Page 130 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

GRADE 11
1. demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.
1. Living Skills
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, recognize sources of stress, take responsibility for their actions, and monitor their own progress as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: explain how choosing activities on the basis of their interests, skills, and abilities can build confidence and encourage lifelong participation in physical activity; Movement Competence: take responsibility for refining a skill by getting assistance in identifying which area needs improving, building on their strengths, and using constructive feedback to improve the part of the skill that needs improving; Healthy Living: explain how some of their choices and behaviours can keep them safe and how others can put them at higher risk of injury or death)
1.2 use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: conduct a safety inspec- tion of the activity area and remove hazards, modify activities so that hazards are avoided, or move to a safer activity area; Movement Competence: change the rules of an activity to maintain an appropriate level of challenge as the skill level of participants increases; Healthy Living: use planning strategies, such as thinking ahead to identify risks and preparing protective measures such as backup plans and alternatives that help them avoid risk of harm, in order to maximize their safety and that of others)
* The abbreviation(s) for the three categories of living skills – PS, IS, and CT – appear in square brackets at the end of expectations, in strands A–C, to which those skills are clearly connected. (See pp. 25–29 for a discussion of living skills.)
LIVING SKILLS
OVERALL EXPECTATION
By the end of this course, students will:
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Personal Skills (PS)*
i
Student learning related to the Living Skills expectations takes place in the context of learning related to the Active
Living, Movement Competence, and Healthy Living strands, and should be assessed and evaluated within these contexts.
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