Healthy Living Prescribed Learning Outcomes for Grade 7 to 9

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.

Health and Career Education

Goals and Decisions

  • A1 design a plan to achieve a specific goal
  • A2 demonstrate an ability to apply a decision-making model to a specific situation

Healthy Living

  • C1 analyse factors (including media and peer) that influence personal health decisions
  • C2 describe strategies for attaining and maintaining physical, emotional, and social health during puberty and adolescence

Healthy Living

set personal goals for attaining and maintaining a healthy lifestyle
analyse influences on eating habits, including family, peers, and media

 

Home Economics: Foods and Nutrition

Nutrition and Healthy Eating

  • C1 describe the importance of nutrition and other factors that contribute to health
  • C2 use Eating Well with Canada’s Food Guide to plan simple, nutritious dishes and snacks
  • C3 use product labels to identify and compare the nutritional value of a variety of food products

Social, Economic, and Cultural Influences

  • D1 describe factors that influence personal food choices

Nutrition and Healthy Eating

  • C2 use Eating Well with Canada’s Food Guide to plan meals and snacks for a nutritionally balanced diet
  • C3 examine the relationship between individual eating practices and physical activity
  • C4 identify and compare the ingredients and nutritional value of various commercial food products

Social, Economic, and Cultural Influences

  • D1 describe factors that influence food choices

 


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
Knowledge

  • A1 relate the effects of regular participation in a variety of types of physical activities to quality of life (e.g., stress reduction, prevents the onset of certain diseases, increased overall physical and emotional health)
  • A3 assess their heart rate during physical activity in relation to target heart rate zones
  • A4 design a plan for achieving physical activity goals

Participation

  • A5 participate daily (e.g., five times a week) in a variety of moderate to vigorous physical activities that support their personal physical activity goals

Active Living
Knowledge

  • A1 assess the positive implications of active living
  • A2 describe health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility) skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)
  • A4 describe the importance of assessing their rate of exertion during physical activity
  • A5 pursue personal physical activity goals related to health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, or flexibility)

Participation

  • A6 participate daily in moderate to vigorous physical activity to enhance fitness

 

 

  • 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

Goals and Decisions

  • C2 describe strategies for attaining and maintaining physical, emotional, and social health during puberty and adolescence

Healthy Relationships

  • C5 identify characteristics of healthy relationships and unhealthy relationships (e.g., healthy relationships – respect, open communication; unhealthy relationships – jealousy, power imbalance, lack of empathy)
  • C6 describe a variety of influences on relationships (e.g., peers, family, media, physical and emotional changes as a result of puberty)
  • C7 demonstrate behaviours that contribute to the prevention of stereotyping, discrimination and bullying
     

Safety and Injury Prevention

  • C8 identify safety strategies that can be used to avoid potentially abusive or exploitative situations
    (e.g., personal safety rules and strategies for using the Internet, knowing and recognizing tricks and lures used by abusers, telling a trusted adult)

Healthy Relationships

  • assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)
  • identify school and community sources of information and support for individuals in unhealthy, abusive, or exploitative relationships (e.g., school counsellor, help line)
  • describe ways in which they can contribute to a safe and caring school environment

Healthy Relationships

  • propose strategies for building and maintaining healthy interpersonal relationships (e.g., effective communication skills, effective expression of emotions, setting and communicating personal boundaries)
  • describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships (e.g., assertiveness skills, refusal skills, communication skills, accessing help and support)
  • describe effective and appropriate responses to bullying, discrimination, harassment, and intimidation (e.g., recognizing discrimination when it occurs, encouraging communication and empathy, promoting responsibility and accountability, speaking up on behalf of others, identifying support services)

 


Healthy Practices

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 and Physical Education.

Goals and Decisions

  • A1 design a plan to achieve a specific goal

Healthy Living

  • C2 describe strategies for attaining and maintaining physical, emotional, and social health during puberty and adolescence
  • C3 demonstrate the ability to access community information and support services for a variety of health issues
  • C4 demonstrate an understanding of the life-threatening nature of HIV/AIDS

Safety and Injury Prevention

  • C8 identify safety strategies that can be used to avoid potentially abusive or exploitative situations
  • (e.g., personal safety rules and strategies for using the Internet, knowing and recognizing tricks and lures used by abusers, telling a trusted adult)
  • C9 propose strategies to avoid potentially unsafe situations on the road and in the community
  • (e.g., recognize hazards and potential for injury, use assertive communication skills, use protective equipment, get relevant training and education)

Substance Misuse Prevention

  • C10 analyse media and social influences related to substance misuse
  • C11 describe healthy alternatives to substance misuse (e.g., stress management, substance-free social activities)

Healthy Living

  • set personal goals for attaining and maintaining a healthy lifestyle
  • analyse influences on eating habits, including family, peers, and media
  • identify factors that influence healthy sexual decision making
  • demonstrate an understanding of the consequences of contracting sexually transmitted infections
  • including HIV/AIDS (e.g., symptoms, short-term and long-term health issues)

Healthy Relationships

  • assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)
  • identify school and community sources of information and support for individuals in unhealthy, abusive, or exploitative relationships (e.g., school counsellor, help line)
  • describe ways in which they can contribute to a safe and caring school environment

Safety and Injury Prevention

  • assess the potential risks associated with a variety of road-related situations
  • describe appropriate procedures for responding to emergencies (e.g., be prepared, ensure there is no further danger to self or others, know how to access help)
  • assess the potential hazards associated with various jobs (e.g., garden work, babysitting, newspaper delivery, snow shovelling)
  • propose strategies for the safe use of wireless and online communications (e.g., cell phones, Internet, PDAs)

Substance Misuse Prevention

  • analyse influences related to substance misuse (e.g., friends, family, media)
  • propose strategies that can assist youth in making healthy choices related to substance use (e.g., assertive communication, refusal/delay/negotiation skills, avoidance of risk situations, participating in alternative activities)

Healthy Living

  • relate the characteristics of a healthy lifestyle to their ability to maximize personal potential
  • describe practices that promote healthy sexual decision making
  • assess the short-term and long-term consequences of unsafe sexual behaviour (e.g., unplanned pregnancy, sexually transmitted infections including HIV/AIDS, negative impact on future goals)

Safety and Injury Prevention

  • propose strategies to avoid unnecessary risks in a variety of situations on the road and in the community
  • describe strategies to avoid unnecessary risks on the job

Substance Misuse Prevention

  • assess the potential physical, emotional, and social consequences for themselves and others if they misuse substances