Professional Documents
Culture Documents
Health and
Physical Education
Interim Edition
Re-issued 2018
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Living Skills
Critical and
Personal Skills Interpersonal Skills
Creative Thinking
Self-awareness and Self- Communication Skills Planning
monitoring Skills (verbal/non-verbal)
• Generating information/ideas
• Developing a realistic • Receiving information – observing • Organizing information/ideas
understanding of their own non-verbal signals and body
strengths and areas that need language; active listening, including • Focusing and clarifying ideas or
improvement paraphrasing, clarifying, questioning, strategies
responding
• Monitoring their progress in
developing skills and • Interpreting information – reflecting Processing
understanding on messages, analysing messages
• Interpreting, making connections,
• Recognizing stress and learning • Sending information – signalling analysing
to identify its causes intentions; clearly expressing
information and ideas; expressing
• Synthesizing
• Taking responsibility for their responses and providing feedback; • Evaluating
actions and for their learning
using persuasive skills, assertive
skills, negotiating skills, refusal skills Drawing Conclusions/
Adaptive, Coping, and Presenting Results
Management Skills
Relationship and Social Skills • Arriving at a decision, conclusion,
• Using adaptive skills, such as • Showing respect for others and goal, or solution
being flexible, making connections,
and applying problem-solving,
the environment • Presenting results (e.g., orally, in
stress-management, and conflict- • Appreciating differences in people writing, through a demonstration
resolution skills, when confronted or performance)
• Demonstrating fair play
with challenges and change • Sharing the strategy
• Using coping skills, such as • Demonstrating teamwork skills by
working collaboratively with a Reflecting/Evaluating
relaxation techniques, adopting
partner or in a group to achieve a
an optimistic attitude, trying out
common goal • Reflecting on what could have been
solutions to problems, expressing done differently
emotions, and seeking help, when • Applying conflict-resolution skills
dealing with difficult or stressful • Transferring learning to new
situations or emotions • Networking situations
• Showing leadership • Planning next steps
• Using time-management and
organizational skills to develop
greater control over their own lives
THE ONTARIO CURRICULUM, GRADES 1–8 | Health and Physical Education
Personal Skills
Personal skills help students understand themselves better and equip them to deal with
life’s challenges. The health and physical education program provides students with
many opportunities to develop these skills as they discover and develop new physical
capabilities and acquire knowledge and explore ideas that have deep personal relevance.
Learning personal skills helps to develop an understanding of the factors that contribute
to resilience and a positive self-concept. It also includes learning about the importance of
a positive disposition and a forward-thinking outlook. Although students are not evaluated
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The chart below shows one way of categorizing games and activities on the basis of simi-
larities and common features.
In each category, the interrelationship of rules, strategies, and skills defines the game
structure. Target games have the simplest structure because they tend to be played by
individuals or small groups and have breaks in the play which allow time for decision
making. This does not mean that target activities are the simplest games to play, as the
skills and strategies involved can be very complex. Territory games have the most complex
structure because the number of players, the amount of movement in the play area, and
the almost continuous action increase the number of variables in these games. Within
each category, however, there is room for a wide range of skills and abilities and the games
can be played at varying levels of complexity. This makes it possible for students of all age
and ability levels to explore activities within all game categories.
To promote lifelong healthy, active living for all, it is important not to restrict students to
game and sport activities. Many students prefer activities that do not involve team play,
and these can provide ample opportunities for enjoyment and the development of fitness
and movement skills related to control of body rhythm, movement aesthetics, creativity,
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communication for different audiences (e.g., peers, teammates, adults) and purposes
(e.g., to inform, instruct, promote) and in oral, visual, and/or written forms
use of health and physical education conventions, vocabulary, and terminology
(e.g., using and interpreting signals and body language; using correct terminology
to discuss parts of the body, health-related components of fitness, phases of move-
ment [preparation, execution, follow-through]) in oral, visual and/or written forms
Application
application of knowledge and skills (e.g., movement skills, concepts, principles,
strategies; training principles; health concepts; safe practices; personal and interper-
sonal skills, including teamwork, fair play, etiquette, leadership) in familiar contexts
(e.g., physical activities, healthy living discussions)
transfer of knowledge and skills to new contexts (e.g., transfer of movement skills,
strategies, and tactics from a familiar physical activity to a new activity, transfer of
planning skills to contexts such as fitness, healthy eating, healthy sexuality)
making connections within and between various contexts (e.g., between active
participation, learning in the health and physical education program, and healthy,
active living; between health and physical education, other subjects, and personal
experiences in and beyond school)
Descriptors
A “descriptor”indicates the characteristic of the student’s performance, with respect to a
particular criterion, on which assessment or evaluation is focused. In the achievement
chart, effectiveness is the descriptor used for each criterion in the Thinking, Communication,
and Application categories. What constitutes effectiveness in any given performance task
will vary with the particular criterion being considered. Assessment of effectiveness may
therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic, rel-
evance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particular
criterion. For example, in the Thinking category, assessment of effectiveness might focus
on the degree of relevance or depth apparent in an analysis; in the Communication cate-
gory, on clarity of expression or logical organization of information and ideas; or in the
Application category, on appropriateness or breadth in the making of connections. Similarly,
in the Knowledge and Understanding category, assessment of knowledge might focus on
accuracy, and assessment of understanding might focus on the depth of an explanation.
Descriptors help teachers to focus their assessment and evaluation on specific knowledge
and skills for each category and criterion, and help students to better understand exactly
what is being assessed and evaluated.
Qualifiers
A specific “qualifier”is used to define each of the four levels of achievement – that is,
limited for level 1, some for level 2, considerable for level 3, and a high degree or thorough for
level 4. A qualifier is used along with a descriptor to produce a description of performance
at a particular level. For example, the description of a student’s performance at level 3
with respect to the first criterion in the Thinking category would be: “The student uses
planning skills with considerable effectiveness”.
The descriptions of the levels of achievement given in the chart should be used to identify
the level at which the student has achieved the expectations. Students should be provided
with numerous and varied opportunities to demonstrate the full extent of their achievement
of the curriculum expectations, across all four categories of knowledge and skills.
THE ACHIEVEMENT CHART: Health and Physical Education, Grades 1–8
Knowledge and Understanding – S ubject-specific content acquired in each grade (knowledge),
and the comprehension of its meaning and significance
(understanding)
Thinking – The use of critical and creative thinking skills and/or processes
Use of planning skills uses planning uses planning uses planning uses planning
(e.g., identifying the problem, skills with limited skills with some skills with skills with a
formulating questions and effectiveness effectiveness considerable high degree of
ideas, gathering and organizing effectiveness effectiveness
information; developing fitness
plans; selecting strategies)
Use of processing skills uses processing uses processing uses processing uses processing
(e.g., synthesizing information, skills with limited skills with some skills with skills with a
evaluating risk and determining effectiveness effectiveness considerable high degree of
appropriate safety measures, effectiveness effectiveness
revising fitness goals,
detecting bias)
Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/
thinking processes (e.g., goal creative thinking creative thinking creative thinking creative thinking
THE ONTARIO CURRICULUM, GRADES 1–8 | Health and Physical Education
setting, decision making, problem processes processes with processes with processes with a
solving; analysing movement with limited some effectiveness considerable high degree of
skills, strategizing, reflecting on effectiveness effectiveness effectiveness
learning and determining steps
for improvement, critiquing)
Expression and organization of expresses and expresses and expresses and expresses and
ideas and information in oral, organizes ideas organizes ideas organizes ideas organizes ideas
visual, and/or written forms and information and information and information and information
(e.g., demonstrations, role plays, with limited with some with considerable with a high degree
conferences, presentations, effectiveness effectiveness effectiveness of effectiveness
posters, pamphlets, journals)
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Categories Level 1 Level 2 Level 3 Level 4
Communication (continued)
The student:
Use of health and physical uses conventions, uses conventions, uses conventions, uses conventions,
education conventions, vocabulary, vocabulary, and vocabulary, and vocabulary, and
vocabulary, and terminology and terminology terminology with terminology with terminology with
(e.g., using and interpreting with limited some effectiveness considerable a high degree of
signals and body language; effectiveness effectiveness effectiveness
using correct terminology
to discuss parts of the body,
health-related components
of fitness, phases of movement
[preparation, execution,
follow-through]) in oral,
visual, and/or written forms
Application – T he use of knowledge and skills to make connections within and between
various contexts
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• • • • •
Teacher prompt: “How do you know that you have chosen a good spot for doing
your cool-down stretches today?”
Student: “I can stretch my arms out and not touch anyone or the wall from where
I’m standing/sitting.”
A3.2 identify environmental factors that pose safety risks during their participation in physical
activity (e.g., extreme heat may cause fatigue, too much sun exposure will cause sunburn, extreme
cold and wind chill may cause frostbite, objects on the ground may trip someone who cannot see,
wet pavement or floors may create a slipping hazard), and describe ways of preparing them-
selves to enjoy outdoor activities safely [PS, CT]
• • • • •
Teacher prompt: “If you are dressed properly, you will have more fun when you are
being active outside. What do you need to wear in the summer/winter to participate
safely in outdoor activities in any weather?”
Student: “In the summer, I should wear a hat and sunscreen when I go outside. In
the winter, I need to wear a warm coat, a hat, mittens, and boots. If I wear a scarf, it
needs to be tucked in so it does not catch on anything.”
C. HEALTHY LIVING
Healthy Eating C1.1 Food for healthy bodies C2.1 Food groups, Canada’s
Food Guide [CT]
C2.2 Hunger and thirst
cues [PS]
Personal Safety and C1.2 Safe practices – personal C2.3 Caring and exploitive C3.1 Potential risks at home,
Injury Prevention safety [PS] behaviours and feelings [IS] in the community, outdoors
[PS, CT]
C2.4 Safety at school [PS]
Growth and
Development (1998) (See p. 83)
* This chart is extracted from the complete Grade 1–8 Healthy Living Learning Summary chart on pages 206–207. The topics are listed on
the left, and the focus of each expectation is summarized briefly, to give teachers a quick overview of the strand.
OVERALL EXPECTATIONS
By the end of Grade 1, students will:
and behaviours affect both themselves and others, and how factors in the world around them affect
their own and others’ health and well-being.
SPECIFIC EXPECTATIONS
Healthy Eating
C1.1 explain why people need food to have healthy bodies (e.g., food provides energy for the healthy
growth of teeth, skin, bones, muscles, and other body components)
• • • • •
Teacher prompt: “Just as some toys need batteries to run, we need healthy foods to be
active and to grow. How does eating a healthy breakfast every day help you learn?”
80
C. HEALTHY LIVING
Personal Safety and C1.1 Personal safety – home C2.3 Standing up for yourself C3.1 Relating to others [IS]
Injury Prevention and outdoors [PS] [PS, IS]
C1.2 Food allergies
Growth and
Development (1998) (See p. 98)
* This chart is extracted from the complete Grade 1–8 Healthy Living Learning Summary chart on pages 206–207. The topics are listed on
the left, and the focus of each expectation is summarized briefly, to give teachers a quick overview of the strand.
OVERALL EXPECTATIONS
By the end of Grade 2, students will:
and behaviours affect both themselves and others, and how factors in the world around them affect
their own and others’ health and well-being.
SPECIFIC EXPECTATIONS
94
C. HEALTHY LIVING
Personal Safety and C2.2 Safety guidelines C3.2 Real and fictional
Injury Prevention outside of class [CT] violence [IS]
Growth and
Development (1998) (See p. 112)
* This chart is extracted from the complete Grade 1–8 Healthy Living Learning Summary chart on pages 206–207. The topics are listed on
the left, and the focus of each expectation is summarized briefly, to give teachers a quick overview of the strand.
OVERALL EXPECTATIONS
By the end of Grade 3, students will:
SPECIFIC EXPECTATIONS
Healthy Eating
C1.1 demonstrate an understanding of how the origins of food (e.g., where the food is grown, how
it is made) affect its nutritional value and environmental impact [CT]
• • • • •
Teacher prompt: “What is the difference between processed and unprocessed foods
(e.g., processed cheese and a wedge of cheese, toasted oat cereal and large-flake
oatmeal, a fruit roll-up and an apple)?”
108
C. HEALTHY LIVING
GRADE 4
Health Concepts Choices for Healthy Living
Healthy Eating C1.1 Nutrients C2.1 Food choices – C3.1 Food choices in
healthy-eating goals [CT] various settings [CT]
Personal Safety and C1.2 Safe use of technology C2.2 Decision making –
Injury Prevention [IS] assessing risk [CT]
C1.3 Bullying and abuse [IS]
Substance Use, C1.4 Tobacco C2.3 Decisions about C3.2 Short- and long-term
Addictions, and smoking [CT] effects of smoke
Related Behaviours
Growth and
Development (1998) (See p. 132)
* This chart is extracted from the complete Grade 1–8 Healthy Living Learning Summary chart on pages 206–207. The topics are listed on
the left, and the focus of each expectation is summarized briefly, to give teachers a quick overview of the strand.
OVERALL EXPECTATIONS
By the end of Grade 4, students will:
SPECIFIC EXPECTATIONS
Healthy Eating
C1.1 identify the key nutrients (e.g., fat, carbohydrates, protein, vitamins, minerals) provided by
foods and beverages, and describe their importance for growth, health, learning, and
physical performance
• • • • •
Teacher prompt: “Report what you found from your research about nutrients.”
HEALTHY LIVING
Student: “You can get calcium, which is important for healthy bones and teeth,
by drinking milk or a fortified soy beverage and eating dairy products like yogurt
and cheese.
127
C. HEALTHY LIVING
GRADE 5
Health Concepts Choices for Healthy Living
Healthy Eating C2.1 Nutrition facts tables, C3.1 Media influences –
food labels [CT] food choices [CT]
Personal Safety and C1.1 Supports – injury C2.2 Strategies – threats to C3.2 Actions, self-concept
Injury Prevention prevention, emergencies, personal safety [PS, IS, CT] [PS, IS]
bullying, violence [PS]
Substance Use, C1.2 Short- and long-term C2.3 Refusal skills – alcohol C3.3 Decision to drink
Addictions, and effects of alcohol use use and other behaviours [IS] alcohol, influences [CT]
Related Behaviours
Growth and
Development (1998) (See p. 147)
* This chart is extracted from the complete Grade 1–8 Healthy Living Learning Summary chart on pages 206–207. The topics are listed on
the left, and the focus of each expectation is summarized briefly, to give teachers a quick overview of the strand.
OVERALL EXPECTATIONS
By the end of Grade 5, students will:
SPECIFIC EXPECTATIONS
• • • • •
Teacher prompt: “If you are being bullied or you know of someone being bullied, to
whom can you turn for help?”
143
C. HEALTHY LIVING
GRADE 6
Health Concepts Choices for Healthy Living
Healthy Eating C2.1 Influences on healthy C3.1 Benefits of healthy
eating [CT] eating/active living [CT]
C2.2 Eating cues and
guidelines [PS]
Personal Safety and C2.3 Safe and positive C3.2 Responsibilities, risks –
Injury Prevention social interaction, conflict care for self and others,
management [PS, IS] safety practices [PS, IS]
* This chart is extracted from the complete Grade 1–8 Healthy Living Learning Summary chart on pages 206–207. The topics are listed on
the left, and the focus of each expectation is summarized briefly, to give teachers a quick overview of the strand.
OVERALL EXPECTATIONS
By the end of Grade 6, students will:
SPECIFIC EXPECTATIONS
• • • • •
159
C. HEALTHY LIVING
Personal Safety and C1.1 Benefits and dangers – C2.2 Impact – bullying/
Injury Prevention technology harassment [IS, CT]
Substance Use, C1.2 Mental health, C2.3 Body image, substance C3.2 Implications of
Addictions, and substances, support [PS] use [PS, CT] substance use and
Related Behaviours addictions [CT]
Growth and
Development (1998) (See p. 184)
* This chart is extracted from the complete Grade 1–8 Healthy Living Learning Summary chart on pages 206–207. The topics are listed on
the left, and the focus of each expectation is summarized briefly, to give teachers a quick overview of the strand.
OVERALL EXPECTATIONS
By the end of Grade 7, students will:
SPECIFIC EXPECTATIONS
Teacher prompt: “What are some ways of protecting your safety when using a com-
puter at home or in a public place?”
180
C. HEALTHY LIVING
Personal Safety and C1.2 Reducing risk of injuries, C2.2 Assessing situations for C3.2 Impact of violent
Injury Prevention death [CT] potential danger [CT] behaviours; supports [CT]
Growth and
Development (1998) (See p. 201)
* This chart is extracted from the complete Grade 1–8 Healthy Living Learning Summary chart on pages 206–207. The topics are listed on
the left, and the focus of each expectation is summarized briefly, to give teachers a quick overview of the strand.
OVERALL EXPECTATIONS
By the end of Grade 8, students will:
SPECIFIC EXPECTATIONS
Healthy Eating
C1.1 demonstrate an understanding of different types of nutrients (e.g., macronutrients and micro-
nutrients) and their functions
• • • • •
Teacher prompt: “Different kinds of nutrients are needed to achieve optimal health
and prevent disease. Nutrients can be divided into two types – macronutrients
and micronutrients. What are these, and why is each kind of nutrient needed for
good health?”
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