Prescribed Learning Outcomes for Grades K to 3

Healthy Eating

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

Printable Version of the K to 3 Healthy Eating PLO (PDF)

Goals and Decisions

  • A1 identify opportunities to make choices Healthy Living
  • C1 identify practices that contribute to health, including healthy eating, regular physical activity, emotional health practices, and disease prevention practices

Healthy Living

  • C1 identify practices that contribute to health, including healthy eating, regular physical activity, and emotional health practices

Goals and Decisions

  • A2 identify opportunities to make decisions (e.g., healthy eating choices, recess activities)

Healthy Living

  • C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, healthy relationships)
  • C2 identify healthy eating practices as described in Canada’s Food Guide to Healthy Eating

Healthy Living

  • C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)
  • C2 describe the importance of healthy eating and regular physical activity for a healthy lifestyle (e.g., to obtain the required nutrients needed for growth, to help prevent diseases)

 


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 identify benefits of regular participation in physical activity (e.g., it’s fun, it helps them grow strong, and it keeps the heart healthy)
  • A2 identify physical activities they enjoy doing
  • A3 identify the importance of food as fuel for physical activity

Participation

  • A4 participate daily (e.g., five times a week) in moderate to vigorous physical activities

Active Living

Knowledge

  • A1 describe benefits of regular participation in physical activity (e.g., it’s fun, it’s good for their bodies, and it provides opportunities to make new friends)
  • A2 identify the parts of the body that can work together during physical activity (e.g., heart, lungs, legs, arms, feet, hands)<
  • A3 identify choices they can make to be more physically active
  • A4 describe the importance of choosing healthy food as fuel for physical activity
  • A5 identify physical activities they feel they do well

Participation

  • A6 participate daily (e.g., five times a week) in moderate to vigorous physical activities

Active Living

Knowledge

  • A1 describe the personal benefits of regular participation in physical activity (e.g., it makes bones stronger, it increases overall heath, and it’s a way to make new friends)
  • A2 describe physical responses that take place in the body during physical activity (e.g., increased heart rate, breathing becomes more rapid, muscles feel tired)
  • A3 describe the importance of food, water, and sleep as fuel for physical activity
  • A4 identify physical abilities they would like to develop

Participation

  • A5 participate daily (e.g., five times a week) in moderate to vigorous physical activities

Active Living
Knowledge

  • A1 describe the importance of regular, sustained participation in physical activity for developing the strength of the heart, lungs, muscles, and bones
  • A2 describe healthy nutritional choices for physical activity
  • A3 identify choices people can make to be more active
  • A4 identify the characteristics of athletes and physically active people they admire (e.g., other students in the school, family members, community role models, Olympic athletes)

Participation

  • A5 participate daily (e.g., five times a week) in moderate to vigorous physical activities

 

Prescribed Learning Outcomes in Daily Physical Activity (DPA)

  • 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

  • A2 identify sources of support and assistance for children at school

Healthy Living

  • C1 identify practices that contribute to health, including healthy eating, regular physical activity, emotional health practices, and disease prevention practices

Healthy Relationships

  • C2 identify thoughtful, caring behaviours in families (e.g., nurture, guidance, love)
  • C3 demonstrate an understanding of appropriate ways to express feelings
  • C4 differentiate between positive and negative behaviours in relationships

Goals and Decisions

  • A2 identify sources of support for children while at school and in the community (e.g., teachers, elders, block parents, police officers)

Healthy Living

  • C1 identify practices that contribute to health, including healthy eating, regular physical activity, and emotional health practices

Healthy Relationships

  • C3 identify ways families provide support and nurturing for growth and development (e.g., encouragement, advice, affection, sharing)
  • C4 demonstrate an understanding of appropriate and inappropriate ways to express feelings (e.g., appropriate – using “I feel” statements; inappropriate – name-calling, hitting)
  • C5 differentiate between positive and negative behaviours in friendships (e.g., positive – sharing, listening; negative – teasing, excluding)
  • C6 describe strategies for dealing with common interpersonal conflicts (e.g., taking turns, going to an adult or third party for help)

Goals and Decisions

  • A2 identify opportunities to make decisions (e.g., healthy eating choices, recess activities)

Healthy Living

  • C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, healthy relationships)

Healthy Relationships

  • C4 describe appropriate strategies for communicating effectively with others (e.g., active listening, willingness to express feelings)
  • C5 identify positive ways to initiate and maintain healthy friendships

Goals and Decisions

  • A2 identify sources of support for children in a variety of situations (e.g., parents, teachers, elders, library, bus drivers, block parents)

Healthy Living

  • C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)

Healthy Relationships

  • C4 describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)
  • C5 describe the nature and consequences of various forms of bullying behaviour, including the potential effects on those who are bullied and the potential consequences for students who bully

 


Healthy Practices

Prescribed Learning Outcomes in Health and Career Education (HACE) and Physical Education (PE)

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 and Physical Education

Health and Career Education

Goals and Decisions

  • A1 identify opportunities to make choices
  • A2 identify sources of support and assistance for children at school

Healthy Living

  • C1 identify practices that contribute to health, including healthy eating, regular physical activity, emotional health practices, and disease prevention practices

Safety and Injury Prevention

  • C8 identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community

Substance Misuse Prevention

  • C10 differentiate between safe and unsafe substances in terms of their potential to benefit or harm the body (e.g., prescription medicine can benefit the body if used properly, any unknown substance can be harmful.)

Goals and Decisions

  • C2 identify practices that help prevent the spread of communicable diseases and conditions (e.g., washing hands, covering sneezes, not sharing personal items)

Healthy Living

  • C2 identify practices that help prevent the spread of communicable diseases and conditions

Safety and Injury Prevention

  • C10 describe guidelines for safety in the home, at school, on the road, and in the community Substance Misuse Prevention
  • C12 demonstrate an understanding of the concept of unsafe substances (e.g., any unknown substance, any substance from an unknown person, any substance used for other than its intended purpose)

Goals and Decisions

  • A2 identify opportunities to make decisions (e.g., healthy eating choices, recess activities)

Healthy Living

  • C3 describe practices that help to prevent the spread of communicable diseases (e.g., hand washing, covering mouth when coughing, resting when sick, staying away from others when sick)

Safety and Injury Prevention

  • C7 describe appropriate ways to avoid or respond to hazardous and high-risk situations in the home, at school, on the road, and in the community

Substance Misuse Prevention

  • C8 describe the potential harm associated with various unsafe substances (e.g., illness, burns)
  • C9 demonstrate ways of refusing or avoiding harmful or unknown substances (e.g., say no and move away, refuse to go along with ideas you aren’t sure of, tell a trusted adult if a confusing situation arises)

Healthy Living

  • C2 describe the importance of healthy eating and regular physical activity for a healthy lifestyle (e.g., to obtain the required nutrients needed for growth, to help prevent diseases)
  • C3 describe practices that help to prevent the spread of communicable diseases (e.g., not touching infectious garbage, resting when sick, washing hands after sneezing or blowing nose)

Safety and Injury Prevention

  • C7 describe why it is important to recognize and avoid potentially hazardous situations in the home, at school, on the road, and in the community

Substance Misuse Prevention

  • C8 describe the potential harm associated with various unsafe substances (e.g., unconsciousness, long term health consequences)
  • C9 demonstrate ways of refusing or avoiding harmful or unknown substances (e.g., following safety rules about not touching harmful or unknown substances, refusing to go along with dares, refusing any substance from an unknown person

 

Physical Education

Safety, Fair Play, and Leadership

  • C1 identify safety guidelines for participating in physical activity (e.g., follow instructions, stay within boundaries, use equipment only with supervision)

Safety, Fair Play, and Leadership

  • C1 describe why safety guidelines for physical activity are important

Safety, Fair Play, and Leadership

  • C1 demonstrate safe behaviours when participating in physical activity (e.g., listening to and following directions, staying within activity boundaries, participating in appropriate warm-up activities, making sure the activity space is free of obstacles)

Safety, Fair Play, and Leadership

  • C1 demonstrate safe behaviours while participating in a variety of physical activities