Page 28 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

The Living Skills Expectations
The living skills expectations identify learning that helps students develop a positive sense of self, develop and maintain healthy relationships, and use critical and creative thinking processes as they set goals, make decisions, and solve problems. Living skills are an important aspect of students’ overall healthy development, and their application is essential to the achievement of many of the expectations in the Active Living, Movement Competence, and Healthy Living strands in the Healthy Active Living Education courses. Living skills must be explicitly taught and evaluated in the context of learning in all strands of the curriculum, in order to make the learning personally relevant for students. As they develop and apply their living skills, students will build resilience. They will learn to make choices that protect their safety and health and enable them to become independent thinkers and responsible adults who are capable of developing strong relationships and who are committed to lifelong healthy, active living.
Healthy Active Living Education: Strands, Subgroups, and Living Skills
Strand A: Active Living
Living Skills
Personal Skills [PS]
• Self-awareness and
A1. Active Participation
• Regular participation, variety, lifelong activity
• Enjoyment, motivation
A2. Physical Fitness
• Fitness development through daily physical activity, personal fitness plans
A3. Safety
• Personal safety and safety of others during physical activity
self-monitoring skills
• Adaptive, 11management,
and coping skills
Interpersonal Skills [IS]
• Communication skills
• Relationship and social skills
Strand B: Movement Competence: Skills, Concepts, Strategies
Strand C: Healthy Living
B1. AMcotviveement Skills and Concepts Participation
• Movement skills – stability,
• Rloecgoumlaortion,manipulation
participation,
• Movement concepts – body variety, lifelong ac
awareness, effort, spatial awareness, relationships
• Movement principles
B2. Movement Strategies
• Components of physical activities
• Strategies and tactics in all physical activities
1C1ritical and Creative Thinking [CT]
• Planning
• Processing
• Drawing conclusions/ presenting results
• Reflecting/ evaluating
C1. Understanding Health Concepts
• Understanding the factors that contribute to healthy growth and development
C2. Making Healthy Choices
• Applying health knowledge, making decisions about personal health and well-being
C3. Making Connections for
Healthy Living
• Making connections to link personal health and well- being to others
and the world around them
Expectations in the Healthy Living strand focus on the following four health topics. Learning about mental health and emotional well-being can be
a part of learning related to all of these health topics, just as it is part of learning across the curriculum.
• Healthy Eating
• Personal Safety and Injury Prevention
• Substance Use, Addictions, and Related Behaviours • Human Development and Sexual Health
Mental Health and Emotional Well-being
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
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