Page 148 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

GRADE 12
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 doing a self-inventory related to lifelong wellness and active living will help to determine priorities to be addressed in the development of their fitness and physical activity plans; Movement Competence: monitor improvements in their body control while participating in various locomotor and stability activities; Healthy Living: explain how having a good understanding of their personal needs in terms of nutrition, budget, and daily routines can be helpful when planning for healthy eating)
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: explain how self-discipline and their ability to adapt and apply solutions to overcome challenges will support their attainment of personal fitness and activity goals; Movement Competence: try different ways to shift weight and adjust their body position to maintain balance when they either increase or decrease the strenuousness of an activity; Healthy Living: explain how taking care of themselves by getting adequate sleep, being physically active, and eating well can help them make better decisions about substance use and other personal matters when living on their own)
* 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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