responses to emotions.
Knowledge
Self-regulation strategies can include
  • breathing techniques
  • physical activity breaks
  • quiet space
  • nutrition and hydration breaks
  • thinking before responding
  • adequate rest
  • recognizing challenges and obstacles
Understanding
Self-regulation involves identifying emotions using various tools, strategies, and actions.

Self-regulation strategies that maintain or enhance positive emotions are important for establishing effective outcomes.
Skills & Procedures
Describe tools or strategies that support regulation.

Demonstrate a variety of self-regulation strategies.
Knowledge
Resilience is the capacity to manage adversity or stress in effective ways.
Understanding
Managing emotions supports the development of resilience.
Skills & Procedures
Practise managing emotions in a variety of situations.
Knowledge
Reflection and feedback on feelings and emotions can contribute to personal growth and learning.
Understanding
An individual’s experiences can affect feelings and emotions.

Feelings and experiences can influence learning and motivation.
Skills & Procedures
Reflect on feelings and emotions that result from various personal experiences.
Knowledge
Self-regulation supports can include Knowledge Keepers, Elders, and the community.
Understanding
Self-regulation for First Nations, Métis, and Inuit can be supported through community.

Self-regulation is connected to signals from the body, mind, and spirit.
Skills & Procedures
Identify ways in which the community can support self-regulation.

Explore ways First Nations, Métis, or Inuit communities work together to support self-regulation.

Discuss situations where the body, mind, and spirit have an effect on self-regulation.
Knowledge
Resiliency and self-regulation resources can include
  • trustworthy adults
  • school counsellors
  • healthcare professionals
  • community agencies
  • trustworthy peers
Understanding
Resources are available when self-regulation strategies are not effective or when an individual is feeling overwhelmed.
Skills & Procedures
Create a plan to identify self-regulation resources that can be accessed when needed.
Organizing Idea
Safety: A lifetime of optimal well-being is supported by prioritizing health and safety.
Guiding Question
How can boundaries contribute to safety?
Guiding Question
How can safety be promoted in various contexts?
Guiding Question
How is safety connected to health?
Learning Outcome
Students investigate and explain how boundaries connect to safety.
Learning Outcome
Students examine and apply an understanding of personal safety in a variety of situations.
Learning Outcome
Students investigate and explain safety and its correlation to health.
Knowledge
Consent is giving permission or agreeing for something to happen.
Understanding
Personal boundaries are connected to an individual’s body and personal space.

Consent is established by clearly communicating refusal and permission.
Skills & Procedures
Discuss ways to express consent relating to personal boundaries.
Knowledge
Safety strategies are developed for
  • home safety
  • school safety
  • digital safety
  • accessing emergency services
  • giving or refusing consent
Understanding
Safety strategies and procedures can be practised in a variety of ways.
Skills & Procedures
Practise safety strategies and procedures in a variety of situations.
Knowledge
Proactive planning can include
  • wearing appropriate and protective gear
  • hand washing
  • following guidelines for online communication
  • digital citizenship (responsible conduct and safety)
Understanding
Safety involves prevention that requires proactive planning.
Skills & Procedures
Examine situations that carry an element of risk and require proactive planning.
Knowledge
It is important to ask for help in unsafe situations.
Understanding
When boundaries are crossed or disrespected, children can tell a trusted adult.
Skills & Procedures
Identify trusted adults in the school and community who can support personal safety.
Knowledge
Safety is when individuals are free from injury, illness, and physical and emotional harm.
Understanding
Safety is needed for survival.

Consent is important in making safe decisions.
Skills & Procedures
Discuss ways to respond in unsafe situations.
Knowledge
Consent is established by clearly communicating refusal and permission.
Understanding
Refusal skills and consent are important for personal safety.
Skills & Procedures
Practise refusal skills and consent in a variety of contexts.
Knowledge
Boundaries can change in various situations, including
  • type of activity
  • people involved
  • purpose
  • use of technology
Understanding
Boundaries can change over time or in different situations.
Skills & Procedures
Discuss situations or reasons that might lead to a boundary change.
Knowledge
Substances can be classified in different ways, including legal and illegal.

Legal substances can be harmful if used incorrectly.

Situations and contexts may present different safety concerns.
Understanding
Safety involves assessing for potential risk or injury by identifying safe and unsafe situations and substances.
Skills & Procedures
Classify situations and substances that are safe and unsafe.

Examine how safety can be improved in a variety of situations.
Knowledge
Rules and guidelines vary based on the context.

Specific rules or guidelines can
  • determine a course of action
  • establish guiding principles
  • prevent accidents
  • ensure compliance
  • protect safety of self and others
Understanding
Rules and guidelines can promote safety in various contexts.


Skills & Procedures
Explain the function or purpose of specific rules or guidelines within various contexts.
Knowledge
Personal and group boundaries can be expressed through
  • rules
  • symbols
  • signs
  • body language
Understanding
Boundaries are expressed to indicate a need or a want related to feelings of safety and security.
Skills & Procedures
Discuss needs and wants that connect to a feeling of safety and security.

Identify how boundaries might protect a person or a group of individuals.
Knowledge
Experiences that involve challenges and taking risks can develop knowledge around safety.
Understanding
Safety is impacted by the environment and behaviours.
Skills & Procedures
Generate examples of situations where behaviours would be appropriate and others where they would involve risk.
Knowledge
Supports can include
  • safety networks
  • community programs
  • trustworthy individuals
  • emergency services
  • safety manuals or guidelines
Understanding
Safety of self and others can be met through awareness of supports.
Skills & Procedures
Identify resources available in the community that support safety.
Organizing Idea
Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healthy eating.
Guiding Question
How can food affect health?
Guiding Question
How can food impact well-being?
Guiding Question
How does nutrition function in the body?
Learning Outcome
Students evaluate how food can affect health.
Learning Outcome
Students analyze how food can impact well-being.
Learning Outcome
Students examine nutrition and describe how it affects the body.
Knowledge
Whole foods are found in nature.

Whole foods can include
  • fruit
  • vegetables
  • legumes
  • nuts
  • seeds
  • grain products
Processed foods include whole foods that have been changed or have added ingredients.

Processed foods can be
  • cooked
  • canned
  • frozen
  • packaged
  • preserved
Understanding
Food can be natural or processed.
Skills & Procedures
Differentiate between whole foods and processed foods.
Knowledge
Cues associated with hunger include stomach growling, low energy, and irritability.

Cues associated with thirst include
  • dry mouth
  • low energy
  • dry skin or eyes
  • headache
Understanding
The human body provides cues that tell people when they are hungry or thirsty.
Skills & Procedures
Discuss cues associated with hunger and thirst.
Knowledge
Nutrition is the study of the effects of food on the body.

Nutrients are delivered through the body by
  • ingestion
  • absorption
  • waste elimination
Understanding
Nutrients contained in foods are delivered throughout the body.
Skills & Procedures
Examine how the body obtains nutrients and eliminates waste.
Knowledge
Healthy foods provide more of the nutrients that are good for the body and fewer of the nutrients that are not good for the body.

Some foods are unhealthy.
Understanding
Foods have certain characteristics that make them more or less healthy.
Skills & Procedures
Examine healthy decision making in food selection.

Discuss types of foods that provide more nourishment for the body.
Knowledge
Nutritional guidelines are a reference for making healthy food decisions.
Understanding
Nutritional guidelines help to inform healthy food decisions and eating habits.
Skills & Procedures
Apply recommendations from nutritional guidelines and health professionals to individual food decisions.
Knowledge
Nutrition provides energy and nourishment to the body.

High-quality foods nourish the brain.

Hydration delivers nutrients to cells and keep organs functioning properly.
Understanding
Optimal brain and body functions are influenced by nutritious foods and hydration.
Skills & Procedures
Explore the effects of nutrition and hydration on body functions.
Knowledge
Food allergies are when one’s body reacts unusually to food.

Allergic reactions to food can range from mild to severe, including anaphylactic shock.

Food preferences are ways an individual chooses what to eat or drink.
Understanding
Foods can contain risks and benefits to an individual’s health.
Skills & Procedures
Examine personal food preferences.

Identify personal food allergens.
Knowledge
The nutritional value of food can be affected by
  • cooking
  • preserving
  • storing
  • preparing
Understanding
The nutritional value of food varies and can be affected by food-preparation techniques.
Skills & Procedures
Examine how food-preparation techniques can affect the nutritional value of common foods.
Knowledge
Food can provide an opportunity for individuals to experience various cultures and traditions.
Understanding
Food can foster
  • community
  • connection
  • fellowship
  • family
  • knowledge
  • tradition
Skills & Procedures
Discuss ways that food provides insights into various cultures, practices, and traditions.
Organizing Idea
Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy, and respect.
Guiding Question
How can connections support healthy relationships?
Guiding Question
How can healthy relationships be portrayed in various contexts?
Guiding Question
How can problem solving support healthy relationships?
Learning Outcome
Students investigate how healthy relationships in learning and playing environments are built through connection.
Learning Outcome
Students connect healthy relationships to a variety of learning and playing contexts.
Learning Outcome
Students investigate and describe how problem solving can affect healthy relationships.
Knowledge
Playgrounds and community centres can be places found within communities.
Understanding
Places that bring people together support relationships within the community.



Skills & Procedures
Describe the ways community supports relationships with others.
Knowledge
Healthy relationships can be strengthened through frequent or ongoing interactions.
Understanding
Healthy relationships can include bonds formed with one another or with nature.
Skills & Procedures
Reflect on how personal relationships are maintained or strengthened.
Knowledge
Individuals in healthy relationships resolve conflict by sharing the responsibility in coming to fair solutions to problems.

Characteristics of healthy relationships and friendships include
  • care, trust, and mutual respect
  • open, honest, and safe communication
  • equality
  • support for one another
Problem solving is a process of finding a resolution to a problem.

Problem solving can include
  • rephrasing to clarify understanding
  • determining relevant information
  • facing challenges
  • considering possible outcomes
  • resolving conflicts in friendships
Friends can resolve conflicts by
  • listening to one another
  • trying to understand each other’s point of view
  • apologizing
  • taking time to consider solutions
  • getting help from a peer or an adult
Resolution involves individuals taking responsibility for actions and words.
Understanding
Healthy and unhealthy relationships have different characteristics.

Problem solving through resolution supports social-emotional well-being by enabling individuals or groups to move forward in positive ways.

Conflict is sometimes part of friendship.

Resolution can facilitate understanding and connections among people.
Skills & Procedures
Generate solutions to problems in a variety of relationship contexts.

Identify respectful and positive interactions with others.

Practise conflict-resolution strategies that support friendships.

Knowledge
Healthy relationships can develop between people and groups when trust is built and they share something in common.

Friendship is based on building trust and sharing something in common.
Understanding
Healthy relationships are an essential human need and support social-emotional well-being.

Friendships add to feelings of well-being.
Skills & Procedures
Explain how shared interests and goals can support healthy relationships.

Explore how healthy relationships help fulfill human needs.

Practise words and actions that support friendship.
Knowledge
Community supports can include
  • resources
  • programs
  • information
  • services
Friendships can be developed based on sharing, listening to ideas, and experiences with others.
Understanding
Relationships within the community can be strengthened when adequate supports are in place and can be weakened when supports are limited.

Connections within a community help to develop social-emotional well-being.

Friendships can develop within a community setting.

Skills & Procedures
Identify sources of support within the community to enhance well-being and relationships.

Practise sharing and listening to ideas of others.
Knowledge
Individuals in the community share in the responsibility for offering fair solutions to problems.
Understanding
Resolution within communities seeks to restore balance with self, others, and the land.
Skills & Procedures
Investigate how communities use resolution to restore balance within relationships.
Knowledge
Relationship building includes
  • empathy
  • forgiveness
  • compromise
  • respect
Understanding
Resolution can contribute to people interacting with others in a respectful and positive manner.
Skills & Procedures
Explain the connection between resolution and developing healthy relationships.
Organizing Idea
Growth and Development: Decision making that optimizes personal health and well-being is informed by understanding growth and development.
Guiding Question
How is growth multi-faceted?
Guiding Question
How can growth change over time?
Learning Outcome
Students investigate and describe growth and its connection to habits.
Learning Outcome
Students investigate how growth is affected by variables.
Knowledge
Physical growth begins before birth and can continue throughout a lifespan.

Physical growth can be a measured increase in the size or mass of the body.
Understanding
Physical growth is the change of features.

Changes that occur during growth are something to be proud of.
Skills & Procedures
Examine growth and change in the body over the course of the year.
Knowledge
Factors influencing growth can include
  • food
  • mental health
  • physical activity
  • rest
  • environment
  • family traits
Understanding
Growth can be affected by various factors.
Skills & Procedures
Recognize how a variety of factors can affect healthy growth.
Knowledge
Hygiene habits include
  • dental care
  • hand sanitization and washing
  • protocols for sneezing and coughing
  • not sharing personal items
Understanding
Hygiene habits can support health and growth.
Skills & Procedures
Describe ways of maintaining good health, growth, and development.

Describe healthy hygiene habits.
Knowledge
Parts of the body that exhibit different rates of growth can include
  • hair
  • hand size
  • foot size
  • height
Understanding
Growth of the body varies and happens at different rates.
Skills & Procedures
Distinguish between parts of the body where growth is more visible than in others.
Guiding Question
How can development evolve throughout growth?
Learning Outcome
Students examine and describe development related to personal growth.
Knowledge
Development is the process of becoming a unique person.

Areas of development can include
  • mind
  • body
  • spirit
  • emotion
  • self-image
Understanding
Development is a natural, multi-faceted, and continuous progression.

Development is a lifelong process that is never complete.
Skills & Procedures
Describe the developmental changes that occur during childhood.
Knowledge
Development can be
  • measured
  • observed
  • experienced
  • described
Understanding
During development, progress may be made in some areas and limited in other areas.
Skills & Procedures
Examine instances where different areas of development can simultaneously progress, be limited, or remain unchanged.
Knowledge
One stage of development establishes the necessary body conditions for the next stage.

Each developmental stage comes with new
  • expectations
  • abilities
  • responsibilities
Life stages include
  • childhood
  • adolescence
  • adulthood
Financial considerations
associated with various life
stages can include
  • earning money
  • spending money
  • saving money
  • investing money
Understanding
Development can happen in predictable life patterns or stages.

The stages of development that occur early in life are more evident than those that occur later in life.
Skills & Procedures
Examine life stages and how they correlate to personal development.
Knowledge
Internal developmental factors can include
  • genetics
  • personality traits
  • life experiences
  • previous learning
External developmental factors can include
  • family
  • culture
  • environmental factors
  • social factors
Understanding
Internal and external factors influence development at different rates.
Skills & Procedures
Communicate how internal and external factors can affect development.