A1. Social-Emotional Learning Skills:
apply, to the best of their ability, a range of social-emotional learning skills as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.
apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to express their own feelings and understand and respond to the feelings of others (e.g., Active Living: when helping others observe safety rules, be aware of their feelings and speak in a positive and supportive way; Movement Competence: when learning new activities, show awareness of self and others as they demonstrate fair play; Healthy Living: identify the emotions shown by characters in fictional depictions of violence in various media forms, and describe how they may be different from the emotions involved when violence is real)
apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience (e.g., Active Living: explain how being physically active can help to moderate strong feelings and emotions; Movement Competence: take a deep breath to centre themselves when feeling overwhelmed or nervous about performing a new skill; Healthy Living: do their best to make sure that they are getting enough sleep and eating in healthy ways to help them meet daily challenges and participate fully in activities)
apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope (e.g., Active Living: show a growth mindset when setting personal goals for physical activity; Movement Competence: experiment with adopting a positive attitude if they are not feeling confident as they learn a new skill, and describe how doing so affects their skill development; Healthy Living: with respect to healthy development, recognize and appreciate the factors they can influence, and accept and work with the factors over which they have less influence)
apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity (e.g., Active Living: be willing to be anyone’s partner for physical activities and be welcoming of everyone when working in small groups; Movement Competence: when practising throwing and catching, talk with a partner to decide which piece of equipment to use and what distance to stand apart from each other; Healthy Living: demonstrate awareness of doing or saying things in a way that acknowledges the unique characteristics of others in a positive way rather than in a disrespectful or hurtful way)
apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging (e.g., Active Living: show awareness of family activities that support physical and mental health – such as family walks, family meals, and times for relaxing together – by explaining how they use a Healthy Living calendar on the fridge in their home to plan and record such activities; Movement Competence: check whether they feel stable when performing a static balance and adjust their position if they do not; check to see if they are starting to feel more sure of themselves as they practise static balances; Healthy Living: identify some of the characteristics that make them unique, showing an understanding that we all have things that make us unique, whether they are visible on the surface or not, such as different abilities and different physical attributes)
apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making (e.g., Active Living: come up with ideas for things they could do to be physically active in their family’s home; Movement Competence: after performing a movement sequence, reflect on what they could have done differently to make the transitions from one movement to another smoother; Healthy Living: plan what they might bring to a family picnic or a community potluck, focusing on healthy foods and healthy practices, and give reasons for their choices)