Curriculum Browser

apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience(e.g., Active Living: dress appropriately for outdoor activity, recognizing that they help themselves feel more comfortable by doing so; Movement Competence: describe the value of positive self-talk to help manage several variables when engaged in an activity, such as sending objects of different sizes, at different levels, using different body parts; Healthy Living: in response to teasing, try different solutions – walking away, telling the person to stop, telling the person how the teasing makes them feel, getting help)
Positive Motivation and Perseverance

apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity (e.g., Active Living: demonstrate how they can help one another while using equipment; Movement Competence: in a mirroring activity, copy a partner’s movements by following their non-verbal signals as well as body language that signals the next movement; Healthy Living: use positive language when talking to peers, as part of developing healthy relationships, and encourage others to do the same)
Self-Awareness and Sense of Identity

apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging (e.g., Active Living: monitor their body’s physical and mental responses when they are participating in a physical activity; Movement Competence: after jumping, consider what they did well as they tried to land in a stable position, and what they could do better; Healthy Living: complete a checklist to monitor their daily care of their teeth and explain how the checklist can help build their awareness of health habits that contribute to their overall health
Critical and Creative Thinking

apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making (e.g., Active Living: explain how participating in moderate to vigorous activity is connected to better fitness and better health; describe what is needed to play safely and comfortably outside in different kinds of weather; Movement Competence: explore the use of many pieces of equipment and explain how each is different and why they prefer one over another; Healthy Living: explain how to stay safe by identifying household products that might be dangerous)

demonstrate behaviours and apply procedures that maximize safety and lessen the risk of injury, including the risk of concussion, for themselves and others during physical activity (e.g., being aware of personal space; making sure their shoelaces are tied; warming up to prevent injury; wearing a properly fitting helmet when cycling, skiing, or playing hockey; taking turns when sharing equipment; avoiding overcrowding when using equipment both in class and on the playground; making sure straps are done up before pushing a wheelchair) [A1.4 Relationships, 1.5 Self]

identify ways of protecting themselves and others, including those with medical conditions, from safety risks while participating in physical activity (e.g., avoiding broken glass on the field or on the playground and reporting it to the teacher, carrying an epinephrine autoinjector if needed, reducing intensity of physical activity if poor air quality causes breathing difficulties, bringing an inhaler if needed, tucking in the tubing of an insulin therapy pump to prevent it from getting caught) [A1.4 Relationships, 1.6 Thinking]