Physical and Health Education 2

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being.
Learning how to participate and move our bodies in different physical activities helps us develop physical literacy.
Adopting healthy personal practices and safety strategies protects ourselves and others.
Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships.
Our physical, emotional, and mental health are interconnected.

Content

Learning Standards

Content

proper technique for fundamental movement skills, including non-locomotor
movements performed “on the spot” without travelling across the floor or surface; could include:
  • balancing
  • bending
  • twisting
  • lifting
, locomotor
movement skills that incorporate travelling across the floor or surface; could include:
  • rolling
  • jumping
  • hopping
  • running
  • galloping
, and manipulative
movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:
  • bouncing
  • throwing
  • catching
  • kicking
  • striking
skills
ways to monitor physical exertion levels
could include using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, and students choose the number that they feel best describes how they are feeling in relation to their exertion levels
how to participate in different types of physical activities, including individual and dual activities
activities that can be done individually and/or with others; could include:
  • jumping rope
  • swimming
  • running
  • bicycling
  • yoga
  • Hula Hoop
, rhythmic activities
activities designed to move our bodies in rhythm; could include:
  • dancing
  • gymnastics
, and games
types of play activities that usually involve rules, challenges, and social interaction; could include:
  • tag
  • parachute activities
  • co-operative challenges
  • Simon Says
  • team games
  • traditional Aboriginal games
effects
could include:
  • increased breathing
  • increased thirst
  • sweating
  • using our muscles
  • feeling good
of physical activity on the body
practices that promote health and well-being, including those relating to physical activity

getting 60-90 minutes of moderate to vigorous physical activity each day

, nutrition

trying a variety of foods that gives us the energy to grow, play and learn

, and illness prevention

practices could include:

  • washing hands
  • covering mouth when coughing
  • resting when sick
  • staying away from others when sick
strategies for accessing health information

could include:

  • accessing sources of support (e.g., trusted adults, school staff, medical professionals) for health information
  • using judgment and being cautious at all times when seeking an adult for information
strategies and skills to use in potentially hazardous, unsafe, or abusive situations

could include:

  • identifying potentially unsafe situations such as: strangers who ask you to do uncomfortable things (e.g., getting in a vehicle, going to a different location, separate you from your class or family/caregivers)
  • developing strategies such as: 
    • using a strong voice to set boundaries and saying “no,” “stop,” “I don’t like this”
    • calling out for help and getting away if possible
    • telling a trusted adult about an unsettling or dangerous situation until you get help
    • not giving out personal information (e.g., to strangers, on the Internet)
effects of different substances

could include:

  • poisons
  • medications
  • psychoactive substances
, and strategies for preventing personal harm
managing and expressing emotions
factors that influence self-identity
could include:
  • self-esteem
  • self-efficacy
  • cultural heritage
  • body image

Curricular Competency

Learning Standards

Curricular Competency

Physical literacy

Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments
Apply methods of monitoring exertion levels in physical activity
  • Example of a method of monitoring exertion levels in physical activity: using a 1–5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, choose the number that you feel best describes how you are feeling in relation to your exertion levels
Develop and demonstrate safety, fair play, and leadership in physical activities
Identify and explain factors that contribute to positive experiences in different physical activities
  • Examples of types of physical activity: 
    • indoor or outdoor activities
    • free play or structured activities
    • activities with or without equipment
       

Healthy and active living

Participate daily in physical activity at moderate to vigorous intensity levels
Identify and describe opportunities to be physically active at school, at home, and in the community
Explore strategies for making healthy eating choices
  • What are some factors that influence what you like to eat?
Describe ways to access information on and support services for a variety of health topics
  • Where can you find health information when you are at school?
  • identifying sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch
Explore and describe components of healthy living
  • What does healthy living mean to you?
Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations
  • What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?
  • developing strategies for establishing boundaries in unsafe or uncomfortable situations:
    • saying now you feel
    • asking for what you need
    • disagreeing respectfully
    • saying no without guilt
    • speaking up for yourself and others when safe to do so
    • removing yourself from an unsafe or uncomfortable situation
  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
     
Develop and demonstrate respectful behaviour when participating in activities with others
  • developing an initial understanding of consent:
    • understanding personal boundaries and respect the boundaries of others (e.g., body boundaries, emotional boundaries)
    • ensuring affirmative consent (yes means yes) and obtaining permission before doing things
    • saying “no” and “stop” in respectful and assertive ways
    • listening and respecting when others say “no” or “stop it”
       
Identify and describe characteristics of positive relationships
  • understanding personal space (e.g., body bubbles)
  • asking for permission to touch or hug a person
  • respecting “no” or “stop”
  • showing respect for the boundaries of others
     
Explain how participation in outdoor activities supports connections with the community and environment
  • What types of outdoor activities can you participate in in your community?

Mental well-being

Identify and apply strategies that promote mental well-being
  • Examples of strategies that promote mental well-being:
    • getting enough sleep
    • talking about feelings
    • participation in regular physical activity
       
Identify and describe feelings and worries, and strategies for dealing with them
  • How do you respond to different feelings that you have?