Healthy Living Prescribed Learning Outcomes for Grade 4 to 6

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.

Healthy Living

  • C2 describe choices they can make for healthy eating, based on Canada’s Food Guide to Healthy Eating

Healthy Living

  • C2 describe strategies for contributing to a healthy, balanced lifestyle, including healthy eating

Healthy Living

C1 describe the benefits of attaining and maintaining a balanced, healthy lifestyle, including the benefits of being physically active, healthy eating practice, an emotionally healthy lifestyle
 

Healthy Relationships

C5 assess the influence that peers have on individuals’ attitudes and behaviour

 

Prescribed Learning Outcomes in Physical Education (PE)

The Healthy Living Performance Standards represent selected PLO”s at these grade levels. A complete list of Physical Education PLOs.

Active Living

  • A4 describe the relationship between nutrition and physical activity (e.g., providing adequate fuel for the body for physical activity, providing adequate nutrition for bone and muscle development)

Active Living

  • A3 analyse the relationship between nutrition and physical activity
  • A5 participate daily (e.g., five times a week) in a variety of moderate to vigorous physical activities that develop muscular strength and endurance, cardiovascular endurance, and/or flexibility

Active Living

  • A3 analyse nutritional considerations for physical activity

 


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. A complete list of PLO’s can be found at Physical Education and Daily Physical Activity

Active Living
Knowledge

  • A1 describe physical and emotional health benefits of regular participation in physical activity (e.g., building strong bones and muscles, improved flexibility, improved self-image, opportunities for making friends)
  • A2 identify the major muscles of the body that are involved in physical activity
  • A3 demonstrate various ways to monitor exertion during physical activity (e.g., heart rate monitoring by checking pulse, monitoring ability to talk during activity)
  • A5 identify opportunities for physical activity in a variety of settings Participation A6 participate daily (e.g., five times a week) in a variety of moderate to vigorous physical activities

Active Living

Knowledge

  • A1 describe the personal physical and emotional health benefits of regular participation in physical activity (e.g., increased confidence, increased overall energy, a fun way to meet new friends)
  • A2 define the components of fitness as being muscular strength and endurance, cardiovascular endurance, and flexibility
  • A4 set a personal goal for physical activity Participation
  • A5 participate daily (e.g., five times a week) in a variety of moderate to vigorous physical activities that develop muscular strength and endurance, cardiovascular endurance, and/or flexibility

Active Living

Knowledge

  • A1 relate personal physical and emotional health benefits to regular participation in physical activity (e.g., energy, endurance, stress management, fresh air and sunshine when activities are done outside)
  • A2 relate the development of muscular strength and endurance, cardiovascular endurance, and flexibility to participation in specific physical activities
  • A4 monitor own exertion while participating in physical activity (e.g., manual or electronic heart rate monitoring)
  • A5 set personal goals for attaining and maintaining a physically active lifestyle Participation A6 participate daily (e.g., five times a week) in a variety of moderate to vigorous physical activities that develop muscular strength and endurance, cardiovascular endurance, and/or flexibility

 

  • participate in physical activities for a minimum of 30 minutes during each school day
  • participate in a range of endurance activities
  • participate in a range of strength activities
  • participate in a range of flexibility activities

Healthy Relationships 

Prescribed Learning Outcomes in Health and Career Education (HACE)

The Healthy Living Performance Standards represent selected PLO’s at these grade levels. A complete list of PLO’s can be found at Health and Career Education

Healthy Relationships

  • C5 describe interpersonal skills necessary to build positive relationships (e.g., co-operation, inclusion, communication skills, empathy, respectful behaviour)
  • C6 demonstrate appropriate strategies for responding to bullying behaviour (e.g., assess the situation, avoidance, assertiveness, reporting, seeking help)

Healthy Relationships

  • C5 assess their own interpersonal skills as they apply to building and maintaining positive relationships with family and friends
  • C6 analyse behaviours that contribute to a safe and caring school environment (e.g., taking responsibility for personal actions, supporting others, promoting respect for diversity)

Healthy Relationships

  • C5 assess the influence that peers have on individuals’ attitudes and behaviour
  • C6 demonstrate an understanding of the harmful effects of stereotyping and discrimination
  • C7 identify school, local, provincial, national, and international strategies for preventing and responding to discrimination, stereotyping, and bullying
  • C8 apply appropriate strategies for responding to discrimination, stereotyping, and bullying

 


Healthy Practices 

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

Goals and Decisions

  • A1 identify the steps in a decision-making model (e.g., identifying the decision, listing alternatives, selecting a course of action, assessing the results)

Healthy Living

  • C1 describe the choices an individual can make to attain and maintain physical and emotional health (e.g., participating regularly in physical activity, developing healthy interpersonal relationships, trying new activities and challenges)

Safety and Injury Prevention

  • C7 identify common lures or tricks used by potential abusers, face-to-face or on the Internet (e.g., offering special attention or compliments, saying they know your parents, using the Internet to get to know you)
  • C8 identify strategies for avoiding abusive or potentially abusive situations (e.g., knowing how to seek help, being prepared for lures or tricks, travelling in groups, withholding personal information)
  • C9 describe the potential risks for injury in a variety of settings, including on the road

Substance Misuse Prevention

  • C10 describe possible negative effects of substance misuse (e.g., altered judgment, reduced ability to recognize potentially risky situations, negative impact on emotional and physical health)
  • C11 propose strategies for preventing or avoiding substance misuse (e.g., developing refusal skills, avoiding high-risk situations, accessing accurate information)

Goals and Decisions

  • A1 describe how various factors (e.g., access to accurate and relevant information, media and social influences) affect decision making
  • A2 demonstrate an understanding of the benefits of personal support networks (e.g., sources of accurate information and trusted guidance)

Healthy Living

  • C1 identify factors that influence attitudes and decisions regarding healthy lifestyles (e.g., family, peer, media)
  • C3 describe the physical, emotional, and social changes associated with puberty
  • C4 describe practices that help to prevent communicable diseases (e.g., washing hands frequently, covering mouth when coughing or sneezing, avoiding contact with the body  fluids of others, getting adequate rest and nutrition) non-communicable diseases (e.g., regular physical activity, healthy eating, stress management)

Healthy Relationships

  • C6 analyse behaviours that contribute to a safe and caring school environment (e.g., taking responsibility for personal actions, supporting others, promoting respect for diversity)

Safety and Injury Prevention

  • C7 describe safety guidelines to protect themselves and others from abuse and exploitation (e.g., knowing their right not to be abused, being assertive, avoiding potentially unsafe situations, practising safe Internet use, recognizing tricks and lures used by predators)
  • C8 describe how to remove or reduce hazards and risks for injury in a variety of settings, including on the road
  • C9 demonstrate strategies for responding to social pressures that can contribute to risk taking (e.g., state an opinion assertively, make an excuse to leave)

Substance Misuse Prevention

  • C10 analyse factors that contribute to the use of alcohol, tobacco, and other drugs (e.g., social influences, curiosity, feeling alienated or awkward, stress, media, dealing with emotions such as sadness and grief

Goals and Decisions

  • A1 describe planning techniques that can help to support goal attainment (e.g., time management, setting priorities, considering costs and resources)
  • A2 identify influences on goal setting and decision making, including family, peer, and media influences

Healthy Living

  • C1 describe the benefits of attaining and maintaining a balanced, healthy lifestyle, including the benefits of being physically active, healthy eating practice, an emotionally healthy lifestyle
  • C4 identify practices that reduce the risk of contracting life-threatening communicable diseases, including HIV, hepatitis B and C, and meningococcal C

Healthy Relationships

  • C5 assess the influence that peers have on individuals’ attitudes and behaviour
  • C6 demonstrate an understanding of the harmful effects of stereotyping and discrimination
  • C7 identify school, local, provincial, national, and international strategies for preventing and responding to discrimination, stereotyping, and bullying
  • C8 apply appropriate strategies for responding to discrimination, stereotyping, and bullying

Safety and Injury Prevention

  • C9 identify sources of support for people in abusive or exploitative situations (e.g., trusted adult, school and community services)
  • C10 identify personal safety strategies to avoid abusive or exploitative situations on the Internet
  • C11 describe responsible safety behaviours on the road and in the community

Substance Misuse Prevention

  • C13 demonstrate appropriate skills related to the prevention of the use of tobacco, alcohol, or other drugs
  • (e.g., assertiveness, refusal skills, avoidance, choosing healthy alternatives)
  • C14 describe the potential consequences for themselves and others if they use tobacco, alcohol, or other drugs (e.g., altered judgment and decision making, addiction, potential harm to fetus)