Expectations by strand
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B. Active Living
Overall Expectations
By the end of Grade 6, students will:B1. Active Participation
participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how physical activity can be incorporated into their daily lives;
B2. Physical Fitness
demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
C. Movement Competence: Skills, Concepts, and Strategies
Overall Expectations
By the end of Grade 6, students will:C1. Movement Skills and Concepts
perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
C2. Movement Strategies
apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
D. Healthy Living
Instruction should focus on the overall expectation (D1, D2, D3 in the chart below) and should, where possible, be planned to illustrate connections across topics (listed in column 1 below) in an integrated way. The chart provides a brief summary of topics to support learning about health concepts, making healthy choices, and making connections for healthy living.
HEALTHY LIVING LEARNING SUMMARY BY TOPIC FOR GRADE 6
Topic D1. Understanding Health Concepts D2. Making
Healthy ChoicesD3. Making Connections
for Healthy LivingHealthy Eating D2.1 Influences on healthy eating
D2.2 Eating cues and guidelinesD3.1 Benefits of healthy
eating / active livingPersonal Safety
and Injury
PreventionD1.1 Benefits of inclusion,
respect, and acceptanceD2.3 Safe and positive social
interaction, conflict managementD3.2 Responsibilities, risks –care for self and others,
safety practicesSubstance Use,
Addictions, and
Related BehavioursD1.2 Effects of cannabis,
drugsD2.4 Strategies, safe choices, influences, alcohol, tobacco, cannabis Human
Development
and Sexual HealthD1.3 Sexually explicit
mediaD2.5 Understanding of puberty changes, healthy relationships
D2.6 Decision making, consentD3.3 Stereotypes and
assumptions – impacts and
strategies for respondingMental Health
LiteracyD1.4 Seeking help –
professional helpers
D1.5 Connecting thoughts,
emotions, and actionsOverall Expectations
By the end of Grade 6, students will:D2. Making Healthy Choices
demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;
D3. Making Connections for Healthy Living
demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.
A. Social-Emotional Learning Skills Link
This strand focuses on the development of students’ social-emotional learning skills to foster their overall health and well-being, positive mental health, and ability to learn, build resilience, and thrive. In all grades of the health and physical education program, the learning related to this strand takes place in the context of learning related to the Active Living, Movement Competence, and Healthy Living strands, and it should be assessed and evaluated within these contexts.
Overall Expectations
A1. Social-Emotional Learning Skills Link
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.