Page 128 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
Human Development and Sexual Health
C3.4 describe some common misconceptions about sexuality in our culture, and explain how these may cause harm to people and how they can be responded to critically and fairly [CT]
Teacher prompt: “Everyone in Canada has the right to live free of discrimination and with the same rights as everyone else. We have an obligation to treat everyone with fairness and respect, just as we want others to respect us and our choices. People sometimes face discrimination because of beliefs that others have come to accept. Understanding about sexuality, sexual behaviour, and gender behaviour varies widely. Some beliefs may be misconceptions based on erroneous information. If we encounter what we think is dis- crimination or a misconception, how can we respond to it?”
Student: “Getting more information, having open-minded discussions, and thinking crit- ically about the assumptions behind various ideas can help us think critically about their credibility. We must also encourage people to respect the rights of others. That respect is enshrined in the Ontario Human Rights Code and the Canadian Human Rights Act.”
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Teacher prompt: “Heterosexism is the assumption that if someone is in a romantic or sexual relationship, it is with someone of the opposite sex. Think about the effect this might have on a person who is questioning his or her gender identity or sexual orientation. Heterosexism is often seen in our use of language. By using more inclusive language our- selves, and supporting its use in literature and the media, we can create an environment that is comfortable for all and where all feel they are a part. What are some other ways in which we can reduce homophobia, increase understanding, and support those who are questioning their gender identity or sexual orientation?”
Students: “We can contribute to a positive school climate in which everyone feels safe, comfortable, and accepted by showing respect for others.” “We can object when we see people being harassed or treated unequally and report the incident to trusted adults.” “We can participate in gay-straight alliances and other student-led activities that promote understanding and the development of healthy relationships.”
C3.5 explain how being in an exclusive relationship with another person affects them and their relations with others (e.g., personal benefits such as learning about oneself, emotional comfort and security, sense of belonging; impact on peer relationships, family relationships, time management, homework, choice of activities; feelings and challenges involved in ending a relationship) [PS, IS, CT]
Teacher prompt: “Breakups are a normal occurrence in teenage life and happen for lots of reasons. What advice would you give to someone whose relationship has ended?”
Students: “Show respect to the person you’ve broken up with. Being respectful means not saying bad things about your former partner and not sharing confidential information.” “Acknowledge how you feel, recognize the hurt, sad, relieved, or angry feelings, and work on looking ahead. Talk with your friends and family about how you feel. Consider trying something new. Do something that interests you, such as joining a club or taking part in physical activity. Through the experience, you can learn that you can be self-reliant, that you can overcome difficult feelings, and that you can survive the loss of one relation- ship without fearing that you’ll never find another.”
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