Page 92 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

GRADE 9
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 knowing themselves – their likes, dislikes, strengths, and abilities – can contribute to their enjoyment of being active and support their participation in physical activity; Movement Competence: assess their technique when performing manipulation skills, such as sending, receiving, or retaining, to determine what adjustments need to be made to improve these skills; Healthy Living: describe the importance of understanding their personal strengths and values and using this understanding to guide them in making thoughtful decisions about their health)
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: use time-management and organizational skills to plan for being active on a daily basis; Movement Competence: refine movements by using feedback from others and self-assessment in order to correct body position during different phases of a skill; Healthy Living: identify supports that are available to help individuals cope with the psychological, social, and physical challenges and related stresses that may come with questioning their gender identity, their sexual orientation, or the way they express their gender by
how they choose to act, dress, behave, and interact with others)
Teacher prompt: “Mental health involves finding a balance in all aspects of life. That’s why it’s important to take care of yourself emotionally, socially, mentally, and spiritually as well as physically. Stress can affect all of these aspects of our lives. What are some strategies that you use or know of to cope with stress?”
* 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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