Page 41 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

to others, and for thinking critically and creatively when making life choices and responding to the world around them. The learning in this strand provides many opportunities for students to learn how to limit risk and to build the protective factors that will increase their resilience as they confront life’s challenges (see “protective factors”, “resilience”, and “risk factors” in the glossary).
The organization of the Healthy Living strand provides an opportunity for learning about different health topics, which can be reinforced from different perspectives and with different focuses as students learn and grow, thus providing opportunities for recursive learning at different ages and stages. Students are encouraged to make connections between concepts in different content areas. If, for example, students learn refusal strategies when choosing not to smoke, they can learn to apply those same strategies when making choices about taking care of their bodies or choices connected to substance use, sexual health, physical activities, and personal safety.
The specific expectations are organized around three overall expectations, which relate to the application of health knowledge and which are cross-referenced to four health content areas, as shown in the chart below (and also in the complete Grade 9–12 learning summary chart in the Appendix). (Note that mental health and emotional well-being are not defined as a separate topic, because they can be incorporated as part of each of the four health topics, as well as of learning across the curriculum.) This organization of health content and application of knowledge provides teachers with the option of using either a “vertical learning” approach, in which the overall expectations are the central organizing element and specific health content is linked to them, or a “horizontal learning” approach, in which instruction is organized around the health content areas but still captures the application emphases articulated in the overall expectations.
Some topics within the Healthy Living strand need to be approached with additional sensitivity, care, and awareness because of their personal nature and their connection to family values, religious beliefs, or other social or cultural norms. These topics can include but are not limited to human development and sexual health, mental health, body image, substance abuse, addictions, violence, harassment, child abuse, gender identity, sexual orientation, illness (including HIV/AIDS), and poverty. It is important that both teachers and learners have a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect.
When addressing all topics, but especially ones that can be challenging to talk about, it
is important to give students an opportunity to explore all sides of the issue to promote understanding. Facts should be presented objectively, and students given the information they need to make informed decisions. It is important to set ground rules so that discussion takes place in a setting that is accepting, inclusive, and respectful of all.
With the integration of mental health concepts throughout the curriculum and in particular in the Healthy Living strand (see pages 42–43), the topic of suicide may arise in discussions with students. This topic needs to be approached with additional caution. Learning about suicide is best approached through structured, adult-led instruction. It is important to conclude discussions with stories of hope, and information about seeking help. Among students who are vulnerable, thoughts of suicide can be triggered by offhand
THE PROGRAM IN HEALTH AND PHYSICAL EDUCATION
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