Physical and Health Education K

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Curriculum Physical and Health Education Kindergarten PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.
Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships.
Knowing about our bodies and making healthy choices helps us look after ourselves.
Good health comprises physical, mental, and emotional well-being.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Physical literacy

Physical literacy
Physical literacy
  • How is your breathing different when you are running in a game and when you are sitting?   
 
Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments
Describe the body’s reaction to participating in physical activity in a variety of environments
Develop and demonstrate safety, fair play, and leadership in physical activities

Healthy and active living

Healthy and active living
Healthy and active living
  • What kinds of activities do you like to participate in on a daily basis at school, at home, or in the community?
  • Why is it important to eat from a variety of food groups and stay hydrated throughout each day?
  • What types of choices can you make for your health and well-being?
 
Participate daily in physical activity at moderate to vigorous intensity levels
Identify opportunities to be physically active at school, at home, and in the community
Identify and explore a variety of foods and describe how they contribute to health
Identify opportunities to make choices that contribute to health and well-being
Identify sources of health information

Social and community health

Mental well-being

Mental well-being
Mental well-being
  • What are some practices that help you feel good about yourself?
 
Identify and describe practices that promote mental well-being
Identify and describe feelings and worries
Identify personal skills, interests, and preferences

Content

Students are expected to know the following:
proper technique for fundamental movement skills, including non-locomotor
non-locomotor
movement skills performed “on the spot” without travelling across the floor or surface; could include:
  • balancing
  • bending
  • twisting
  • lifting
 
, locomotor
locomotor
movement skills that incorporate travelling across the floor or surface; could include:
  • rolling
  • jumping
  • hopping
  • running
  • galloping
 
, and manipulative
manipulative
movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; skills could include:
  • bouncing
  • throwing
  • catching
  • kicking
  • striking
 
skills
how to participate in different types of physical activities, including individual and dual activities
individual and dual activities
activities that can be done individually and/or with others; could include:
  • jumping rope
  • swimming
  • running
  • bicycling
  • Hula Hoop
 
, rhythmic activities
rhythmic activities
activities designed to move our bodies in rhythm; could include:
  • dance
  • gymnastics
 
, and games
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
 
relationships between food, hydration, and health
relationships between food, hydration, and health
  • food gives us energy and helps us grow
  • different types of foods provide different health benefits
  • water is the best choice for staying hydrated
 
practices
practices
  • getting adequate sleep
  • participating in physical activity
  • making healthy eating choices
  • participating in relaxing activities
  • illness prevention through washing hands and proper hygiene
 
that promote health and well-being
names for parts of the body
parts of the body
could include:
  • male and female private parts
  • arms
  • legs
  • heart
  • muscles
 
, including male and female private parts 
appropriate
appropriate
could include touches that feel welcome and safe (e.g., medical checkups, high-fives) 
and inappropriate
inappropriate
could include touches that hurt or make us feel uncomfortable (e.g., touching of private parts) 
ways of being touched
different types of substances
substances
could include:
  • poisons
  • medications
  • psychoactive substances
 
hazards and potentially unsafe situations
hazards and potentially unsafe situations
could include:
  • cars on the road
  • strangers
 
caring behaviours
caring behaviours
could include:
  • nurturing
  • providing guidance
  • loving
  • respecting
 
in groups and families
emotions and their causes and effects
reliable sources
sources
could include:
  • medical professionals
  • safety/medical signs
  • parents
 
of health information
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.