The Ontario Curriculum - Health and Physical Education

Ministry of Education and Training

The Ontari rio o Curri rricculum Grade Gra dess 1-8

Health and Physical Education

1998

Contents

Intro Int roduct duction ion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

Curriculum Curricu lum Expe Expecta ctatio tions ns and and Ach Achiev ieveme ement nt Lev Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8

Healthy Health y Living Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Fundamental Fundam ental Mov Movement ement Skills Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Active Acti ve Pa Participat rticipation ion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Explanatory Explan atory Notes Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

was updated on October 6, 2005, Note: This version of the document was to incorporate the requirement for participation in sustained moderate to vigorous physical activity for a minimum of twenty minutes daily. daily. These changes are being made available only in the versions of this document that are on the ministry’ ministry’ss website, and are effective as of October October 6, 2005 2005..

Une publication équivalente est disponible en français

Le curriculum de l’Ontario de la 1re à la 8 e année – Éducation physique et santé, 1998. sous le titre suivant :

This publication is available on the Ministry of Education and Training’s World Wide Web site at http://www.edu.gov.on.ca.

2

Introduction

The Purpose of The of The Ontario Curriculum, Grades 1-8: Health and Physical Education, 1998 Healthy active active living involves involves a combination of physical activity and appropr iate lifestyle choices. Students should begin early on to acquire basic knowledge knowledge about a wide variety variety of health-related topics and to develop relevant relevant skills. They need to understand how their actions and decisions decisions affect their their health, fitne fitness, ss, and personal well-be well-being, ing, and how to apply their their learning to make positive, positive, healthy decisions in all areas areas of life and personal development. The school environment environment can profoundly profoundly influence students’ attitudes, preferences, and behaviours. behaviours. Through the health health and physical education curriculum, curr iculum, students will develop: develop: • an understanding understanding of of the importance importance of phys physical ical fitness, fitness, health health,, and well-be well-being ing and the the factors that contribute to them; • a personal commitment to daily vigorous physical activity and positive positive health behaviours; • the basic movement movement skills they require to participate in physical physical activities throughout their lives. The achievement of the objectives of the health and physical education program will not only enhance each student’s student’s life but will will also result in a healthier population. Students’ knowledge of the importance of daily vigorous physical activity will also help them understand how such activity combats health risks such as obesity and heart disease. A comprehensive approach approach to health and physical education emphasizes the shared responsibility of parents, parents, peers, schools schools,, health health-car -caree systems, systems, go governme vernment, nt, the media, media, and a variety of other institutions and agencies. agencies. Meaningful health and physical physical education also requires requires safe, health-promoting environments, environments, support services from the community, community, and a school curr iculum that makes health a priority in the school. This document replaces the sections of The Common Common Curriculum: Policies and Outcomes Outcomes,, physical education. All health and physical education Grades Gra des 1-9, 1995 that relate to health and physical programs for Grades 1 to 8 will be based on the expectations outlined in this document.

The Role of Parents Studies show that students perform better in school if their parents are involved involved in their education. Parents therefore therefore have have an important role to play in supporting their children’ children’ss learning. By reading the curr curriculum, iculum, parents can find out what their children children are learning in each grade and why they are learning it. This knowledge of the curriculum will enable parents to discuss their children’s children’s work with them, to communicate with teachers, and to ask relevant relevant questions about their children’s children’s progress. Their knowledge of the expectations in each grade will also help parents interpret inter pret their children’s children’s report cards and work with teachers to improve students’ learning. For this reason, parents are are urged to read the expectations for all grades rather than just the particular grades their children are in.

3

INTRODUCTION

Parents can also participate in parent conferences, work on school councils, and become involved inv olved in physical activities with their children. They should support classroom cl assroom activities, promote and participate both in special events held within the school and in interschool activities, and promote healthy activ activee living through their own own habits and practices. They should also support healthy eating and take responsibility for developing their children’s self-esteem.

The Role of Teachers Teachers and students have complementary responsibilities. Teachers are responsible for develd eveloping a variety of appropriate instructional strategies that will involve involve students actively in the curr iculum and at the same time address different student needs. They should bring enthusiasm to the classroom and should model healthy active living in their own lives lives to encourage students to recognize the value and relevance of what they are learning.

The Role of Students Students have have responsibilities with regard to their own learning, which increase as they advance through through elementary and secondary school. Those willing to make the effort required and able to apply themselves soon learn that there is a direct relationship between achievement and hard work. work. Such students students become motivated, motivated, self-d self-direct irected ed learners. Some students, how howev ever, er, find it more difficult to take responsibility responsibility for their learning because of special challenges challenges they they face. face. For these these students, students, the attention, attention, patien patience, ce, and encouragement encouragement of teachers can be extremely extremely important factors for success. Regardless of their circumstances, learning to take responsibility for their own progress and learning is an important part of education for all students.

Strands in the Health and Physical Education Curriculum The curr iculum’ iculum’ss major areas of knowledge and skills are organized around three strands: • Healthy living includes healthy eating, growth and development, development, personal safety and injury prevention, prev ention, and substance use and abuse. abuse. • Fundamental movement skills include locomotion/travelling, locomotion/travelling, manipulation, and stability. stability. • Activ Active e participation includes physical activity activity,, physical fitness, living skills, and safety. safety. These strands strands combine the living living skills (e.g., (e.g., persona personal, l, interpersona interpersonal, l, commu communicati nication, on, confli conflictctresolution, reso lution, goal-s goal-setting etting,, organi organizati zational, onal, timetime-manag management, ement, prob problem-so lem-solving, lving, and decisi decisiononmaking skills) that all students require.

The Importance of Safety Schools must develop procedures to ensure the highest possible level of safety, safety, while allowing students to engage in a broad range of challenging activities. Safety guidelines should outline the practices to be followed followed for each activity, activity, addressing questions related to equipment, clothing, faciliti facilities, es, specia speciall rules and instructions, instructions, and supervision. supervision. They should should also reflect reflect school school board policies on how to conduct activities, and they should be reviewed reviewed on a regular basis. While all physical activity involv involves es an element of risk, r isk, participants have an obligation to minimize that risk.

4

ONTARIO CURRICULUM, GRADES 1-8: HEALTH AND PHYSICAL EDUCATION

Concern for safety should be an integral part of curriculum planning and implementation. The primary responsibility for ensuring safe practices rests with the school district and its employees. employ ees. Wherev Wherever er possible, potential risks must be identified and procedures developed developed to prevent prev ent or minimize accidents or injuries. In a safe classroom, the teacher will be aware aware of up-to-date safety information, will observe students students carefully, carefully, show foresight, and act quickly. quickly. By implementing safe instructional practices (e.g., logical teaching progressions and ageappropriate activities), educators can reduce risks and guard against accidents. In a safe school, studen students ts will: • follow establish established ed routines routines for physical physical activities activities (e.g., set procedures procedures for entering and leaving leaving the gym and changing clothes, warm-up and cool-down activities); • wear wear clothing approp appropriate riate to activitie activitiess (e.g., (e.g., a hat for outdoor outdoor activitie activities), s), we wear ar appropriate appropriate footwear and ensure that shoelaces are tied, and remove remove jewellery when participating in physical activities; • follo follow w the instructions instructions outlined outlined for for each activity activity (e.g., (e.g., for starting starting and stopping); stopping); • take take age-approp age-appropriate riate responsibili responsibility ty (e.g., (e.g., for the safe safe use of equipment) equipment) and and necessary necessary precautions (e.g., (e.g., use a safety mat); • follow follow rules and expectati expectations ons pertaining pertaining to the setting setting for for the activity activity (e.g., (e.g., ski only in designated areas, areas, follow playground rules); • reco recognize gnize and and report report unsafe situati situations ons and conditi conditions; ons; • al alwa ways ys play play safe safely ly..

Attitudes in Health and Physical Education Students’ attitudes towards towards health and physical education can have have a significant effect on their achievement of the expectations. To learn lear n effectively and develop positive positive attitudes tow towards ards healthy active active living, students should enjoy the skill-development and physical physical activities. They should also come to recognize the importance of observing safety procedures, procedures, respecting others, and being punctual. punctual. (Thes (Thesee attitudes are incorporated incorporated into the specific expectations. expectations.))

The Use of Computers in the Health and Physical Education Curriculum This curriculum curri culum provides provides students with opportunities to use software software programs, the Internet, e-mail, e-mai l, and audio and visual visual technology technology for a variety variety of purposes. For example, example, studen students ts can use technology to record food choices over over a period of time, measure nutrient intake, intake, maintain a fitness profile, evaluate an individual’s individual’s physical physical stages, monitor physical performance, and develop personal exercise programs. They can use the World World Wide Wide Web to access and research information on various health-and-fitness topics and issues.

Planning Student Programs Teachers must provide a balanced program program with a broad selection of activities. In doing so, they can combine expectations from more than one of the three strands to help students see the connections between physical skills and health concepts (e.g., that daily physical activity improves improv es health and physical fitness). Teachers must also ensure that the concepts and skills taught are appropriate to students’ ages and stages stages of development, development, and to their perceptions, perceptions, prior knowledge, knowledge, attit attitudes, udes, learning styles, styles, and exceptionalities. They must use a variety of instructional approaches to ensure that all students are given every opportunity to learn and perform to their full potential.

5

INTRODUCTION

This curriculum requires that students participate in sustained moderate to vigorous physical activity for a minimum of twenty minutes each day. day. This requirement can be met in a variety of ways, ways, using school and community indoor and outdoor facilities. Co-curricular programs. Where possible, possible, the health and and physical education curriculum curr iculum will include both curricular curr icular and complementary complementary cocurricular cocurr icular components. components. Intram Intramural ural programs programs allow all students to participate in either same-sex or coeducational activities that are informal and not highly competitive. competitive. Interschool programs offer students opportunities to participate in more organized and competitive activities. activities. Other recreational activities and clubs also provide provide opportunities for students with common interests and a desire to participate in physical activities in non-competitive non-competitive settings. In planning and organizing the health and physical physical education curriculum, schools should should use commun community ity organizations organizations,, faciliti facilities, es, and programs programs as reso resources urces to provide students with additional experiences and opportunities for physical activities. Coeducational and segregated classes. Although all the curriculum expectations can be achieved in either coeducational or same-sex classes, some expectations can be addressed more effectively in same-sex settings. For example, discussions involving involving topics of a sensitive sensitive nature, especially those in the Healthy Living strand, strand, can be uncomfortable for some students, but these same students might feel quite secure and comfortable discussing these topics in a samesex setting. Similarly Similarly,, when expectations related to skill development development (particularly team-sport skills) are addressed, same-sex classes and groupings might encourage more more students to become physically active active and to participate in the interschool program, as well as as in community activities. Teachers should base their decisions as to whether to teach in coeducational or segregated settings on the sensitivity sensitivity of topics and students’ needs. Planning for the coeducational classroom. classroom. Acknowledgement of and respect for individual differences will encourage student participation and help students learn to collaborate with and respect respect others. They will will also enhance enhance students’ students’ compete competence, nce, self-e self-esteem steem,, health health,, and wellwellbeing. The health and physical physical education program program will address students’ aw awareness areness of and esteem for each other. Strategies for encouraging this awareness awareness and mutual respect among students include: • pro providing viding opportunitie opportunitiess for both male and female female students students to assume leadership leadership roles; roles; • encoura encouraging ging and respecting respecting the the interests interests and and abilities abilities of both genders; genders; • ensuring that respons responsibilit ibilities ies are shared shared equally equally by male and female female students; students; • expect expecting ing all student studentss to be equally equally activ activee participants; participants; • creating creating a class atmosphe atmosphere re that helps helps students students develop develop consideratio consideration n for, understa understanding nding of, and respect for each other. Cross-curricular planning. Health and physical education are essential to the entire school curr iculum. Studies show that students who participate in physical activity activity each day day exhibit improv impr oved ed memory memory,, concen concentratio tration, n, and commu communicati nication, on, prob problem-so lem-solving, lving, and leadership abilities, which improve improve their learning in other subject areas. Such students also display more positivee attitudes towards tiv towards themselves, improv improved ed interpersonal interper sonal behaviour, behaviour, and a willingness to meet and deal with the challenges of daily life. Because active active learning is so important for all students, the provincial provincial curr iculum requires a minimum of twenty twenty minutes of sustained moderate to vigorous physical activity each day.

6


The development of skills and knowledge in the areas of health and physical education is related to learning in other subjects. When planning programs, programs, teachers should emphasize such such cross-curricular relationships by co-ordinating the teaching of related related expectations. For example, in Grade 5, studen students ts could describe the short- and long-term long-term effects of alcohol (health (health and physical education), learn about its properties properties (science and technology), technology), and represent represent in a graph the results of a survey of a select group of people with regard to its use and abuse (mathematics). At the conclusion of the unit, students could be asked asked to report orally or in writing (language arts) ar ts) on the impact of alcohol on people’ p eople’ss lives.

Health and Physical Education for Exceptional Students Recognizing the needs of exceptional students and providing appropriate programs and services for them are important aspects aspects of planning and implementing the curr iculum. Specific procedures are set out in legislation for the identification and placement of exceptional students. The needs of exceptional exceptional students are identified identified by an Identification, Identification, Placem Placement, ent, and Review Committee (IPRC). When an IPRC identifies a student as exceptional, an Individual Education Plan (IEP) must be developed and maintained for that that student. (It should be noted that an IEP may also be prepared for students with special needs nee ds who are receiving special education programs and/or services but who have have not been identified as exceptional by an IPRC). IPRC). An IEP defines the student’ss educational program as one that is based on and modified by the results of continustudent’ co ntinuous assessment and evaluation. evaluation. It identifies the student’s student’s specific learning expectations and explains how the school will address address these expectations (for example, example, through appropriate programs and and services, modifications in the regular program, and other accommodations). It also identifies the methods by which the student’ student’ss progress will be review reviewed. ed. In developing the student’s IEP, consideration must be given to any recommendations made by the IPRC concerning programs and services that may be particularly appropriate for meeting the student’s student’s needs. Also, the school must consult with the parents parents of the student at the develdevelopment stage. The IPRC’s IPRC’s recommendations and the results of consultation between the parents and the school staff will form the basis of decisions concerning the ways in which the learning expectations set out in the provincial curriculum will be modified to meet the student’ss special needs. Once the IEP has been developed, dent’ developed, the parents of the student must be provided with a copy. Those involved involved in developing the IEP should work together on an ongoing basis to review the student’s student’s progress and make adjustments to the IEP as necessary. necessary. It is important that the school continue to keep parents informed about the program and the progress of the student, as parents can provide valuable valuable support for their child’s learning. In health and physical education, exceptional students may need a variety of modifications both to the program itself and to the learning environment. environment. These modifications may include: • faciliti facilities es that allow allow for the mobility mobility of students with with physical physical disabilitie disabilities; s; • equipment equipment modification modificationss that enable enable all students students to to perform to their full full potential potential (e.g., increasing the length of a scoop handle to enable a student who uses a wheelchair to reach the floor); • pro program gram modificat modifications ions (e.g. (e.g.,, altering the method method of of instruction) instruction);; • asses assessment sment and evaluat evaluation ion strategies strategies that accommodate accommodate a variety of learning styles styles and needs;

7

INTRODUCTION

• encouraging encouraging as much much student student participati participation on as possible possible in planning, planning, instruct instruction, ion, asses assessment sment,, and evaluation; • using support syste systems ms extensi extensive vely ly..

The Use of Equipment and Facilities Since equipment and facilities in individual schools will vary across the province, province, care has been taken in this curriculum to ensure that students can meet the expectations in a variety of settings and with a broad broad range of equipment. The curriculum curr iculum stresses daily active active participation in physical activities that do not necessarily require the use of a school gymnasium. Teachers are encouraged to use various school and community facilities for their programs – school yards, ya rds, soccer fields, fields, baseba baseball ll diamonds, diamonds, footba football ll fields, swim swimming ming pools, pools, arena arenass – and to help students develop develop specific skills through a variety variety of activities. Exposure to these various various settings will increase students’ awa awareness reness of community facilities. Teachers can use equipment to focus on students’ specific skill development and to vary physical activities. When supplies are limited, teachers will have have to be resourceful to ensure that each student has opportunities to use various various types of equipment. For example, example, an activity activity that focuses on catching objects of various sizes and shapes could include the use of bean bags, bags, tennis balls, balls, beach balls, balls, and Frisbees. Frisbees. Teachers must provide specific instruction to students on the appropriate appropr iate handling of equipequip ment, ensure that equipment is in good repair and suitably organized, and take into account the height, weight, and ages of the students using the equipment.

8

Currr iculum Expectations Cur Expe ctations and Achiev Achievement ement Levels Levels

The chart that follows identifies four categories of skills in health and physical education: understanding of concepts, mov movement ement skills, skills, activ activee participation, and communication communication of required knowledge. knowledge. For each of these categories, there are are four levels levels of achievement. achievement. These levels are brief descriptions of degrees of achievement that teachers will use as the basis for their assessment of o f each student’ student’ss work. Teachers should use the descriptions descr iptions to identify the level at which a student has achieved a particular expectation, or a group of expectations, in the appropriate category of knowledge or skills. For example, example, if the student communicat communicates es most of the concepts taught, taught, requi requires res no encouragement to participate, and usually performs the skills as described, the student’s student’s achievement would would be at lev l evel el 3. The characteristics given g iven for level level 3 represent achievement that is considered to be the standard for the grade. Although the main purpose of the chart is for assessing student achievement, achievement, teachers may also use it for other related related purposes. purposes. For example, example, they could could use it as a guide when observing observing students’ performance or to explain the different levels of achievement achievement to parents. parents.

9

Achievement Levels: Health and Physical Education, 1-8 Knowledge/Skills Understanding Understandin g of concepts

Level 1

Level 2

Level 3

Level 4

– shows unde understand rstanding ing



The student: – shows unde understand rstanding ing of few of the required

of some of the

of most of the

of all or almost all of

concepts taught with

required concepts

required concepts

the required concepts

major errors or

taught with several

taught with a few

taught with practically

omissions;

minor errors or

minor errors or

no errors or

omissions;

omissions;

omissions;

Movement skills

The student:

(locomotion/travelling,

– perf performs orms few of the the

– performs some of the

– perf performs orms most most of the

– per perfor forms ms all all or

manipulation, and

required skills as

required skills as

required skills as

almost all of the

stability)

described;

described;

described;

required skills as described;

– rarel rarelyy applie applies s the

– someti sometimes mes appl applies ies

– usual usually ly applies applies the

– consis consistently tently appl applies ies

required skills in

the required skills in

required skills in

the required skills in

other situations or

other situations or

other situations or

other situations or

activities;

activities;

activities;

activities;

Active participation

The student:

(level of active partici-

– parti participate cipates s actively actively

– partic participate ipates s actively actively,,

– req requir uires es no

– partic participate ipates s activel activelyy

pation, fitness, fair play,

only with constant

needing only

encouragement to

in a manner that

safety, and living skills,

encouragement;

occasional

participate actively;

encourages others to

including decision mak-

encouragement;

participate;

ing, problem solving, conflict resolution, and goal setting)

– appl applies ies few of of the the required skills;

– appli applies es some some of the required skills;

– appl applies ies most of the the required skills;

– appli applies es all all or almost all of the required skills;

– requ requires ires consta constant nt

– requ requires ires occasi occasional onal

– follo follows ws safety safety proceproce-

– follo follows ws safety safety proceproce-

reminders regarding

reminders regarding

dures and uses

dures and uses

safety procedures

safety procedures

equipment and

equipment and facili-

and the safe use of

and the safe use of

facilities safely;

ties safely, and

equipment and

equipment and

encourages

facilities;

facilities;

others to do so;

Communication of

The student:

required knowledge

– com commun munica icates tes

– com commun munica icates tes with

– commu communicate nicates s clearly clearly

– commu communicate nicates s clearl clearlyy

poorly, making many

some clarity, making

and precisely, making

and precisely, making

errors or omissions;

some errors or

few errors or

no or almost no

omissions;

omissions;

errors or omissions;

– rar rarely ely use uses s

– som someti etimes mes uses uses

appropriate

appropriate

terminology.

terminology.

– usual usually ly uses uses approappropriate terminology.

– uses appro appropriate priate and varied terminology.

10

Healthy Living

The healthy living strand will provide students with the knowledge and skills they need to develop dev elop,, mainta maintain, in, and enjoy healthy healthy lifestyles lifestyles,, as well as to solve problems, problems, mak makee decisions, and set goals that are directly related to personal health and well-being. well-being. The four components of this strand are are healthy eating, eating, growth and development, personal safety and injury prevention, prevention, and substance use and abuse. Healthy eating. Topics related to healthy eating include nutrition, nutrition, eating disorders, body image,, and dental health. image health. Stude Students nts require require knowledge knowledge to make healthy healthy eating choices. choices. Using this knowledge, knowledge, they will examine examine their own food choices and eating patterns, patterns, and then make wise decisions decisions and set appropriate appropriate goals. In later grades, student studentss will learn more about the factors that affect healthy body weight weight and lead to eating disorders, and will increase their understanding of a healthy body image. Throughout the healthy healthy living strand, the importance of healthy eating and regular physical activity is emphasized. Growth and development. Gro Growth wth and development education is more than simply teaching young people about the anatomy anatomy and physiology physiology of reproduction. reproduction. For example, example, growth and development education focuses on an understanding of sexuality in its broadest context – sexuall dev sexua developmen elopment, t, repr reproducti oductive ve health, interpersona interpersonall relat relationshi ionships, ps, affect affection, ion, absti abstinence nence,, body image,, and gender roles. image roles. Acquiring information information and skills and developing developing attitudes attitudes,, beliefs beliefs,, and values related to identity and relationships are lifelong processes. Parents and guardians are the primary educators of their children. As children grow and develop relationships relationships with family members and others, they learn about appropriate behaviours and values, values, as well well as about sexuality sexuality.. They are are influenced by parents, friends, relativ relatives, es, religious religio us leaders, leaders, teache teachers, rs, and neighbours neighbours,, as well well as by telev television ision,, radio radio,, videos videos,, mov movies, ies, books, advertiseme adv ertisements, nts, music music,, and newspapers. newspapers. SchoolSchool-based based programs programs add another important dimension to a child’ child’ss ongoing lear ning about sexuality. sexuality. The overall overall and specific expectations in this strand are age-appropriate age-appropr iate and should be addressed with sensitivity sensitivity and respect for individual differences. Because of the sensitive sensitive nature of these topics, parents or guardians guardians must be informed about the content of the curriculum and time of deliv del ivery ery.. Teachers and lear ners must develop a comfort level with these topics so that information can be discussed openly, openly, honestly honestly,, and in an atmosphere of mutual mutual respect. The “healthy sexuality” expectations should be addressed only onl y after teachers have developed rapport with their students. Opportunities should be provided provided for segregated as well well as coeducational instruction. Personal safety and injury prevention. Personal safety and injury injur y prevention are essential components of the healthy healthy living strand. strand. Education in these areas areas is critical for reducing children’ss injuries. Personal safety dren’ safety topics topics include bullying, bullying, peer assault, assault, child abuse, abuse, haras harassment, sment, and violence in relationships. relationships. Injury prevention prevention topics include bicycle safety, safety, seasonal safety rules, sun protection, protection, home safety, safety, fire safety safety,, seat belt use, and first aid. The expectations expectations address address the knowledge and skills needed to reduce safety risks at home, at school, and in the community. community.

11

HEALTHY LIVING

Students will become familiar with the support available to them within the family as well as with the agencies and services that provide support and help within the community. community. How However ever,, knowledge alone is not enough; students require the necessary skills to respond respond appropriately to situations that threaten threaten their personal safety and well-being. Living skills such as conflict resolution, assertiveness, resistance and refusal refusal techniques, and decision making will help them respond to situations effectively. Substance use and abuse. Education is critical to the prevention prevention of drug abuse. Parents, guardians, educators, and society in general all have have key roles roles to play in educating students about drug use and abuse. Alcohol and tobacco are the drugs most readily available available to Ontario Ontario students, and smoking is the primary cause of prev preventable entable illnesses, disabilities, and premature premature deaths in Canada. The substance use and abuse learning expectations respond to these facts by focusing on an understanding stand ing of the effects of drugs – prescription drugs, non-pr non-prescription escription drugs, drugs, illicit drugs, drugs, tobacco, alcohol – and the consequences of their use. This knowledge knowledge is integrated with the development of a variety of living skills that help students make and maintain healthy choices. By using problem-solving, decision-making, refusal, and assertiveness skills effectively effectively,, learner learnerss can select healthy, healthy, drug-free behaviours based on accurate information.

12


Healthy Living: Grade 1

Overall Expectations By the end of Grade 1, student studentss will: • ide identi ntify fy health healthy y eating eating habits habits;; • identify identify the stages stages in developmen developmentt of humans (e.g., (e.g., comparing physica physicall changes from from birth to childhood) and of other living things; • reco recognize gnize safet safety y risks and safe safe practic practices; es; • reco recognize gnize commonly commonly used medicines medicines and and household household products products..

Specific Expectations Students will: Healthy Eating

– identify identify the food food groups and give give examples examples of foods in each group; – suggest suggest occasi occasions ons (e. (e.g., g., a bake bake sale sale,, a class class party) when they can choose healthy food snacks,, and describe the factors affecting snacks affecting their choices (e.g., (e.g., choices made because of allergies or culture); – describe ways ways to care care for their their teeth; teeth; Growth and Development

– describe simple simple life life cycles cycles of plants plants and and animals, anima ls, includin including g humans humans;; – recognize recognize that rest rest,, food, and exe exercis rcisee affect affect growth; – identify identify the major parts parts of the body by their proper names; Personal Safety and Injury Prevention

– outline outline the potentia potentiall safety safety risks in in the home,, school, and commun home community ity (e. (e.g., g., from fire or toys); – describe exploit exploitativ ativee behaviours behaviours (e.g (e.g., ., abusivee beha siv behaviours, viours, bullyi bullying, ng, inappr inappropriate opriate touching) and the feelings associated with them; – identify identify people who can provi provide de personal personal safety assistance (e.g., block parents) and and explain how to access them (e.g., by phoning 9-1-1);

Substance Use and Abuse

– recognize recognize that that there there are are some medicines medicines (e.g., (e. g., cough syrup, syrup, nose drops) drops) and other substances (e.g., (e.g., vitamins) that help the body when used properly (safely); – identify identify (e.g. (e.g.,, from their symbols and labels) medicines and household products that are harmful to the body; – employ employ decision-ma decision-making king skills skills to identify identify when and how medicines should be used (e.g., seeking out adult assistance). assistance).

13

HEALTHY LIVING


Overall Expectations By the end of Grade 2, student studentss will: • identify identify healthy healthy eating practices practices and and use a decision-making decision-making model model to make healthy healthy food food choices; • describe parts of the human human body, body, the functions functions of of these parts, parts, and behaviours behaviours that that contribute to good health; • outlin outlinee safety safety rules and and safe safe practic practices; es; • describe the effects effects on the the body of appropriate appropriate and inappro inappropriate priate uses of medicines medicines..


– identify identify a balanced balanced diet diet and and apply decision-making skills to create menus for healthy meals; – describe the the importance importance of food food to the body (e.g., for energy and growth); growth); – explain explain the negativ negativee effects effects of poor nutrinutrition on healthy teeth and the importance of regular brushing and visits to the dentist;

Personal Safety and Injury Prevention

– identify identify safety safety rules to be be followed followed in in the home,, school, and commu home community nity (e.g (e.g., ., electrical safety, safety, schooly schoolyard ard rules, bus safety); safety); – describe types types of verbal verbal and and physical physical vioviolence (e. (e.g., g., name calling calling,, kicking kicking,, hittin hitting); g); – explain explain the importance importance of being being able able to say no to exploitative behaviours (e.g., (e. g., impro improper per touching), touching), and describe how to seek help; Substance Use and Abuse

Growth and Development

– distinguish distinguish the the similarities similarities and and differences differences between themselves themselves and others (e.g., (e.g., in terms of body size or gender); – describe how how germs are are transmitt transmitted ed and how this relates to personal hygiene (e.g., (e. g., using tissues, tissues, was washing hing hands before eating); – identify identify the five five senses senses and and describe how how each functions;

– describe the the differen difference ce betwee between n prescripprescription and non-prescription medicines; – outline the safe safe use use of medicine mediciness (e.g., (e.g., the need for an adult to supervise the administration of medicines, taking proper proper dosages); – use decisiondecision-making making skills to identify identify healthy alternatives alternatives to drug use (e.g., (e.g., fresh air and exercise can help hel p relieve headaches).

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Overall Expectations By the end of Grade 3, student studentss will: • describe the relatio relationship nship among among healthy healthy eating eating practices, practices, health healthy y active active living, living, and healthy healthy bodies; • outlin outlinee characteristics characteristics in the developmen developmentt and growth growth of humans from from birth to childhood; childhood; • list safet safety y procedur procedures es and and practices practices in the home home,, school school,, and communit community; y; • describe what a drug is, list sev several eral exampl examples es (e. (e.g., g., nicotin nicotine, e, caffe caffeine, ine, alcoho alcohol), l), and describe the effects of these substances on the body. body.


– identify identify foods from from different different cultures cultures and and classify them by food groups; – describe the the benefits benefits of health healthy y food choices, physical activity activity,, and healthy bodies; – describe a variety variety of ways ways to preven preventt tooth decay deca y (e.g., brushing brushing,, making appropriate appropriate food choices, choices, rinsing the mouth); mouth); Growth and Development

– outline outline the basic basic human and animal animal reproreproductive processes (e.g., (e.g., the union of egg and sperm); – describe basic basic change changess in gro growth wth and and development from birth to childhood (e.g. (e .g.,, cha change ngess to tee teeth, th, hai hair, r, feet feet,, and height); Personal Safety and Injury Prevention

– explain explain releva relevant nt safety safety procedures procedures (e.g., (e. g., fire drills, rail railwa way-cr y-crossin ossing g and crosswalk crossw alk procedures); – use a problemproblem-solvi solving ng process process to identify identify ways of obtaining support for personal safety in the home, school, and community; community; – identify identify examples examples of real real and fiction fictional al violence (e.g., (e.g., schooly schoolyard ard fights, fights, cartoons cartoons,, movies);

Substance Use and Abuse

– defin definee the the te term rm drug and identify a variety of legal and illegal drugs; – identify identify nicotin nicotinee (in (in cigar cigarettes) ettes),, caffei caffeine ne (in coffee and colas), colas), and alcohol as drugs; – use decision-ma decision-making king skills skills to make make healthy healthy choices about drug use, use, and recognize the effects of various various substances (e.g., nicotine, caffeine, alcohol) on the body. body.

15

HEALTHY LIVING


Overall Expectations By the end of Grade 4, student studentss will: • explain explain the role of healthy healthy eating eating practices, practices, phys physical ical activity activity,, and heredity heredity as they they relate to body shape and size; • identi identify fy the phys physical, ical, interperson interpersonal, al, and emotiona emotionall aspects aspects of health healthy y human human beings; beings; • use living living skills skills to address address personal personal safety and and injury preve prevention; ntion; • identify identify the the influences influences (e. (e.g., g., the media, media, peers, family members) affect affecting ing the the use of tobacco tobacco,, as well as the effects and legalities of, and healthy alternatives alternatives to, tobacco use.


– outline outline the factors that that influenc influencee body shape and size (e.g., (e.g., here heredity dity,, diet, ex exerercise); – analys analyse, e, ov over er a period period of time, time, the their ir own own food selections, selections, including food purchases (e.g.,“everyday food” versus “sometimes food”) and determine whether or not they are healthy choices; Growth and Development

– describe the four four stages stages of human human devel developopment (infancy (infancy,, childho childhood, od, adoles adolescence cence,, and adulthood) and identify the physical, interpersonal,, and emotional changes personal changes appropriate to their current stage; – identify identify the characteristi characteristics cs of healthy healthy relarelationships (e.g., (e.g., showing consideration of others’ feelings by avoiding avoiding negative negative communication); – identify identify the challen challenges ges (e. (e.g., g., conflic conflicting ting opinions) and responsibilities in their relationships with family and friends;


– apply decisi decision-mak on-making ing and and problemproblemsolving skills in addressing threats to personal safety (e.g., (e.g., from abuse abuse or physical fighting) and injury prev prevention ention (e.g., bicycle safety safety,, road safety); – identif identify y people (e.g., (e.g., par parent ents, s, gua guardi rdians ans,, neighbours, neighbo urs, teach teachers) ers) and commu community nity agencies agenci es (e.g., (e.g., Kids’ Help Phone) that that can assist with with injury prevention, prevention, emergency situations, and violence prev prevention; ention; Substance Use and Abuse

– identify identify the major harmful substan substances ces found in tobacco and explain the term addiction; – describe the shortshort- and long-t long-term erm effects effects of first- and second-hand smoke, smoke, and identify the advantages of being smokefree; – apply decisiondecision-making making and and assertiv assertiveness eness skills to make and maintain healthy choices related to tobacco use, and recognize factors that can influence decisions to smoke or to abstain from smoking (e.g., (e. g., the media, family members, friends, laws).

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Overall Expectations By the end of Grade 5, student studentss will: • analyse analyse information information that that has an impact impact on on healthy healthy eating eating practices practices (e.g., (e.g., food labels, labels, food guides, care-of-teeth brochures); • describe phys physical, ical, emotio emotional, nal, and interpersona interpersonall changes changes assoc associated iated with puberty; • apply strategies strategies to deal with with threats threats to personal safety (e.g., (e.g., in response response to harassment) harassment) and and to preve pre vent nt injury (e. (e.g., g., from physical physical assault); assault); • identify identify the the influence influencess (e.g., (e.g., the media, media, peers, family) affec affecting ting alcoho alcoholl use, use, as wel welll as the effects and legalities legalities of, and healthy alternatives to, to, alcohol use.


– explain explain the purpose purpose and functi function on of calocalories and the major food nutrients; – identify identify critical critical content content informati information on on food labels (e. (e.g., g., ingredi ingredients, ents, calories, additives, tiv es, fat content); – describe the the influence influence of the media on body image (e.g., (e.g., shape and size); size); – explain explain how how changes changes in in our bodies sometimes affect our eating habits (e.g., increased appetite during growth spurts); Growth and Development

– identify identify strategies strategies to deal deal positivel positively y with stress and pressures that result from relationships with family and friends; – identi identify fy factors factors (e.g. (e.g.,, trus trust, t, hon honest esty y, carin caring) g) that enhance healthy relationships with friends, family family,, and peers; – describe the the secondary secondary physica physicall changes changes at puberty (e.g., (e.g., gro growth wth of body hair, change changess in body shape); – describe the the processe processess of menstruati menstruation on and spermatogenesis; – describe the the increas increasing ing importance importance of personal hygiene following puberty;


– explain explain how how people’ people’ss actions actions (e.g., (e.g., bully bully-ing, excludi excluding ng others) can affect the feelings and reactions of others; – apply strat strategies egies (e. (e.g., g., anger manag management, ement, assertiveness, conflict resolution) to to deal with personal-safety and injury-prevention situations situa tions (e.g (e.g., ., sw swarming, arming, thre threatenin atening, g, harassment); Substance Use and Abuse

– describe the shortshort- and long-t long-term erm effects effects of alcohol use and abuse; – apply decision decision-maki -making ng skills skills to make make healthy choices about alcohol use, use, and recognize reco gnize factors factors (e.g., (e.g., the media, family members, friends, law laws) s) that can can influence influence the decision to drink alcohol; – demonstrate demonstrate resi resistanc stancee techniques techniques (e.g., av avoidance, oidance, walking aw away) ay) and assertiveness skills skills (e.g., saying no) to deal with peer pressure in situations pertaining to substance use and abuse.

17

HEALTHY LIVING


Overall Expectations By the end of Grade 6, student studentss will: • explai explain n how body body image and and self-esteem self-esteem influence influence eating eating practices practices;; • identify identify the major parts of the reprod reproductiv uctivee system and their their functions functions and relate relate them to puberty; • use basic prev prevention ention and treatme treatment nt skills (e.g., (e.g., basic first aid) aid) to help themselv themselves es and others; • identify identify the influen influences ces (e.g., (e.g., the media, media, peers, family) affec affecting ting the the use of of cannabis cannabis and and other other drugs, as well well as the effects and legalities of, as well well as healthy healthy alternatives to, cannabis and other drugs.


– determine the influence influence of various various factors factors (e.g., (e. g., the media, media, family tradit traditions, ions, allergies allergies)) on personal personal food choices, choices, body image, image, and self-esteem; – analyse analyse personal personal eating habits in a variety variety of situatio situations ns (e.g., (e.g., at home, home, in school, school, in restaurants); – describe the the benefits benefits of health healthy y eating eating for active living; Growth and Development

– relate relate the changes changes at puberty to the the reproreproductive organs and their functions; – apply a problemproblem-solvin solving/deci g/decision-m sion-making aking process to address issues related to friends, peers, and family relationships; relationships; Personal Safety and Injury Prevention

– identify identify and and describe describe appropriate appropriate methods methods for preventing and treating ailments (e.g., (e. g., sunbu sunburn, rn, minor cuts) cuts);; – identify identify the respons responsibiliti ibilities es associate associated d with caring for themselves and others (e.g., while babysitting);

– describe and respond respond appr appropriately opriately to potentially violent situations relevant to themselve themse lvess (e.g., (e.g., threa threats, ts, haras harassment sment,, violence in the media); Substance Use and Abuse

– describe the shortshort- and long-t long-term erm effects effects of cannabis and other illicit drugs; – determine determine influen influences ces (e.g., (e.g., int interpers erpersona onal, l, personal,, legal, economi personal economic) c) on the use and abuse of tobacco and other drugs (e.g., (e. g., alcohol alcohol,, canna cannabis, bis, LSD) and conside consider r them as part of a decision-making process to make healthy choices; – identify identify people people and communi community ty agencies agencies that support making healthy choices regarding substance use and abuse.

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Overall Expectations By the end of Grade 7, student studentss will: • rela relate te healthy healthy eating practices practices and active active living living to body image and self-esteem; self-esteem; • describe age-appr age-appropriate opriate matters matters related related to sexuality sexuality (e.g. (e.g.,, the need to deve develop lop good interinterpersonal skills, such as the ability to communicate effectively effectively with the the opposite sex); • explai explain n how how harassment harassment relates relates to personal personal safety; safety; • apply living living skills skills to deal with peer pressur pressuree related related to substance substance use and abuse. abuse.


– examine examine the effects effects of health healthy y eating eating and regular physical activity on body size and shape,, and on selfshape self-esteem esteem;; – describe how how our body body image image influences influences our food choices; – identify identify factors factors affecting affecting health healthy y body weight (e.g., food intake, intake, growth spurts, physical activity/inacti activity/inactivity); vity); Growth and Development

– explain explain the male and and female reprod reproductiv uctivee systems as they relate to fertilization; – distinguish distinguish betw between een the facts facts and myths myths associated with menstruation, spermatogenesis,, and fertilization; nesis fertilization; – identify identify the methods methods of transm transmissio ission n and the symptoms of sexually transmitted diseases (STDs), and ways ways to prevent prevent them; – use effecti effective ve commun communicatio ication n skills skills (e.g., refusal skills, activ activee listening) to deal with various relationships and situations; – expla explain in the the term term abstinence as it applies to healthy sexuality; – identify identify sources sources of support support with rega regard rd to issues related to healthy sexuality (e.g., (e. g., paren parents/gu ts/guardi ardians, ans, doctors) doctors);;


– describe harassme harassment nt and identify identify ways ways of dealing with it (e.g., by communicating communicating feelings and reporting incidents of harassment); – identify identify people and and resources resources that can can support someone experiencing harassment; Substance Use and Abuse

– outline a variety variety of issues issues related related to substance use and abuse abuse (e.g., the effects of second-hand secondhand smoke; smoke; the impact of laws laws governing gov erning drug use, including the use of tobacco and alcohol); – identify identify and categorize categorize drugs drugs as stimulan stimulants, ts, depressants, and hallucinogens; – apply a decision decision-maki -making ng process process to make informed choices regarding drug use; – demonstrate demonstrate strat strategies egies (e.g (e.g., ., say saying ing no no,, walking away) away) that can be used to counter pressures press ures to smoke, smoke, drink, and take take drugs, and identify healthy alternatives to drug use.

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HEALTHY LIVING


Overall Expectations By the end of Grade 8, student studentss will: • adopt personal personal goals goals that reflect reflect healthy healthy eating eating practices practices;; • identify identify the the physica physical, l, emotio emotional, nal, interpersona interpersonal, l, and spiritual spiritual aspect aspectss of health healthy y sexuali sexuality ty (e.g., (e. g., respe respect ct for life life,, ethica ethicall questi questions ons in rela relationsh tionships, ips, contra contraception ception); ); • identify identify local support support groups and community community organizat organizations ions (e.g., (e.g., public health health offices) offices) that provide information or services related to health and well-being; • analyse analyse situations situations that that are potentially potentially dangerou dangerouss to personal safety safety (e.g., (e.g., gang violence) violence) and determine how to seek assistance; • apply livin living g skills skills (e.g., (e.g., decisio decision-maki n-making, ng, prob problem-so lem-solving, lving, and refusa refusall skills) skills) to respond respond to matters related to sexuality sexuality,, drug use, and healthy eating eating habits.


– analyse analyse the the effects effects of under undereatin eating g (e.g., (e.g., as a result of bulimia or sports dieting) dieting) and overeating ov ereating (e.g., (e.g., obesity) on health and well-being; – identify identify ways ways to maintain maintain a health healthy y body weight (e.g., (e.g., physical activity); activity); – adopt adopt persona personall food plans, plans, bas based ed on nutrinutritional needs and personal goals, to improve improve or maintain their eating practices; Growth and Development

– explain explain the importanc importancee of abstinence abstinence as a positivee choice for adolescents; positiv – identify identify sympto symptoms, ms, methods of transm transmisission, pre preven vention, tion, and high-risk behaviours behaviours related to common STDs, HIV HIV,, and AIDS; – identify identify methods methods used used to prev prevent ent pregnancy; – apply livi living ng skills skills (e. (e.g., g., decisio decision-maki n-making, ng, assertiveness, and refusal skills) in making informed decisions, decisions, and analyse analyse the consequences of engaging in sexual activities and using drugs; – identify identify source sourcess of support (e. (e.g., g., paren parents/ ts/ guardians, doctors) related to healthy healthy sexuality issues;


– analys analysee sit situat uation ionss (e.g., (e.g., hit hitchhi chhikin king, g, gan gang g violence, violence in relationships) relationships) that are potentially dangerous to personal safety; – identify identify support support services (e. (e.g., g., the school guidance guidan ce departmen department, t, shelte shelters, rs, Kids’ Help Phone) that assist victims of violence, and explain how to access them; Substance Use and Abuse

– outline the the possible possible negativ negativee consequences consequences of substance use and abuse (e.g., (e.g., fetal alcohol syndrome, syndrome, effect effectss of steroid use, use, accidents when drinking and driving); – identify identify those those school school and and communit community y resources that are involved in education about substance use and abuse, and those involved in preventing and treating substance abuse; – describe causes causes and and symptoms symptoms of of stress stress and and positive ways ways (as opposed to substance use) to relieve stress; – apply the steps steps of of a decisio decision-mak n-making ing process to address age-specific situations related to personal health and well-being in which substance use or abuse is one of the factors.

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Fundamental Mo Mov vement Skills Skills

The movement movement skills are organized into three categories: – locomotion/travelling, in which the body moves from from one point to another (e.g., walking,, runni ing running, ng, ski skippin pping, g, hopp hopping ing,, gal gallopi loping, ng, cha chasin sing, g, flee fleeing ing,, dodgi dodging) ng) – manipulation, which involves involves giving force to objects or o r receiving force from objects (e.g., (e. g., thro throwing, wing, catch catching, ing, collect collecting, ing, kicking kicking,, puntin punting, g, dribbling, vo volleyi lleying, ng, striking) – stability, in which the body remains in place but moves around its horizontal or vertical axis (e.g (e.g., ., bending bending,, stre stretching tching,, twist twisting, ing, turning, roll rolling, ing, balanc balancing, ing, trans transferring ferring we weight, ight, curling up, up, landing from a jump) These basic movement skills are the foundation of all physical activity and are essential both to an individual’s individual’s development of effective motor skills and to the application appl ication of these skills in a wide variety variety of physical physical activities. activities. Since the skills can also enhance students’ interper interpersonal, sonal, cognitive, cognitiv e, and emotional development, development, it is critical that the health and physical education program be inclusive, inclusive, engaging all students irrespective of their gender, gender, background, or ability. ability. When fun and enjoyment enj oyment are part of skill development and physical activity, activity, students are more likely to develop positive attitudes towards healthy active living. Students will develop skills related to the following four principles principl es of movement: – body aw awar arene eness ss (what parts the body bod y moves) moves) – spa space ce awa awaren reness ess ( where the body mov moves, es, e.g e.g., ., locati location, on, direc direction, tion, or level level)) – ef effo fort rt ( how the body moves, moves, e.g. e.g.,, fast or slow, slow, with strong strong or light force, force, or bound or free) – re rela lati tions onshi hip p ( with whom or with what the body moves, moves, e.g e.g., ., with people or with objects) objects) Movement principles Movement princip les and skills must be taught in association with other activities. They must also be taught in the proper progression and through age-appropriate activities. Research into motor development indicates that lear ners acquire new fundamental movement skills (motor skills) most successfully during the preschool and elementary years as students’ neurological pathways are are developing rapidly during dur ing this period per iod and are receptive to the development of fundamental movement movement patterns and basic skills. When young children enter school, their movements movements are often awkward awkward and and lacking in fluidity. fluidity. In the early school years, they gain necessary co-ordination and control over over their movements. They can then refine, extend, and apply these patterns to more complex skills during later childhood, adolescence, and adulthood. For example, the basic skill of throwing throwing an object overhand overhand can be transferred to a tennis serve or badminton smash. Movement skills must be taught; they are not acquired Movement acquired simply through activities activities of various sorts. As well, well, mature movement movement skills do not result from physical physical maturation alone; rather, they must be continually refined and combined comb ined with other movement skills in a variety of physical activities.

FUNDAMENTAL MOVEMENT SKILLS

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Safety must be an integral part of the health and physical physical education program. While teachers havee the ultima hav ultimate te responsibility responsibility for matters related related to supervis supervision, ion, equipmen equipment, t, faciliti facilities, es, and procedures, students must take take some responsibility for their own own safety, safety, beginning at a very young y oung age. Follo Following wing procedures procedures,, using equipment equipment as instruct instructed, ed, and wearing appropriate appropriate attire are some ways in which students can contribute contr ibute to their safe participation par ticipation in physical activity.. Safety is addressed in the overall activity overall expectations for each grade and is implicit in all of the specific expectations. Students must fulfil each expectation safely and responsibly without putting themselves and others at risk.

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Fundamental Movement Skills: Grade 1

Overall Expectations By the end of Grade 1, student studentss will: • perform the basic movement movement skills requir required ed to participate in physical physical activitie activities: s: locomotion/t locomot ion/trav ravelling elling (e.g., (e.g., gallopi galloping, ng, running) running),, manipul manipulation ation (e.g., (e.g., thr throwi owing, ng, catchi catching), ng), and stability stabi lity (e.g., (e.g., jumping jumping,, landin landing); g); • demonstrate demonstrate the principles principles of move movement ment (e. (e.g., g., in various various direct directions, ions, alone alone,, with others, at various speeds) using locomotion/travelling, locomotion/travelling, manipulation, and stability stability skills.

Specific Expectations Students will: Locomotion/Travelling Skills

– trave travell in a va variety riety of wa ways ys (e.g., (e.g., leap leap,, gallop) in different directions in response to signals (e.g., (e. g., stop or go signa signals); ls); – trave travell in a variety of ways ways using different different pathways pathw ays (e.g. (e.g.,, strai straight, ght, curve curved, d, or zigzag zigzag pathways in creative dance); Manipulation Skills

– throw throw objects objects of of various sizes and shapes shapes underhand, using one or two hands and large targets (e.g., (e.g., toss a bean bag through through a hoop); – catch catch object objectss of variou variouss sizes, sizes, sha shapes pes,, and textures below the waist and using two hands (e.g., catch a utility or beach ball); – bounce bounce,, whi while le statio stationary nary,, a ball with with one hand;

Stability Skills

– jump forw forward ard with contr control, ol, using a variety variety of take-offs and landings; – demonstrate demonstrate basic stati staticc balances balances (e.g (e.g., ., stork balance) without equipment; – transfer transfer their their weight weight from from one body part to another.

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Overall Expectations By the end of Grade 2, student studentss will: • perform the basic movement movement skills requir required ed to participate in physical physical activitie activities: s: locomotion/t locomot ion/trav ravelling elling (e.g., (e.g., skippin skipping, g, hopping ), manipu manipulation lation (e.g., (e.g., thr throwi owing, ng, bouncin bouncing), g), and stability (e.g., (e.g., balanc balancing, ing, twist twisting); ing); • demonstrate demonstrate the the principles of move movement ment (e.g., (e.g., at various various levels, levels, in relationshi relationship p to equipment, equipment, using different body parts) using locomotion/travelling, manipulation, and stability skills.


– trave travell and change change from from one kind kind of locomotion/travelling motion/trav elling movement to another (e.g., (e. g., hopping to skipping); skipping); – trave travell in a variety variety of wa ways, ys, changing pathways wa ys and directions (e.g., in creative dance, dance, dances from other countries); Manipulation Skills

– kick kick a statio stationary nary ball ball,, usi using ng eithe eitherr foot, foot, to a partner or to a large target; – dribble a ball ove overr a short short distance distance,, using their feet; – bounce bounce a ball while while movin moving, g, usi using ng either either hand;

Stability Skills

– jump and and land safely safely,, using tak take-off e-off comcombinations of one or two feet; – balanc balancee on a variety variety of of body parts parts,, on and off equipment, while stationary and and movmoving (e.g., balancing on a bench without moving, walking forward forward on a bench); – transfer transfer their body weight weight ove overr low equipequipment in a variety of ways ways (e.g., from feet to hands to feet).

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Overall Expectations By the end of Grade 3, student studentss will: • perform the basic movement movement skills requir required ed to participate in physical physical activitie activities: s: locomotion/t locomot ion/trav ravelling elling (e. (e.g., g., dodging, chasi chasing), ng), manipu manipulation lation (e. (e.g., g., striking, hitti hitting), ng), and stability stabi lity (e.g., (e.g., balanc balancing ing on equipme equipment, nt, performing rolls); rolls); • demonstrate demonstrate the principles principles of move movement ment (e. (e.g., g., in various various body body shapes shapes;; using sudden, sustained, taine d, fast, or slo slow w mov movements ements)) using locomotion/tra locomotion/travel velling, ling, manipul manipulation, ation, and stability skills.


– combine various locomot locomotion/tr ion/trav avelling elling movements mov ements with changes in direction and level, both with and without equipment (e.g., selecting two ways ways to travel on a bench while performing a change in direction and level); – trave travell in various various ways ways,, and dodge dodge stationstationary objects or opponents; Manipulation Skills

– throw throw a ball over overhead head using two two hands, while stationary, stationary, to a large target or a stastationary tiona ry partner; – catch, catch, whi while le stationa stationary ry,, obje objects cts of various various sizes and shapes using two hands both abovee and below the waist (e.g., abov (e.g., catch a nerf ball); – hit a slo slowly wly moving moving object object (e.g. (e.g.,, a ball or a balloon) using various parts par ts of the body, directing it to a partner or a large target;

Stability Skills

– jump for distanc distancee or height height over over low low objects; – balance balance in differ different ent positi positions, ons, using different body parts and levels levels (e.g., on and off gymnastics equipment, responding to stimuli in creativ creativee dance); – move move their bodies bodies in various various ways ways (e.g., (e. g., ov over, er, under under,, thr through, ough, and arou around nd equipment).

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Overall Expectations By the end of Grade 4, student studentss will: • perform the move movement ment skills skills require required d to participate participate in lead-up lead-up games, games, gymna gymnastics, stics, dance dance,, and outdoor outdoor pursuits: locomot locomotion/t ion/trav ravelling elling (e.g., (e.g., sliding sliding,, gliding gliding), ), manipul manipulation ation (e.g., (e.g., kicking, trappi trapping), ng), and stability stability (e.g., (e.g., putting their their weight on different different body parts); • demonstrate demonstrate the principles principles of movement movement in acquiring acquiring and then beginning to refine refine move move-ment skills (e.g., combining directions and levels levels in sequence).


– combine locomot locomotion/tr ion/trav avelling elling skills skills in repeatable sequences, incorporating a variety of speeds and levels (e.g., (e.g., in novelty novelty dances, co-operative games); Manipulation Skills

– throw throw,, both while while statio stationary nary and and while while moving, a ball using a one-hand overhand overhand motion to a partner or large stationary target, or pass (hand off) and receive receive an object (e.g., relaying a baton); – stop an object with with the lowe lowerr part of the body or with a piece of equipment (e.g., trapping a ball or disc with the foot or a piece of equipment);

Stability Skills

– balance balance safely safely in a va variety riety of static static positions; – grip grip,, han hang, g, and sw swing ing fr from om equip equipmen ment; t; – jump from from a low height height,, using a variety variety of turns, shape shapes, s, and direc directions. tions.

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Overall Expectations By the end of Grade 5, student studentss will: • perform the the move movement ment skills skills requir required ed to particip participate ate in in games, games, gymnas gymnastics, tics, dance dance,, and outoutdoor pursuits alone and with others: locomot locomotion/tr ion/trav avelling elling (e.g., (e.g., running in patterns in game activitie activities), s), manipu manipulation lation (e.g., (e.g., catch catching, ing, thr throwi owing), ng), and stability stability (e.g., trans transferring ferring their weight); • demonstrate demonstrate the principles principles of movement movement while while refining refining their move movement ment skills skills (e.g., (e.g., match match-ing the movements of a partner in a sequence).


– perform a combina combination tion of locomotio locomotion/ n/ travelling trav elling movements, movements, incorporating a variety of speeds, in relationship to objects or others (e.g., (e.g., squar squaree dancing, dancing, dodging or faking to escape or deceive an opponent); Manipulation Skills

– catch, catch, whi while le movin moving, g, obje objects cts of of various various sizes and and shapes (e.g., (e.g., balls, Frisbees) using using one or two hands; – use a piece of of equipment equipment to send send and receivee an object to a partner or a target receiv (e.g., (e. g., prope propell a ball with a scoop, scoop, hit a badminton bird with a racquet, pass a ball using a floor-hockey stick); – stickstick-han handle dle an obje object ct (e.g. (e.g.,, a ball, ball, a disc) disc) while moving in different directions and at different differ ent speeds, speeds, alone or with a partner; – hit a ball with with various various parts of the body (e.g., heading a soccer ball);

Stability Skills

– perform a sequen sequence ce of mov movements ements (e.g., (e. g., rolli rolling, ng, balanc balancing, ing, jumping jumping,, landing landing); ); – perform rot rotations ations,, both singl singlee rolls rolls and rolls in sequence, sequence, in a variety variety of directions on mats; – transfer transfer body weight weight in a variety variety of ways, ways, using changes in direction and speed; – dismount dismount safely safely from equipmen equipmentt (e.g., from a bench or box-horse).

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Overall Expectations By the end of Grade 6, student studentss will: • perform movement movement skills skills in the kind of combinations combinations that are are required required in a variety of modified games, games, gymna gymnastics stics,, dance dance,, and outdoor outdoor pursuits: pursuits: locomotion/travelling (e (e.g. .g.,, runni running, ng, jum jumpping, and hopping in combination, as performed in basketball basketball or in a triple jump), manipulation (e.g., stepping sideways sideways to get in position to bump or volley volley a ball, as performed in volleyball), bal l), and stability (e. (e.g., g., running and jumping jumping and landing, landing, as in long jump); • demonstrate demonstrate the principles principles of movement movement while while refining refining movement movement skills skills (e.g., (e.g., combini combining ng body shapes and movements with changes in direction as in a dance or gymnastics routine).


Stability Skills

– jump for for height height (e.g., (e.g., ve vertical rtical wall wall jump); jump);

– perform a combina combination tion of locomotio locomotion/ n/ travelling trav elling skills using equipment (e.g., navigating through obstacle courses, skiing, skating);

– perform locomotion/ locomotion/trav travelling elling and and stabilstability skills in combination (e.g., use a sprint sprint approach and jump for distance, as in long jump);

– demonstrate demonstrate a variety variety of running techniques (e.g., (e.g., sprints, cros cross-coun s-country try runs);

– perform a va variety riety of springing actions actions (e.g., spring into vertical rotations such as quarter-turns on the floor or springs to mounts on equipment).

Manipulation Skills

– kick balls balls of various various sizes sizes and shapes shapes for for distance and accuracy accuracy (e.g., punt a football, kick a soccer ball); – throw throw an an object ove overhand rhand or side side arm, using the dominant hand, to a target or a partner for distance and accuracy; – demonstrate demonstrate goalgoal-tending tending skills (e.g. (e .g.,, blo blocki cking, ng, tra trappin pping, g, cat catchin ching, g, cle clearing aring)) with or without a piece of equipment;

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Overall Expectations By the end of Grade 7, student studentss will: • combine a variety variety of move movement ment skills skills (locomotion/ (locomotion/tra trave velling, lling, manipul manipulation, ation, and stability) stability) in in games,, gymna games gymnastics stics,, dance dance,, and outdoor outdoor pursuits pursuits (e.g., (e.g., bask basketball etball,, flag football, football, gymna gymnastics stics floor floor routines, nov novelty elty dances like the the Alley Cat, orienteer ing); • apply the principles principles of movement movement while while refining refining movement movement skills skills (e.g., (e.g., running into an open space to elude an opponent in soccer).


– perform locomot locomotion/tr ion/trav avelling, elling, manipul manipulaation, and stability skills in combination (e.g., (e. g., in high jump: jump: appr approachin oaching g the bar, bar, taking off, off, and landing); landing); – move move to external stim stimuli, uli, using a variety variety of steps,, sequenc steps sequences, es, direc directions, tions, and hand actions actio ns (e.g., squar squaree dancing, doing fitness fitness routines); Manipulation Skills

– send send an object object to a partner partner,, to a targ target, et, or over ov er a net, using a serve, serve, an underhand underhand throw thro w or pass, or an overhand overhand throw or pass (e.g., a volleyball volleyball underhand serve, underhand bump pass, or overhand overhand volley pass); – perform perform a variet variety y of thr throw ows, s, pas passes ses,, and shots after a faking motion; – inter intercept cept object objectss (e.g., (e.g., ball balls, s, Frisb Frisbees ees)) while moving in various directions and at different speeds; – pass an object object to a mov moving ing partner partner (e.g., (e. g., using a chest chest pass, pass, bounce pass, pass, two-hand overhead overhead pass, one-hand overhead pass) for distance and accuracy;

Stability Skills

– balance balance while moving moving from from one static static position to another on the floor and on equipment equipme nt (gymn (gymnastic astics, s, dance) dance);; – dismount dismount from from equipment equipment and and land safely and in control; – transfer transfer their body body weight weight to get over over pieces of apparatus (e.g., vaulting).

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Overall Expectations By the end of Grade 8, student studentss will: • apply a variety variety of movement movement skills skills in combination combination and in sequence sequence (locomotion/ (locomotion/ travelling, trav elling, manipulation, and stability) in physical physical activities activities (e.g., (e.g., dance) and formal games (e.g., (e. g., badmin badminton, ton, soccer soccer); ); • apply the principles principles of movem movement ent while refinin refining g movement movement skills skills (e.g., (e.g., dribbling a ball ball quickly and slowly in basketball).


– apply locomot locomotion/tr ion/trav avelling elling,, manipu manipulation lation,, and stability skills in combination and in sequence in specific physical activities (e.g., (e. g., in volleyba volleyball: ll: mov moving ing into a ready ready position to contact the ball); Manipulation Skills

– throw throw,, pas pass, s, or shoot shoot an object object (e. (e.g., g., a ball) ball) to a partner or a target while being defended; – shoot an object object at a target target (e.g., (e.g., a basket basket or a goal) for distance and accuracy; – hit an an object object (e.g. (e.g.,, a ball ball or badmint badminton on bird) using the hand or a piece of equipment, using backhand backhand and forehand motions; – dribble dribble a ball, ball, usi using ng the domi dominan nantt hand hand or foot, in different directions and at different speeds,, while being defended; speeds defended; – perform move movement ment skills skills in sequence sequence (e.g., shoot or pass a ball from a dribble);

Stability Skills

– balance balance in control control while mov moving ing on and and off equipment (e.g., step aerobics); aerobics); – perform rolls rolls and and balances balances in sequence sequence (e.g., consecutive straddle straddle rolls to a front support balance); – perform rot rotations ations on equipme equipment nt (e.g., front roll roll on a bench).

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Active Activ e Participation Parti cipation

Daily vigorous physical activity must become part of each child’ child’ss routine and way of life. The health and physical education program, which includes vigorous physical physical activity for all learners learner s throughout thro ughout the school school year, year, will help children children to become fit, indepen independent dent learners; to develop develop interpersonal interper sonal skills by interacting with others; and to relate fitness activities to healthy, healthy, productivee lives.The tiv lives. The four components of this strand are physical physical activity, activity, physical fitness, living skills, and safety safety.. Students are expected to participate vigorously on a regular basis in a wide range of physical activities. Also, students are required required to participate in sustained sustained moderate to vigorous vigorous physical activity for a minimum of twenty minutes each day in order to improv improvee or maintain their physical fitness.* This requirement is reflected in a curriculum expectation included in every grade in this strand. Physical activity. Participation in physical activity provides provides students with a variety var iety of opportunities for increasing their self-esteem and developing positive positive interpersonal interper sonal skills and attitudes, includi including ng practices practices of fair play and respect respect for others. others. Studen Students, ts, indiv individually idually and and in groups, should be strongly encouraged to participate daily in a wide variety variety of physical activities – dance, gymnastics, aquatics, and fitness and recreational recreational activities activities (where (where facilities permit) – and to become increasingly responsible for their own daily physical activity. activity. Especially where facilities are limited and must be shared shared by large numbers of students, the scheduling of regular physical education classes will require some creativity (e.g., (e.g., twentyminute as opposed to thirty-minute gym periods, the use of portables) and the use of alternativee venues, tiv venues, such as parks, fields fields,, and nearby community community facilities. facilities. Physical fitness. Teachers must use a variety of methods to encourage students to develop such aspects aspects of phys physical ical fitness as flexibility flexibility,, agility agility,, co-or co-ordinati dination, on, stre strength, ngth, balanc balance, e, and, especially,, cardiov cially cardiovascular ascular respiratory endurance. As levels levels of fitness improve improve,, the duration of vigorous activity must be regularly increased. Students will become involved involved in assessing their own fitness levels, levels, setting personal goals, and developing developing plans to achieve achieve them. Living skills. The development development of livi living ng skills (e. (e.g., g., decisio decision-maki n-making, ng, goalgoal-setti setting, ng, commun communiication,, time-m cation time-manage anagement, ment, organi organizatio zational, nal, prob problem-s lem-solving olving,, conflic conflict-re t-resoluti solution, on, and interpersonal skills) is an integral part of all aspects of the physical and health education curriculum, but particularly of this strand. The program will help students to combine these living living skills with physical activity and fitness skills, and to apply these skills in ways that will be useful throughout their liv l ives. es. Safety. Safety must be an integral part of the program. While teachers have responsibility for matters matte rs related to supervision, supervision, equipmen equipment, t, faciliti facilities, es, and procedures procedures,, studen students ts must take take some responsibility for their own own safety at a very young young age. Following procedures, using equipment as instructed, instructed, and wearing wearing appropriate attire attire are some ways ways in which students students can contribute contribute to their safe participation in physical activity. activity. Safety is addressed in the overall overall expectations and is implicit in all of the specific expectations for each grade. Students must fulfil each expectation safely and responsibly without putting themselves and others at risk. *

This requirement is effective as of October 6, 2005.

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ACTIVE PARTICIPATION

Active Participation: Grade 1

Overall Expectations By the end of Grade 1, student studentss will: • participate on a regular basis in physical activities that maintain or improve improve physical fitness fitness (e.g., (e. g., games games,, gymnas gymnastics, tics, dance dance,, fitnes fitnesss activit activities, ies, outdoor pursuits pursuits); ); • reco recognize gnize the the importance importance of being being physica physically lly active; active; • acquire acquire living living skills (e. (e.g., g., basic prob problem-s lem-solving olving,, decisio decision-maki n-making, ng, goalgoal-setti setting, ng, and interpersonal skills) through through physical physical acti activitie vitiess (e.g., games, gymna gymnastics stics,, dance dance,, outdoo outdoorr pursuits pursuits); ); • follo follow w safety procedur procedures es related related to physical physical activity activity,, equipme equipment, nt, and facilities. facilities.

Specific Expectations Students will: Physical Activity

– participate participate vigorou vigorously sly in all all aspects aspects of the program (e.g., physical activity activity centres, dancing to music, music, tag games); – display display readiness readiness to to participate participate in the the instructional program program (e.g., joining in readily,, wearing appropriate clothing, readily removing jewellery); – follo follow w instruct instructions ions,, pa pay y attent attention, ion, and attempt new activities; Physical Fitness

– participate participate in sustain sustained ed moderate moderate to vigorvigorous physical activity activity (e.g., animal-walk fitness circuit) for a minimum of twenty minutes each day, day, including appropriate warm-up and cool-down procedures; – recognize recognize that that the heart heart is always always beating beating and pumping blood to the muscles and the rest of the body, body, and that increased activity increases both the work of the heart and the speed of breathing;

Living Skills

– participate participate in class class or or small-group small-group discus discus-sion activities related to physical activity (e.g., goal setting through through a theme-related activity such as a walk-run to the Olympics); – work work co-operati co-operativel vely y with others (e.g., (e. g., sharing equipment, equipment, helping others); others); – demonstrate demonstrate respect respect for others others in group group situations situa tions (e.g., (e.g., being courteous, courteous, speaki speaking ng kindly).

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Overall Expectations By the end of Grade 2, student studentss will: • participate on a regular basis in physical activities that maintain or improve improve physical fitness fitness (e.g., (e. g., games games,, gymnas gymnastics, tics, dance) dance);; • reco recognize gnize the the personal benefits benefits of being being physica physically lly active; active; • acquire acquire living living skills (e. (e.g., g., basic prob problem-s lem-solving olving,, decisio decision-maki n-making, ng, goalgoal-setti setting, ng, and interpersonal skills) through through physical physical acti activitie vitiess (e.g., games, gymna gymnastics stics,, dance dance,, outdoo outdoorr pursuits pursuits); ); • follo follow w safety procedur procedures es related related to physical physical activity activity,, equipme equipment, nt, and facilities. facilities.


– participate participate vigorou vigorously sly in all all aspects aspects of the program (e.g., (e.g., individual and group activiactivities, dancing to music, music, co-oper co-operati ative ve games); – identify identify the reasons reasons for participatin participating g in regular physical activity; – display display readiness readiness to to participate participate in the the instructional program (e.g., (e.g., taking out and and putting away away equipment, joining in readily, readily, wearing appropriate clothing, and applying sun protection when necessary); – stay stay on task, fol follo low w instructi instructions ons,, pa pay y attenattention, and see tasks tasks through to completion; Physical Fitness

– participate participate in sustain sustained ed moderate moderate to vigorvigorous physical activity (e.g., (e.g., an aerobics routine) for a minimum of twenty minutes each day, day, including appropriate warm-up and cool-down procedures; – explain explain the importanc importancee of stretch stretching ing the the large muscle groups through warm-ups before physical activity;

– recognize recognize that that the body needs needs activity activity for for sustained amounts of time to improve the strength of the heart and lungs; – assess assess their degree degree of exerti exertion on in physica physicall activities (e.g., (e.g., by calculating their heart beat or breathing rate); Living Skills

– participate participate in personal personal or or group goal setsetting related to physical physical activity (e.g., (e.g., to bring proper clothing for gymnastics, gymnastics, to bench step for two minutes); – demonstrate demonstrate appr appropriate opriate interpersona interpersonall skills and respectful respectful behaviour (e.g., displaying etiquette, playing fairly fairly,, co-operating) in physical activities; – provide provide help help to and and ask for help from group members.

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Overall Expectations By the end of Grade 3, student studentss will: • participate on a regular basis in physical activities that maintain or improve improve physical fitness fitness (e.g., (e. g., skippin skipping g to music music); ); • reco recognize gnize the the personal benefits benefits of being being physica physically lly active; active; • acquire acquire living living skills (e. (e.g., g., basic prob problem-s lem-solving olving,, decisio decision-maki n-making, ng, goalgoal-setti setting, ng, and interpersonal skills) through through physical physical acti activitie vitiess (e.g., games, gymna gymnastics stics,, dance dance,, outdoo outdoorr pursuits pursuits); ); • follo follow w safety procedur procedures es related related to physical physical activity activity,, equipme equipment, nt, and facilities. facilities.


– participate participate vigorou vigorously sly in all all aspects aspects of the program (e.g., tag games, games, outdoor pursuits); pursuits); – demonstrate demonstrate an an awaren awareness ess of the the importance of being physically active in their leisure time; – describe the the health health benefits benefits of participa participating ting in regular physical activity activity (e.g., (e.g., developing a strong heart and lungs); Physical Fitness

– participate participate in sustain sustained ed moderate moderate to vigorvigorous physical activity (e.g., (e.g., pow power er walking) for a minimum of twenty minutes each day,, including appropriate warm-up and day cool-down procedures; – identify identify the new new capabilitie capabilitiess (skills) (skills) that that result from impro imp roved ved physical fitness (e.g., (e. g., being able able to run farther, farther, requi requiring ring shorter rest periods); – assess assess their degree degree of exertion exertion in physica physicall activities (e.g., by taking a “talk test”);

Living Skills

– adopt an an action action plan based on on an individ individ-ual or group g roup goal related to physical activity (e.g., pow power er walking for one kilometre three times a week); – demonstrate demonstrate respect respect for for the abilitie abilitiess and feelings of others (e.g., accepting everyone everyone into the group); – follow follow the rules of of fair play play in games games and activities (e.g., (e.g., giving everyone everyone a chance to play); – communicate communicate positi positivel vely y to help help and encourage others.

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Overall Expectations By the end of Grade 4, student studentss will: • participate on a regular basis in physical activities that maintain or improve improve physical fitness fitness (e.g., (e. g., tag games); games); • identi identify fy the the benefits benefits of of physica physicall fitness; fitness; • apply living living skills skills – such such as goal goal setting, setting, conflic conflict-re t-resoluti solution on techniques, techniques, and interpersonal interpersonal skills (e.g., (e.g., playing fairly, fairly, co-operating, behaving respectfully) respectfully) – to physical activities activities (e.g., (e. g., games games,, gymnas gymnastics, tics, dance dance,, outdoor pursuit pursuits); s); • demonstrate demonstrate a variety variety of interpersona interpersonall skills skills (e.g., (e.g., play playing ing fairly fairly, co-ope co-operating rating,, beha behaving ving respectfully); • follo follow w safety procedur procedures es related related to physical physical activity activity,, equipme equipment, nt, and facilities. facilities.


– participate participate vigorou vigorously sly in all all aspects aspects of the program pro gram (e. (e.g., g., lead-u lead-up p games games,, crea creativ tivee dance); – identify identify the factors factors that motiv motivate ate participaparticipation in daily physical physical activity (e.g., fun, improved improv ed health, increased energy level); Physical Fitness

– improv improvee their fitness leve levels ls by participating participating in sustained moderate to vigorous physical activity (e.g., (e.g., line dancing) for a minimum minimum of twenty minutes each day day, including appropriate warm-up and cool-down procedures; – recognize recognize that that the health of of the heart heart and lungs is improved improved by physical physical activity (e.g., aerobics activities activities to music); music); – recognize recognize that that muscle muscle streng strength th and endurance increase with exercise and physical activity;

– monitor their pulse pulse rates rates before before and after after physical activity activity (e.g., locate and compare their pulses before and after taking part in physical activity, activity, and explain the reasons for differences in pulse rates); Living Skills

– use a goal-se goal-setting tting proc process ess (e.g. (e.g.,, set a reali realisstic goal, goal, identi identify fy and address address barriers, prepare an action plan, decide who can help, help, and identify how to know when the goal has been reached) related to physical p hysical activity; – follow follow the rules of of fair play play in games games and activities (e.g., (e.g., displaying good sports sports etiquette by maintaining self-control whether winning or losing); – demonstrate demonstrate respectful respectful behaviour behaviour towar towards ds others in the group (e.g., speaking kindly, kindly, refraining from hurtful comments, acknowledging acknow ledging others’ ideas and opinions). opinions).

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Overall Expectations By the end of Grade 5, student studentss will: • participate on a regular basis in physical activities that maintain or improve improve physical fitness fitness (e.g., one-on-one or two-on-two two-on-two soccer-type games); • identify the components of physical fitness and describe physical activities activities that improv improvee these components; • apply livi living ng skills skills (e.g (e.g., ., goal setting setting,, conflic conflict-re t-resoluti solution on techniques techniques,, and interpersonal interpersonal skills that contribute to positive positive group interaction) to physical physical activities (e.g., games, gymnastics, dance,, outdoor pursuits); dance pursuits); • follo follow w safety procedur procedures es related related to physical physical activity activity,, equipme equipment, nt, and facilities. facilities.


– participate participate vigorou vigorously sly in all all aspects aspects of the program pro gram (e. (e.g., g., gymna gymnastic stic stations, stations, fitnes fitnesss circuit); – describe the the factors that motiv motivate ate participarticipation in daily physical activity activity (e.g., seeing an activity on TV, idolizing a sports hero hero,, doing an activity with your family) and connect them to various activities; Physical Fitness

– improv improvee their fitness leve levels ls by participating participating in sustained moderate to vigorous physical activity (e.g., (e.g., rope skipping to music) for for a minimum of twenty minutes each day,, including appropriate warm-up and day cool-down procedures; – describe the the components components of of physica physicall fitness fitness and relate each component to an appropriate physical activity (e.g., (e.g., cardiorespiratory – skipping; skipping; muscl musclee endurance endurance – abdominal crunches; muscl musclee strength strength – push-u push-ups; ps; flexibility – sit and reach); – assess assess their progres progresss in fitness-enh fitness-enhancing ancing activities at regular regular intervals (e.g., weekly monitoring of their pulses before and after running or completing exercise circuits);

Living Skills

– incorporate incorporate time-man time-managemen agementt and and orgaorganizational skills in the goal-setting process (e.g., (e. g., set a realistic realistic goal, goal, identif identify y and address addre ss barriers, prepa prepare re an action plan, decide who can help, help, and identify how how to know when the goal has been reached) related to physical activity or personal fitness; – follow follow the rules of of fair play play in games games and activities (e.g., (e.g., by displaying displaying sports etiquette, by encouraging others with positive comments).

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Overall Expectations By the end of Grade 6, student studentss will: • participate on a regular basis in physical activities that maintain or improve improve physical fitness fitness (e.g., rope skipping to music); • apply livi living ng skills, skills, includi including ng interpersonal interpersonal skills, skills, in physica physicall activit activities ies (e.g (e.g., ., games games,, gymna gymnastics stics,, dance, outdoor pursuits) and describe the benefits of using these skills in a variety of physical activities; • follow follow safety safety procedur procedures es related related to physica physicall activity activity,, equipme equipment, nt, and facilities, facilities, and begin to take responsibility for their own safety.


– participate participate vigorou vigorously sly in all all aspects aspects of the program (e.g., cross-country running, co-operativee games); co-operativ – describe the the factors that motiv motivate ate participarticipation in daily physical activity activity (e.g., the influence influe nce of friends, enthus enthusiasm iasm for the outdoors) and begin to consider them when making their own choices of physical activities; Physical Fitness

– improv improvee their personal personal fitness leve levels ls by participating in sustained moderate to vigorous physical physical activity (e.g., (e.g., Ultimate Frisbee) for a minimum of twenty minutes each day, day, including appropriate warm-up and cool-down procedures; – assess assess their progres progresss in fitness-enh fitness-enhancing ancing activities at regular intervals (e.g., daily daily,, weekly,, or monthly monitoring of their weekly pulses before and after active games, stretching stre tching,, or push-u push-ups); ps);

Living Skills

– implement implement and revis revisee as require required d plans of of action to achieve personal fitness goals; – follow follow the rules of of fair play play in games games and activities, and support the efforts of peers to improve improve their skills. skil ls.

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Overall Expectations By the end of Grade 7, student studentss will: • participate on a regular basis in physical activities that maintain or improve improve physical fitness fitness (e.g., (e. g., pow power er walking, hiking) hiking);; • identify identify the benefits benefits of each component component of physical physical fitness fitness (e.g., (e.g., cardi cardiores orespirato piratory ry fitness – healthy heart and lungs); • apply livi living ng skills (e. (e.g., g., basic prob problem-so lem-solving, lving, decisi decision-mak on-making, ing, goal-s goal-setting etting,, and confli conflictctresolution reso lution techniques) techniques) in physical physical activities activities (e.g., (e.g., games games,, gymna gymnastics stics,, dance dance,, music music,, outdoor pursuits); • transfer transfer approp appropriate riate interpersonal interpersonal skills (e. (e.g., g., exhibit exhibiting ing etiquett etiquette, e, fair play play, co-ope co-operation ration,, and respectful behaviour) to new physical activities; • follow follow safety proce procedures dures related related to physica physicall activity activity,, equipme equipment, nt, and facilities, facilities, and continue continue to take responsibility for their own safety.


– participate participate vigorou vigorously sly in all all aspects aspects of the program (e.g., (e.g., three-on-three basketball, aerobics); – apply the the factors that that motivat motivatee their daily daily activitie acti vitiess (e. (e.g., g., competi competing, ng, attai attaining ning improved improv ed fitness levels) to their personal action plans; Physical Fitness

– improv improvee or maintain maintain their personal personal fitness fitness levels by participating in sustained moderate to vigorous fitness activity for a minimum of twenty minutes each day day, including appropriate warm-up and cool-down procedures; – identify identify the traini training ng principles principles that that affect affect their fitness levels (e.g., (e.g., frequency frequency,, intensity intensity,, time, and type t ype – F.I.T .I.T.T .T.); .); – assess assess their own own levels levels of physical physical fitness fitness on an ongoing basis, comparing with past performances,, and apply the information formances information to their personal goals;

Living Skills

– apply a goal-set goal-setting ting proce process ss (e.g (e.g., ., set a realistic reali stic goal, identi identify fy and addre address ss barriers, barr iers, prepare prepa re an action plan, determine and access sources sources of support, and identify how to know when the goal has been reached) to short-term goals related to physical activity or personal fitness; – participate participate fairly in games games or activ activities ities (e.g., accepting and respecting decisions made by officials, whether they are students, studen ts, teache teachers, rs, or coaches coaches). ).

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Overall Expectations By the end of Grade 8, student studentss will: • participate on a regular basis in physical activities that maintain or improve improve physical fitness fitness (e.g., aerobics to music); • apply livi living ng skills (e. (e.g., g., basic prob problem-so lem-solving, lving, decisi decision-mak on-making, ing, goal-s goal-setting etting,, and confli conflictctresolution reso lution techniques) techniques) in phy physical sical activities activities (e.g., (e.g., games games,, gymna gymnastics stics,, dance dance,, outdoor pursuits); pursuits); • transfer transfer approp appropriate riate interpersonal interpersonal skills (e. (e.g., g., exhibit exhibiting ing etiquett etiquette, e, fair play play, co-ope co-operation ration,, and respectful behaviour) to new physical activities; • follow follow safety proce procedures dures related related to physica physicall activity activity,, equipme equipment, nt, and facilities, facilities, and continue continue to take responsibility for personal safety. safety.


– participate participate vigorou vigorously sly in all all aspects aspects of the program pro gram (e.g., indoor soccer, soccer, cricket) cricket);; – apply the the factors that that motivat motivatee their daily daily activitie acti vitiess (e.g., health benefits, benefits, interpersonal interaction) to positively influence others (e. (e.g., g., family family,, friends, members of the community) to become physically active; active; Physical Fitness

– improv improvee or maintain their their fitness fitness levels levels by participating in sustained moderate to vigorous fitness activity for a minimum of twenty minutes each day day, including appropriate warm-up and cool-down procedures; – assess assess their personal personal levels levels of physica physicall fitness on an ongoing basis comparing to past performances, performances, and apply the information to their short- and long-term goals;

Living Skills

– apply a goal-set goal-setting ting proce process ss (e.g (e.g., ., set a realistic reali stic goal, identi identify fy and addre address ss barriers, barr iers, prepare prepa re an action plan, determine and access sources sources of support, and identify how to know when the goal has been reached) to short- and long-term goals related to physical activity or fitness; – demonstrate demonstrate respectful respectful behaviour behaviour towar towards ds the feelings and ideas of others; – follow follow the rules of of fair play play and sports sports etiquette in games and activities (e.g., (e.g., maintaining self-control whether winning or losing).

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Explanatory Explana tory Notes

The following definitions and explanations of terms are intended to help teachers and parents use this document. abstinence. A conscious decision to refrain from sexual intercourse. active living. A way of life in which physical activity is valued and integrated into daily life. assessment. The gathering of data about a student’s progress. balanced diet. Healthy eating based on the four food groups. etiquette. Respect for the rules of the game and for competitors. fair play. Respect and just and equal treatment for all. fertilization. A union of female and male reproductivee cells that results in a new life. reproductiv fitness (physical). A state of well-being that (a) allows people to perform daily activities with with vigour; vigour; (b) reduces reduces the risk of health problems related to lack of exercise; and (c) establishes a fitness base for participation in a variety of physical activities. fitness components. Flexibility Flexibility,, agility agility,, cardiov cardi ovascul ascular ar health health,, balanc balance, e, pow power, er, and strength. F.I.T.T. Fitnes Fitness, s, intens intensity ity,, time time,, and type. type. injury prevention. Most injuries are preventabl ve ntable. e. Educati Education on reduces the risk of injuries for children and youth by focusing on safe practices. leisure. Unstruct Unstructured, ured, free time used for the pursuit of personal interests; interests; time at one’ one’ss own disposal. living skills. Lifetime skills that enhance personal well-bein well-being. g. Livi Living ng skills include problem-so prob lem-solving, lving, decisio decision-mak n-making, ing, commu commu-nication, and conflict-resolution skills. locomotion/travelling skills. Skills used locomotion/travelling to move the body from one point to another.

manipulation skills. Mov Movement ement skills skil ls that involve inv olve giving force to objects or receiving force from objects (e.g., (e.g., throw throwing, ing, catching, collect coll ecting ing,, kick kicking ing,, punt punting ing,, dribb dribblin ling, g, vo vollleying, leyin g, striking) striking).. movement skills. The movement skills of locomotion/tr locomot ion/trav avelling, elling, manipul manipulation, ation, and stability form the foundation of all physical activity. personal goal-setting process. This process can include: (a) setting setting a realistic goal; (b) identifying identifying and address addressing ing barriers; (c) preparing preparing an action plan; plan; (d) deciding deciding who can help; help; and (e) identify identifying ing the factors factors that indicate that the goal has been reached. safe practices. Safety rules and procedures defined for each activity in the instructional program. stability skills. Skills in which the body remains in place but moves around its horizontall or ve zonta vertical rtical axis (e.g., (e.g., bending bending,, str stretchetching,, twi ing twisti sting, ng, turni turning) ng).. stages of physical development. Physical changes through life; a progression progression of develdevelopment based on chronological years. static movement. A stationary position with no transfer of energy. energy. strands. The key components of a specific subject area. vigorous physical activity. The degree to which an activity is vigorous is directly related to its ability to raise the heart rate and maintain this increase for a sustained period of time.Vigorous physical activities are aerobic aerobic in nature, nature, enhancing the health of the heart and lungs. The amount of time required for a vigorous activity is dependent on age and stage of development.

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The Ministry of Education and Training wishes to acknowledge the contribution of the many individuals, vidual s, groups groups,, and organizations organizations that participated participated in the development and refinement of The Ontario

Curriculum, Gra Curriculum, Grades des 1-8: Healt Healthh and Physica Physical l Education, Educa tion, 1998 .

Printed on recycled paper

05-202 ISBN 0-7778-7576-4 (Revised) © Queen’s Printer for Ontario, 2005

The Ontario Curriculum - Health and Physical Education

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