Healthy Living Prescribed Learning Outcomes for Grade 10 to 12

Healthy Eating

The Healthy Living Performance Standards represent selected PLO’s at these grade levels. For a complete list of PLO’s go to Health and Career Education, Physical Education and Home Economics.

Home Economics: Foods and Nutrition 10-12

Healthy Living

  • C1 analyse factors that influence health (e.g., physical activity, nutrition, stress management)

Health Information

  • C2 analyse health information for validity and personal relevance

Grades Ten through Twelve

Personal Health

  • demonstrate the knowledge, attitudes, and positive habits needed to be healthy individuals, responsible for their own physical and emotional well-being, by:
  • developing a long-term personal healthy living plan appropriate to their lifestyle that describes
  • sound nutritional habits
  • positive health choices

 

 Home Economics: Foods and Nutrition 10-12

Nutrition and Healthy Eating

  • C2 create nutritious menus for a variety of dietary and budget considerations using Eating Well with Canada’s Food Guide
  • C3 analyse the relationship between daily food intake and physical activity
  • C4 compare recipes to identify the healthier choice
  • C5 evaluate commercial food products, including interpreting information on food labels, analysing food labels for nutritional value, developing and using criteria to compare similar food products

Nutrition and Healthy Eating

  • C2 create nutrition plans within a specified budget for a variety of dietary considerations that meet recommendations from Eating Well with Canada’s Food Guide
  • C3 analyse individual eating practices as they relate to physical and mental well-being, food fads, and food myths (e.g., comfort foods, trendy diets, exaggerated claims about foods)
  • C4 identify ways to improve the nutritional value of recipes

Nutrition and Healthy Eating

  • C1 apply principles from Eating Well with Canada’s Food Guide and other reliable sources to analyse menus and make recommendations for particular dietary needs
  • C2 demonstrate an understanding of the importance of energy balances

 


Active Living

Prescribed Learning Outcomes in Physical Education (PE) and Daily Physical Activity (DPA)

The Healthy Living Performance Standards represent selected PLO’s at these grade levels. For a complete list of PLO's can be found at Physical Education.

Active Living

  • A1 describe a variety of ways to be active throughout one’s life
  • A2 demonstrate understanding of health-related components of fitness, skill-related components, fitness and movement concepts
  • A3 implement a comprehensive physical activity plan incorporating goal setting processes, components of fitness, considerations of personal abilities and interests, nutritional considerations, principles of training

Participation

  • A4 participate daily in moderate to vigorous physical activity to enhance fitness

Active Living

  • design and implement plans for balanced, healthy living, including nutrition, exercise, rest and work
  • demonstrate an understanding of the factors that affect the choice of physical activity throughout life, including age, gender, time, culture and environment
  • describe strategies for stress management and relaxation
  • demonstrate an understanding of how the cardiovascular, muscular, and skeletal systems relate to human motor performance

Active Living

  • design, evaluate, and monitor plans for a balanced, healthy lifestyle, taking into consideration factors that affect the choice of physical activity, including age, gender, culture, environment and body image perceptions
  • analyse and design plans for stress management and relaxation
  • develop a plan to maximize personal motor performance for themselves and others

 

Daily Physical Activity

  • participate in moderate to vigorous physical activity for a minimum of 150 minutes per week at each grade from 10 to 12
  • demonstrate the knowledge, attitudes, and positive habits needed to be healthy individuals, responsible for their own physical and emotional well-being  

Healthy Relationships

Prescribed Learning Outcomes in Planning 10 (PL), Graduation Transitions (GT), and Family Studies (FS)

The Healthy Living Performance Standards represent selected PLO’s at these grade levels. For a complete list of PLO’s go to Planning 10, Graduation Transitions, and Family Studies.

Healthy Relationships

  • C3 demonstrate an understanding of skills needed to build and maintain healthy relationships (e.g., effective communication, problem solving)
  • C4 analyse factors contributing to a safe and caring school (e.g., respect for diversity, prevention of harassment and intimidation)
  • developing a long-term personal healthy living plan appropriate to their lifestyle that describes
  • emotional health management (e.g., ways to manage stress)
  • positive health choices

Issues and Challenges of Adolescence

  • B20 describe changing relationships in adolescence

Lifestyle and Life Changes

  • C9 analyse the components of a healthy lifestyle for adults

Wellness and Safety in Interpersonal Relationships

Wellness

  • E17 describe components of a healthy relationship
  • E18 describe components of an unhealthy relationship

Safety

  • E19 demonstrate an understanding of how to stay safe in a variety of interpersonal relationships
  • E20 propose and evaluate actions that could be taken when relationships become unsafe

 


Healthy Practices

Prescribed Learning Outcomes in Planning 10 (PL), Graduation Transitions (GT), 
Family Studies (FS) and Physical Education (PE)

The Healthy Living Performance Standards represent selected PLO’s at these grade levels. For a complete list of PLO’s go to Planning 10, Graduation Transitions, Physical Education, and Family Studies.

Health and Career Education

Healthy Living

  • C1 analyse factors that influence health (e.g., physical activity, nutrition, stress management)

Health Information

  • C2 analyse health information for validity and personal relevance

Health Decisions

  • C5 evaluate the potential effects of an individual’s health-related decisions on self, family, and community
  • C6 analyse practices that promote healthy sexual decision making (e.g., recognizing influences, accessing accurate information, applying informed decision-making skills)
  • C7 analyse practices associated with the prevention of HIV/AIDS
  • C8 analyse strategies for preventing substance misuse (e.g., recognizing influences, accessing 
  • accurate information, applying informed decision-making skills)
  • C9 analyse individual and societal practices associated with road-related risk reduction and injury prevention (e.g., obeying speed limits, wearing seatbelts, driver education)

Personal Health

  • demonstrate the knowledge, attitudes, and positive habits needed to be healthy individuals,  responsible for their own physical and emotional well-being, by:
  • engaging, from Grade 10 to Grade 12, in at least 150 minutes per week of moderate to vigorous

Physical activity

  • developing a long-term personal healthy living plan appropriate to their lifestyle that describes
  • sound nutritional habits
  • regular exercise routines
  • emotional health management (e.g., ways to manage stress)
  • positive health choice

Community Connections

  • demonstrate the skills required to work effectively and safely with others and to succeed as   individual and collaborative workers

Issues and Challenges of Adolescence

  • B23 demonstrate an understanding of how to stay safe in a variety of situations

Lifestyle and Life Changes

  • C9 analyse the components of a healthy lifestyle for adults

Wellness and Safety in Interpersonal Relationships

Safety

  • E19 demonstrate an understanding of how to stay safe in a variety of interpersonal relationship
  • E20 propose and evaluate actions that could be taken when relationships become unsafe

Grade 10 - 12

  • demonstrate the knowledge, attitudes, and positive habits needed to be healthy individuals, responsible for their own physical and emotional well-being

 

Physical Education 

Active Living

Knowledge

  • A3 implement a comprehensive physical activity plan incorporating goal setting processes, components of fitness,  considerations of personal abilities and interests, nutritional considerations, principles of training

Participation

  • A4 participate daily in moderate to vigorous physical activity to enhance fitness

Safety, Fair Play, and Leadership

  • C1 apply safety procedures in all physical activities across the activity categories

Active Living

  • design and implement plans for balanced, healthy living, including nutrition, exercise, rest and work
  • demonstrate an understanding of the factors that affect the choice of physical activity throughout life, including age, gender, time, culture and environment
  • describe strategies for stress management and relaxation
  • select appropriate community-based recreational and alternative environment opportunities to develop a personal functional level of physical fitness

Personal and Social Responsibility (Personal Behaviours and Safety Practices) 

  • apply appropriate rules, routines, procedures, and safety practices in a variety of activities and environments
  • demonstrate positive behaviours that show respect for individual abilities, interests, gender, and cultural backgrounds

Personal and Social Responsibility (Leadership and Community Involvement)

  • demonstrate an understanding of the processes needed to co-ordinate events and programs in the school and community

Active Living

  • design, evaluate, and monitor plans for a balanced, healthy lifestyle, taking into consideration factors that affect the choice of physical activity, including age, gender, culture, environment and body image perceptions
  • analyse and design plans for stress management and relaxation
  • demonstrate a willingness to use community-based recreational and alternative-environment opportunities to develop a personal functional level of physical fitness

Personal and Social Responsibility (Personal Behaviours and Safety Practices)

  • consistently demonstrate safety practices in a variety of activities and environments

Personal and Social Responsibility (Leadership and Community Involvement)

  • perform service and volunteer work in the school and community