Health and Physical Education
See the Ontario Curriculum, Health and Physical Education, Grades 1-8 (2015) for examples, teacher prompts and student responses related to expectations.
1 - demonstrate personal and interpersonal skills and use the critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence and Healthy Living strands for this grade.
1.2 – use adaptive, management and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence and acquire knowledge and skills related to healthy living. (e.g., identify how to get help in different situations – in emergencies, when confronted with violence, when being bullied or witnessing someone else being bullied, to prevent injury).
1.3 - communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living.
1.5 – use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analyzing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education.
C1 - demonstrate an understanding of factors that contribute to healthy development.
C1.1 - identify people and supportive services that can assist with injury prevention, emergencies, bullying, and abusive and violent situations. [PS]
C2 - demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being.
C2.2 - demonstrate the ability to deal with threatening situations by applying appropriate living skills and safety strategies. [PS, IS, CT]
C2.4 describe emotional and interpersonal stresses related to puberty, and identify strategies that they can apply to manage stress, build resilience, and enhance their mental health and emotional well-being.[PS]
C3 - 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.
C3.2 - explain how a person’s actions can affect the feelings, self-concept, emotional well-being, and reputation of themselves and others.[PS, IS]
Language - Media
See the Ontario Curriculum, Language, Grades 1-8 (2006) for examples, teacher prompts and student responses related to expectations.
1 - demonstrate an understanding of a variety of media texts.
1.1 - identify the purpose and audience for a variety of media texts.
1.3 – express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions.
1.5 - identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of view, and, where appropriate, suggest how a more balanced view might be represented.
2 – identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.
2.1- describe in detail the main elements of some media forms.
2.2 – identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience.
3 - create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques.
3.4 - produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques from various sources, such as magazines, the Internet, newspapers, or textbooks, to illustrate a topic from a cross-curricular unit of study.