Curriculum Browser

apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to express their own feelings and understand and respond to the feelings of others (e.g., Active Living: demonstrate awareness that feeling confident and included can affect a person’s motivation to participate in physical activities; Movement Competence: describe how different activities can generate a range of emotions, including feelings of calm, satisfaction, energy, and excitement; Healthy Living: describe how they would be able to tell if a person is feeling threatened by someone, and identify the actions they could take, as a bystander, to help that person)
Stress Management and Coping

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: use problem-solving strategies to make physical activities that seem difficult more fun and interesting; Movement Competence: explain how trying different approaches, such as adjusting body position or speed, can help them maintain control of a ball with their feet while running down the field; Healthy Living: identify how to get help in different situations – when feeling really sad or worried, in emergencies, when confronted with violence, when being bullied or witnessing someone else being bullied, to prevent injury)
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: work collaboratively with peers by taking turns leading warm-up activities; Movement Competence: listen closely to a partner’s ideas when working with them to create a developmental gymnastics sequence; Healthy Living: show respect for others by giving classmates encouragement and praise and by avoiding behaviours such as calling people names or excluding them; show respect for cultural and all other forms of diversity)
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 progress towards meeting their fitness goals, noting improvements and/or areas that need work; Movement Competence: describe how knowing their strengths and areas for improvement can help when they are learning new skills; Healthy Living: describe things to think about when determining how they can help a friend who might be experiencing mental health challenges, and identify the boundaries and limits on what they can do on their own and when they might need to get help from a caring adult)
Critical and Creative Thinking

identify the parts of the reproductive system, and describe how the body changes during puberty [A1.5 Self]

Menstruation,
spermatogenesis
orientation