This curriculum policy replaces The Ontario Curriculum, Grades 1–8: Health and Physical Education, Interim Edition, re-issued in 2018. All health and physical education programs for Grades 1–8 are now based on the expectations outlined in this curriculum policy.
Appendix A provides a summary of the social-emotional learning skills in strand A. The expectations in strand A are the same for all grades, and learning related to these expectations occurs in the context of learning related to the other three strands, progressing in depth and complexity within that context through the grades. A list of references on social-emotional learning skills is included in this appendix.
The following information is provided to support program planning and instruction related to the social-emotional learning (SEL) skills outlined in strand A. The chart below provides an “at-a-glance” summary of the skills, and the chart starting on the following page provides information about each of the skills, by specific expectation, A1.1 through A1.6. A list of references for social-emotional learning skills and mental health education is provided after the charts.
Learning and assessment of learning related to SEL skills are woven throughout the health and physical education program.
SOCIAL-EMOTIONAL LEARNING SKILLS AT A GLANCE
SOCIAL-EMOTIONAL LEARNING SKILLS BY SPECIFIC EXPECTATION
A1.4 Healthy RelationshipsWhen students interact in positive and meaningful ways with others, mutually respecting diversity of thought and expression, their sense of belonging within the school and community is enhanced. Learning healthy relationship skills helps students establish positive patterns of communication and inspires healthy, cooperative relationships. These skills include the ability to understand and appreciate another person’s perspective, to empathize with others, to listen, to be assertive, and to apply conflict-resolution skills. In health and physical education, students have unique opportunities to develop and practise skills that support positive interaction with others in small-group and team situations and as they navigate decisions that impact their health.
A1.5 Self-Awareness and Sense of Identity
Knowing who we are and having a sense of purpose and meaning in our lives enables us to function in the world as self-aware individuals. Our sense of identity enables us to make choices that support our well-being and allows us to connect with and have a sense of belonging in variouscultural and social communities. Educators should note that for First Nations, Métis, and Inuit students, the term “sense of identity and belonging” may also mean belonging to and identifying with a particular community and/or nation. Self-awareness and identity skills help students explore who they are – their strengths, difficulties, references, interests, values, and ambitions – and how their social and cultural contexts have influenced them. In health and physical education, students learn to develop daily self-care routines for mental health that promote a sense of personal confidence and comfort with their developing identities. As they learn new skills, they use self-awareness skills to monitor their progress and identify their strengths. Educators play a key role in reinforcing that each student matters and brings value to the classroom.
A1.6 Critical and Creative Thinking
Critical and creative thinking skills enable us to make informed judgements and decisions on the basis of a clear and full understanding of ideas and situations, and their implications, in a variety of settings and contexts. Students learn to question, interpret, predict, analyse, synthesize, detect bias, and distinguish between alternatives. They practise making connections, setting goals, creating plans, making and evaluating decisions, and analysing and solving problems for which there may be no clearly defined answers. Executive functioning skills – the skills and processes that allow us to take initiative, focus, plan, retain and transfer learning, and determine priorities – are part of critical and creative thinking. In all aspects of the health and physical education curriculum, students have opportunities to develop critical and creative thinking skills. Students have opportunities to build on prior learning, go deeper, and make personal connections through real-life applications.
CAMH (Centre for Addiction and Mental Health). (2017). Common elements of school-based social and emotional learning programs: Program review.
CASEL (The Collaborative for Academic, Social, and Emotional Learning). (2019). [Website]. https://casel.org/
CASEL. (2019). SEL Impact. Key research studies. Retrieved from https://casel.org/impact/
Centre for Studies on Human Stress (CSHS). (2019). [Website]. https://humanstress.ca/
Harvard Graduate School of Education, Making Caring Common Project. (2018). Social-emotional learning (SEL) hub.
Ontario Ministry of Education. (2013). Supporting minds: An educator’s guide to promoting students’ mental health and well-being.
Organisation for Economic Co-operation and Development (OECD). (n.d.). Social and emotional skills: Well-being, connectedness and success.
School Mental Health Ontario. (2019). [Website]. https://smh-assist.ca/
Thunderbird Partnership Foundation. (2019). First Nations mental wellness continuum framework.
Appendix B provides a chart that briefly describes the focus of learning in the Active Living strand for every grade, and gives teachers a quick overview of the strand across all grades. Shaded arrows indicate when the topic of an expectation remains essentially the same for several years of study. In these cases, grade-to-grade variations in content are summarized in brief additional phrases. (The shaded box indicates that there is no expectation B2.4 in Grade 1.)
The appendix for Strand C: Movement Competence: Skills, Concepts, and Strategies provides a chart that briefly describes the focus of learning in the strand for every grade, and gives teachers a quick overview of the strand across all grades. The chart is organized by skill category (stability, locomotion, manipulation) and grade. Movement concepts (body, space, effort, relationship) are outlined in the body of the chart as they relate to the development of each skill category. Shaded arrows indicate when the topic of an expectation remains essentially the same for several years of study. In these cases, grade-to-grade variations in content are summarized in brief additional phrases. For example, the summary description in the Movement Competence chart for expectation C1.2, at Grade 2, reads “jumping, hopping, and landing – maintaining control, landing safely, using different body actions, jumping for distance/height and from low heights”. Although the focus of the expectation from Grade 2 to Grade 5 remains the same (jumping, hopping, and landing), students in Grade 2 are expected to jump, hop, and land in control; students in Grade 3 learn to jump for distance and height; students in Grade 4 are focusing on landing in control when jumping from a low height; and students in Grade 5 are jumping for height and distance using a variety of body actions. In order to understand when specific requirements are introduced, readers must consult the expectations, examples, and teacher prompts in the body of the curriculum document. There, they will find indications of the specific, age-appropriate content, scope, and depth of coverage of the expectations in particular grades. (Note that shaded boxes indicate a shift in topic in an expectation from one grade to the next.)
Appendix D provides a handy reference by combining the learning summary charts, by topic, for the Healthy Living strand from each grade. The charts briefly indicate, for each grade, the topics that support the learning outlined in the overall expectations – i.e., about health concepts, making healthy choices, and making connections for healthy living. Shaded boxes indicate that a given topic is not considered from a particular perspective in that grade (e.g., in Grade 1, the topic Healthy Eating is considered from the perspective of “Understanding Health Concepts” and “Making Healthy Choices”, but not from the perspective of “Making Connections for Healthy Living”, so the cell in the last column is shaded).
D1. Understanding Health Concepts
D1.4 Healthy relationships, bullying, consentD1.5 Physical and social-emotional development