Curriculum Expectations | Ophea Teaching Tools

    Curriculum Expectations

    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 the use of 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.
    1.3 – 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 health living.
    1.4 – apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members.
    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.
    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 assess situations for potential dangers, and apply strategies for avoiding dangerous situations [CT].
    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 – analyse the impact of violent behaivours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in prevention violence [CT].