Course
Profile
Healthy
Active Living Education, Grade 9 open, Catholic
Course
Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 9 secondary school curriculum. These materials were created by writing
partnerships of school boards and subject associations. The development of these resources was
funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily
those of the Ministry. Permission is
given to reproduce these materials for any purpose except profit. Teachers are
also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this
material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
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Acknowledgments
Catholic
Curriculum Cooperative Writing Partnership
Lead
Board
Bruce-Grey
Catholic District School Board
Steve Henry, Manager
Course
Profile Writing Team
Scott
Campbell, Huron Perth Catholic District School Board
Theresa
Conklin, Huron Perth Catholic District School Board
Steve
Henry, Bruce-Grey Catholic District School Board
Heather
Marcy, Huron Perth Catholic District School Board
Michele
May, Simcoe Muskoka Catholic District School Board
Steve
Peck, Bruce-Grey Catholic District School Board
Course Profiles for Catholic Secondary Schools
Course
Overview
Healthy Active Living Education, Open, Grade 9
School: Department:
District: Course
Developer(s):
Course Title: Healthy
Active Living Education, Open Scott Campbell
Theresa
Conklin
Grade: 9 Steve Henry
Course Type: Open Heather Marcy
Michele
May
Development Date: Steve
Peck
Ministry Course Code:
PPL 10 Special Assistance From:
Course Revisor(s): Patrick
Cureton
Secondary Policy Document: Health and Physical Dianne Metcalfe
Education
Publication Date: April
6, 1999 Revision
Date:
Credit Value: 1 Additional Codes:
Description/Rationale
This
course emphasizes participation in a variety of physical activities that promote lifelong healthy active
living. Students will learn movement
skills and principles, ways to improve personal fitness and physical
competence, and safety and injury prevention.
Through the achievement of the Ministry and the Ontario Catholic School
Graduate expectations the student will investigate issues related to healthy
sexuality, causes of abuse and violence, the use and abuse of alcohol, tobacco,
and other drugs, and will participate in activities designed to develop goal-setting,
communication, social skills and personal competence. Aspects of this course may include career education, community
resources, and education for exceptional students.
How This Course Supports the Ontario Catholic School Graduate
Expectations
Through
Healthy Active Living Education students learn to appreciate the health and well-being of the entire person
from a physical, social, emotional, intellectual and spiritual perspective. In
addition, students gain respect for the many different ways and levels in which
we have all been gifted by God. This
course encourages respect for the dignity and welfare of self and others and
promotes the living of gospel values.
|
Unit
1 |
Active Participation and Physical Fitness |
26
hours |
|
Unit
2 |
Substance Use
and Abuse |
9 hours |
|
Unit
3 |
Relationships and
Sexuality |
13
hours |
|
Unit
4 |
Personal
Safety and Conflict Resolution |
10
hours |
|
Unit
5 |
Individual/Dual
Activities |
26
hours |
|
Unit
6 |
Team
Activities |
26
hours |
Healthy Active
Living Education, Open, Grade 9
Unit Organization
Unit #1: Active Participation
and Physical Fitness
Time: 26 Hours
Description
Students
will develop a positive self-concept through active participation, which will assist
each student in assessing and realizing his/her God given potential: "You are the light of the world" (Matt 5:14). Students will assess their personal
physical fitness levels through activities that emphasize the health-related
components of fitness (cardiovascular endurance, muscular strength,
flexibility, muscular endurance, and body composition). Students will design a personal fitness
program intended to address self-identified goals in order to improve their
personal fitness level. Students will
participate actively and safely in a variety of leisure and fitness activities
designed to attain a balanced and healthy lifestyle now and in the future.
Ontario Catholic School Graduate
Expectations: CGE
3c, 4a, 4e, 4f, 4g, 4h, 5c, 5f, 5g.
Strand(s): Active Living, Physical
Activity, Living Skills
Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.02X,
ALV.03X, LSV.01X
Specific Expectations: PA1.01X, PA1.02X, PA2.02X, AL1.01X,
AL1.02R, AL1.03X, AL2.01X, AL2.02X,
AL2.03X, AL2.04X, AL2.05X, AL3.01 X, AL3.02X, LS1.01X,
LS1.02X, LS1.03X, LS1.04X
Unit #2: Substance Use and
Abuse
Time: 9 Hours
Description
Choices
which students make determine their path in life and ultimately their
relationship with God. Students will develop an understanding of the facts,
myths and effects related to the use and abuse of alcohol, tobacco, and other
drugs (e.g., cannabis). Students will
identify the major environmental factors (e.g., peer pressure, media) in their
lives that contributes to the use of these substances. Students will demonstrate the moral
decision-making model (See, Judge, Act and Evaluate) according to the faith
perspective of the Catholic Church.
Students will identify the school and community resources (e.g., health
unit, police department) involved in the education, prevention and treatment of
substance use and abuse. St. Paul reminds us Do you know that you
are Gods temple and that Gods spirit dwells in you? (I Cor. 3:16)
Ontario Catholic School Graduate
Expectations: CGE
1a, 1j, 2a, 2e, 3c, 3d, 4c, 4f, 4g, 5e, 5f,
5g, 7a, 7b
Strand(s): Healthy Living, Living Skills
Overall Expectations: HLV.03X, LSV.01X, LSV.03X
Specific Expectations: HL3.01X, HL3.02X, HL3.03X, HL3.04X, HL3.05X,
LS1.01X, LS1.03X, LS2.01R,
LS2.06R, LS3.01R
Unit #3: Relationships and Sexuality
Time: 13 Hours
Description
Students
demonstrate a respect for the human body in light of the sacredness of human life
created by God. They appreciate the life-giving and love-giving meaning of
God's gift of sexuality, specifically demonstrating a knowledge and
understanding of the sacred gift of human fertility. Developmental stages of
sexuality, factors leading to responsible sexual relationships, and methods of
preventing pregnancies and sexually transmitted diseases are important concepts
in this unit. Students learn specific strategies for making informed moral
decisions with a Catholic Faith Perspective (e.g., chastity) regarding healthy
sexuality. The Genesis story points out
that God created human kind in his
image, in the image of God he created them; male and female he created them
(Gen 1:27).
Ontario Catholic School Graduate
Expectations: CGE
1d, 1e, 1i, 1j, 2a, 2c, 2e, 3c, 3d, 4a, 4f, 4g, 5e, 6b, 7a, 7b, 7c, 7d.
Strand(s):
Healthy Living,
Living Skills
Overall Expectations: HLV.01R, HLV.02X, LSV.0lX, LSV.03X
Specific Expectations: HL2.01X, HL2.02R, HL2.03X, HL2.04R, HL2.05X,
LS1.03X, LS3.01R.
Unit #4: Personal
Safety and Conflict Resolution
Time: 10 hours
Description
Students
develop an understanding of violence and abuse (types, causes, impact, and
prevention). Students have the
opportunity to discuss and develop conflict management skills from a Catholic
perspective. Topics include conflict
resolution, active listening, reconciliation, and coping skills. This unit also deals with personal safety,
injury prevention, first aid, and CPR. This unit is delivered through active
participation, as well as classroom-based instruction.
Ontario Catholic School Graduate
Expectations: CGE
1d, 1j, 2a, 3c, 3d, 7a, 7c, 7e, 7j.
Strand(s): Active Living, Healthy
Living, Living Skills
Overall Expectations: ALV.03X, HLV.04X, LSV.02X, LSV.03X
Specific Expectations: AL3.03X, AL3.04X, HL4.01R, HL4.02X, HL4.03X,
HL4.04X, HL4.05X,
HL4.06X,
LS2.01R, LS2.02R, LS2.03R, LS2.04R, LS2.05R, LS2.06R,
LS3.04R.
Unit #5: Individual/Dual Activities
Time: 26 Hours
Description
Students
participate regularly in a variety of enjoyable individual/dual activities to
enhance overall fitness, health, movement skills, and personal competence. The Book of Sirach states There is no wealth better than health of
body, and no gladness above joy of
heart (Sir 30:16). Students
demonstrate understanding of the importance of movement principles (e.g.,
manipulation, locomotion, and stability) and apply knowledge of guidelines and
strategies that enhance participation in recreation and sport activities. Students develop skills and an appreciation
of physical activities in order to enjoy leisure time pursuits now and in the
future.
Ontario Catholic School Graduate
Expectations: CGE
3e, 4a, 4g, 4h, 5a, 5c, 5e, 5f, 7b.
Strand(s): Physical Activity, Active Living
Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.03X.
Specific Expectations: PA1.01X, PA1.02X, PA1.03X, PA1.04X,
PA2.01X, PA2.02X, PA2.03X,
AL1.01X, AL1.02R, AL2.03X, AL3.01X, AL3.02X.
Unit #6: Team Activities
Time: 26 Hours
Description
Students
participate regularly in a variety of enjoyable team activities to enhance
overall fitness, health, movement skills, and personal competence. Students develop a sense of fair play through
involvement on teams. As St. Paul
points out, Now there are variety of
gifts, but the same Spirit; and there are variety of services, but the same
Lord; and there are variety of activities, but it is the same God who activates
all of them in everyone. To each is
given the manifestation of the Spirit for the common good (1 Cor
12:4-7). Students demonstrate
understanding of the importance of movement principles (e.g., manipulation,
locomotion, and stability) and apply knowledge of guidelines and strategies
that enhance participation in recreation and sport activities. Students
develop skills and an appreciation of physical activities in order to enjoy leisure time pursuits
promoting lifelong active living.
Ontario Catholic School Graduate Expectations:
CGE 3e, 4a, 4c, 4h, 5a, 5c, 5e, 5f, 7b, 7c, 7j.
Strand(s): Physical
Activity, Active Living, Living Skills
Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.02X,
ALV.03X, LSV.03X.
Specific Expectations: PA1.01X, PA1.02X, PA1.03X, PA1.04X, PA2.01X,
PA2.02X, PA2.03X,
PA2.04X, AL1.0IX, AL1.02R, AL3.01X, AL3.02X, LS3.01R.
Course Notes
The
intent of this course is that the expectations will be met through
activity-based experiences. The units
listed do not have to be delivered in the order presented. Due to varying environmental conditions,
school schedules, facility and community resource availability, programming of
this course will vary. As physical
fitness is an integral part of daily living, the physical fitness unit should
be interspersed throughout the entire course (e.g., Substance Use and Abuse are
delivered Monday, Wednesday, Friday, and Physical Fitness delivered Tuesday and
Thursday). Given the nature of topics
and class activities in this course, it is imperative that the teacher be
sensitive to student needs, comfort levels and individual life circumstances.
Accommodations
The
following strategies will allow teachers to adapt or alter the course to ensure
growth, development and success for all students throughout the learning
activities. These strategies will
provide opportunities for remediation, consolidation and enrichment of all
students.
Teachers
will be sensitive to and aware of prior learning experiences.
Teachers
will adapt activities to address the needs of exceptional students.
Teachers
will be sensitive to cultural concerns and religious beliefs regarding all
course topics.
Teachers
will use a variety of teaching strategies to meet the needs of all students.
Teachers
will be aware of safety concerns regarding students with special needs.
Teachers
will be sensitive to ESL and ESD students.
Ontario Secondary School Policy Application
There
are number of OSS policies which will impact on the delivery of this
program. These policies include
guidance/career education, cooperative education, work experience, violence
prevention education, computers across the curriculum, using the community as a resource, and safety.
|
Teaching/Learning Strategies |
Assessment Strategies |
Main Resources |
|
Brainstorming - group
generation of initial ideas expressed without analysis. Collaborative/Cooperative Learning - small
group interaction to achieve specific goals. Community Assisted Learning -
use of community and community resources to learn and/or reinforce knowledge
and skills. Conferencing - student
to student and student to teacher discussion. Independent Study - students explore
and research a topic. Issued Based Analysis -
summarize information to distinguish facts from opinions in order to apply to
their lives. Modelling - purposeful
and repeated demonstration of an action. Practice - repeated
encounters with facts, rules,
patterns, skills, procedures or strategies. Role Playing - explore
thoughts and feeling of another
person by responding in a dramatic situation. Think/Pair/Share - think
alone, then form pairs to discuss and share response with the class. Visual Organizers - a
variety of strategies to make learning more visual. |
The
assessment plan will include the
following: Personal Communication journals/portfolio self assessment/reflection Conferencing Student-Teacher conferencing Peer conferencing Parent-Teacher conferencing Paper and Pencil Tests unit tests (knowledge) mid-term and final exams Observation: formal/informal Performance Assessments presentations, performances demonstrations role play performances formal written assignments (essays, research
projects) projects (posters, video production,
Fitness Assessment Project) Assessment tools will include: checklists marking schemes rubrics anecdotal comments with suggestions for
improvement. worksheets peer evaluation self evaluation |
Books Be
With Me, Teachers Manual,
Year 9 (National
Office of the Canadian Conference of Catholic Bishops, Ottawa, 1997) Everybody
Is a Somebody, The Body Image Coalition of Peel (Peel,
1997) Glencoe
Health: A Guide to Wellness, Glencoe McGraw-Hill
(California, 1999) Healthy
Active Living Standards for
Physical and Health Education in Ontario, OPHEA (Toronto, 1997) Just
for the Health of It! (Unit 4, 5, 6), The Centre For
Applied Research In Education (New York, 1993) Lifetime
Fitness, Johnson Publications,
1993 Moving
to Inclusion: Active Living Through Physical Education:
Maximizing Opportunities For Students With A
Disability (Active Living Alliance for Canadians with a Disability (Canada) Safety
Standards (B,I), OPHEA (Toronto, 1998) The
Canadian Physical Activity, Fitness & Lifestyle Appraisal, (Health
Canada, 1996) Turning
Points: Readings in Family Life
Education (B,I), Prentice Hall Ginn (Scarborough, 1997) Vitality
Leaders Kit - (Health Canada) (613) 954-5995, Fax
(613) 952-7266. Computer
Software FitStat
Computer Software, FitStat Data management Systems Inc.
(Aurora, 1995) |
Evaluation of Student Achievement
Teachers
assess and evaluate student progress continually using a variety of appropriate
resources and strategies to facilitate and improve each student's
learning. These different strategies
will provide the opportunities to allow the students to demonstrate the full
range of their learning. It is
essential that all students have a clear understanding of the course
expectations and specific achievement levels.
It is important for teachers to be aware of the prior knowledge and skills
students bring with them to the course.
|
Knowledge/Skill Category Weighting Final Examination Knowledge/Understanding Thinking/inquiry Communication Application/Making
Connections Final Fitness Assessment Knowledge/Understanding Thinking/Inquiry Communication Application/Making
Connections Sport Theory and Health Tests Knowledge/Understanding Thinking/Inquiry Communication Application/Making
Connections Health Assignments Knowledge/Understanding Thinking/Inquiry Communication Application/Making
Connections Active Participation and Movement
Skills Knowledge/Understanding Thinking/Inquiry Communication Application/Making
Connections Living Skills Knowledge/Understanding Thinking/Inquiry Communication Application/Making
Connections |
% 40 30 10 20 20 20 20 40 40 30 10 20 20 35 25 20 30 20 10 40 20 10 30 40 |
Course Grade Weighting Final
Examination (optional) Final
Fitness Program Assessment Sport
Theory and Health Tests Health
Assignments Active
Participation and Movement Skills Living
Skills Course Grade |
% 10 15 10 10 30 25 100 |
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community
who
CGE1a
-illustrates a basic understanding of
the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the
church and demonstrates an understanding of the centrality of the Eucharist to
our Catholic story;
CGE1c
-actively reflects on Gods Word as communicated through the
Hebrew and Christian scriptures;
CGE1d -develops attitudes
and values founded on Catholic social
teaching and acts to promote social responsibility, human solidarity and
the common good;
CGE1e -speaks the language of life... recognizing that
life is an unearned gift and that a person entrusted with life does not own it
but that one is called to protect and cherish it. (Witnesses to Faith)
CGE1f -seeks intimacy with
God and celebrates communion with
God, others and creation through prayer and worship;
CGE1g -understands that ones
purpose or call in life comes from
God and strives to discern and live out this call throughout lifes journey;
CGE1h -respects the faith traditions, world religions and
the life-journeys of all people of good
will;
CGE1i -integrates faith with life;
CGE1j -recognizes that sin,
human weakness, conflict and forgiveness are part of the human journey and
that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An
Effective Communicator
who
CGE2a -listens actively and
critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written
materials effectively;
CGE2c -presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
Canadas official languages;
CGE2e -uses and integrates
the Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts,
evaluates new ideas in light of the common good;
CGE3c -thinks reflectively and
creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values
with an informed moral conscience;
CGE3e -adopts a holistic approach to life by
integrating learning from various subject areas and experience;
CGE3f -examines, evaluates
and applies knowledge of interdependent systems (physical, political, ethical,
socio-economic and ecological) for the development of a just and compassionate
society.
A
Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates a
confident and positive sense of self and respect for the dignity and welfare of
others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and
demonstrates Christian leadership;
CGE4d -responds to, manages
and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in
school, work and personal life;
CGE4f -applies effective
communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines and reflects
on ones personal values, abilities and aspirations influencing lifes choices
and opportunities;
CGE4h -participates in
leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works effectively as
an interdependent team member;
CGE5b -thinks critically about the meaning and
purpose of work;
CGE5c -develops ones
God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning,
dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights,
responsibilities and contributions of self and others;
CGE5f
-exercises Christian leadership in the
achievement of individual and group goals;
CGE5g -achieves excellence,
originality, and integrity in ones own work and supports these qualities in
the work of others;
CGE5h -applies skills for
employability, self-employment and entrepreneurship relative to Christian
vocation.
A
Caring Family Member who
CGE6a -relates to family
members in a loving, compassionate and respectful manner;
CGE6b -recognizes human
intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours
the important role of the family in society;
CGE6d -values and nurtures
opportunities for family prayer;
CGE6e -ministers to the
family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts morally and
legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for ones own
actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by
promoting equality, democracy, and solidarity for a just, peaceful and
compassionate society;
CGE7f -respects and affirms
the diversity and interdependence of the worlds peoples and cultures;
CGE7g -respects and understands the history, cultural
heritage and pluralism of todays contemporary society;
CGE7h -exercises the rights and responsibilities
of Canadian citizenship;
CGE7i -respects the environment and uses
resources wisely;
CGE7j -contributes to the common good.
Code Expectations:
Healthy Active Living Education, Grade 9 Open
Physical Activity
Overall Expectations
PAV.01X
demonstrate personal competence in
applying movement skills and principles;
PAV.02X
demonstrate knowledge of guidelines and
strategies that enhance participation in recreation and
sport activities.
Specific Expectations
Movement Skills and Principles
PA1.01X
use and combine movement skills in a
variety of physical activities (e.g., apply
locomotion/travelling, manipulation, and
stability skills to a specific activity);
PA1.02X
demonstrate understanding of the
importance of movement principles in performing isolated
or combined movement skills (e.g., manipulation,
locomotion, and stability);
PA1.03X
identify appropriate movement principles
(e.g., that the production of maximum velocity
requires the use of joints from largest to
smallest) in learning and refining movement skills
(e.g.,
an overhead clear in badminton);
PA1.04X
demonstrate improvement in their skills.
Sports and Recreation
PA2.01X
demonstrate understanding of specific rules
and guidelines for participation in recreation
and sport including team, group, dual, and individual activities (e.g., the
scoring rules in rugby, etiquette such as allowing faster participants to pass
on a cross-country ski trail);
PA2.02X
identify the requirements, including basic
equipment standards, preparation (e.g., warm-up and cool-down exercises,
training requirements), and specific safety issues that maximize performance
and participation in recreation and sport activities;
PA2.03X
explain appropriate strategies or tactics that
enhance performance in specific situations and conditions (e.g., passing versus
dribbling a basketball against a defender, shifting gears in cycling to adjust
to changing conditions);
PA2.04X
describe career opportunities related to
sport and recreation.
Active Living
Overall Expectations
ALV.01X
participate regularly in a balanced instructional program
that includes a wide variety of enjoyable physical activities that encourage
lifelong participation;
ALV.02X
demonstrate improvement in personal health-related physical
fitness;
ALV.03X
demonstrate safe practices regarding the safety of
themselves and others.
Specific Expectations
Active Participation
AL1.01X
participate regularly in physical activities, choosing a
wide range of activities (e.g., individual, small- and large- group, outdoor,
and aquatic activities);
AL1.02R
demonstrate positive, responsible personal and social
behaviour (e.g., striving for personal best, practicing regularly, encouraging
others, playing fair, in physical activity settings;
AL1.03X
identify the factors that affect choices of activities with
potential for lifelong participation and enjoyment.
Physical Fitness
AL2.01X
monitor personal plans for daily, health-related fitness
activities (e.g., self-designed or computerized programs) that reflect their
personal fitness goals;
AL2.02X
participate in personal health-related fitness programs;
AL2.03X
maintain or improve personal fitness levels by
participating in vigorous physical activities for sustained periods of time
(e.g., a minimum of two ten-minute time periods or one twenty-minute time
period for a minimum of four times a week);
AL2.04X
monitor exercise intensity (e.g., using a manual or
computerized heart-rate monitor, breath sound check, talk test);
AL2.05X
describe the benefits of each health-related fitness
component and its relationship to active living (e.g., the relationship of cardiovascular
fitness to increased stamina and lower risk of heart disease, healthy eating to
improved well-being).
Safety
AL3.01X
apply guidelines and procedures related to safe
participation in physical activity (e.g., using equipment correctly, wearing
appropriate attire, using appropriate facilities, meeting expectations
regarding supervision, using proper posture to minimize injury);
AL3.02X
demonstrate behaviour that minimizes risk to themselves and
others (e.g., participating in warm-up and cool- down exercises, checking ice
conditions prior to skating, spotting for weight training);
AL3.03X
identify strategies to deal with emergency situations
related to physical activities;
AL3.04X
demonstrate understanding of cardiopulmonary resuscitation
(e.g., one-person adult CPR).
Healthy Living
Overall Expectations
HLV.01R
identify the factors that contribute to positive
relationships with others;
HLV.02X
explain the consequences of sexual decisions on the
individual, family, and community;
HLV.03X
demonstrate personal strategies to deal effectively with
the social influences that contribute to the use and abuse of alcohol, tobacco,
and other drugs (e.g., cannabis);
HLV.04X
identify strategies to minimize potentially dangerous
situations (e.g., violence prevention, injury prevention).
Specific Expectations
Healthy Growth and Sexuality
HL2.01X
identify the development stages of sexuality throughout
life;
HL2.02R
describe the factors that lead to responsible sexual
relationships;
HL2.03X
describe the relative effectiveness of methods of
preventing pregnancies and sexually transmitted diseases (e.g., abstinence,
condoms, oral contraceptives);
HL2.04R
demonstrate understanding of how to use decision-making and
assertiveness skills effectively to promote healthy sexuality (e.g., healthy
human relationships, avoiding, unwanted pregnancies and STDs such as HIV/AIDS);
HL2.05X
demonstrate understanding of the pressures on teens to be
sexually active;
HL2.06X
identify community support services related to sexual
health concerns.
Substance Use and Abuse
HL3.01X
identify facts and myths related to the use and abuse of
alcohol, tobacco, and other drugs (e.g., cannabis);
HL3.02X
explain the effects of the use and abuse of alcohol,
tobacco, and other drugs;
HL3.03X
identify the major facts (e.g., environmental influences
such as peer pressure, media influences, adolescent attitudes) that contribute
to the use of alcohol, tobacco, and other drugs;
HL3.04X
identify the school and community resources involved in the
education, prevention, and treatment of the use and abuse of alcohol, tobacco,
and other drugs;
HL3.05X
demonstrate and use both decision-making and assertion
skills with respect to media influences and peer pressure related to alcohol,
tobacco, and other drugs.
Personal Safety and Injury Prevention
HL4.01R
describe specific types of physical and non-physical abuse
(e.g., manipulation, intimidation, sexual harassment, verbal abuse);
HL4.02X
assess the impact of non-physical abuse on victims;
HL4.03X
identify the causes of abuse and violence;
HL4.04X
describe solutions and strategies to address violence in the lives of young
people;
HL4.05X
explain how the school, the local community, and other community
agencies are involved in developing strategies (e.g., a schools code of
conduct) to prevent or end the violence in young peoples lives;
HL4.06X
demonstrate effective personal strategies to minimize
injury in adolescence.
Living Skills
Overall Expectations
LSV.01X
use appropriate decision-making skills to achieve goals
related to personal health;
LSV.021X
explain the effectiveness of various conflict
resolution processes in daily
situations;
LSV.03X
use appropriate social skills when working collaboratively
with others.
Specific Expectations
Decision-making
LS1.01X
identify personal strengths and areas for growth;
LS1.02X
demonstrate how they have achieved short-term goals based
on a personal vision;
LS1.03X
demonstrate understanding of the impact of parents, the
media, and culture on values and goals related to healthy active living;
LS1.04X
produce sequential action plans to achieve personal health
goals.
Conflict Resolution
LS2.01R
demonstrate understanding of personal values that can lead
to conflict;
LS2.02R
use assertiveness techniques to avoid escalating conflict;
LS2.03R
demonstrate active listening skills (e.g., identifying
non-verbal feelings expressed by others, paraphrasing the message, asking
questions for clarification) when managing conflict;
LS2.04R
demonstrate the appropriate steps of conflict resolution in
situations encountered in class, at school, with friends, and at home;
LS2.05R
demonstrate understanding of the triggers of conflict
(e.g., defensive behaviour in a group situation) to prevent escalation;
LS2.06R
identify coping skills (e.g., involvement in physical
activity, talking it out, participating in alternative activities or hobbies)
to deal with the internal conflict and stress that often accompanies change.
Social Skills
LS3.01R
contribute to the success of the group verbally and
non-verbally (e.g., by completing a fair share of the group task, acknowledging
others contributions to the task);
LS3.02R
explain the benefits and disadvantages of working with
others;
LS3.03R
give and receive assistance (e.g., through peer mentoring);
LS3.04R
use appropriately a variety of methods for reaching group
agreement (e.g., through consensus, by taking votes in which the majority
rules).