Health And Physical Education Family Life Curriculum

Health andPhysical EducationCurriculumFamily Life

Comparison of Health and Physical Education Ontario Curriculum, Grades 1 – 8, 2015andFamily Life Education, Ontario Catholic Elementary Curriculum Policy Document, Grades 1 -8, 2012General Comments: The Health and Physical Education Ontario Curriculum has 3 strandso Strand A: Active Livingo Strand B: Movement Competence: Skills, Concepts and Strategieso Strand C: Healthy LivingStrand C has 4 main topics:o Healthy eatingo Personal safety and injury preventiono Substance use, addictions and related behaviourso Human development and sexual healthThe focus of the comparison is with the human development and sexual health topic. It was compared with material in theFamily Life program.There is material on dental health in the human development and sexual health strand that is beyond the mandate of theFamily Life program. These can be covered in the health class, along with the gym class.Other connections can be made to the Family Life program especially in the personal safety and injury prevention topicMaterials from the Fully Alive program were used in the comparisonVocabulary words from Fully Alive are highlighted in yellow.Gaps are highlighted in green.Each grade begins on a new pageMaterial compiled by the Dufferin-Peel Catholic District School Board (Shelagh Peterson co-ordinator; Katherine Weseloh,consultant, Religious Education and Faith Formation) February 26, 2015

Grade1Health and Physical Education,The Ontario Curriculum, Grades 1-8, C. Healthy LivingSubheading: Human Development and Sexual HealthC1.3 identify body parts, including genitalia (e.g., penis, testicles,vagina, vulva), using correct terminology [PS]Teacher prompt: “We talk about all body parts with respect.Why is it important to know about your own body, and usecorrect names for the parts of your body?”Student: “All parts of my body are a part of me, and I need toknow how to take care of and talk about my own body. If I’mhurt or need help, and I know the right words, other peoplewill know what I’m talking about.”C1.4 identify the five senses and describe how each functions (e.g.,sight: the eyes give the brain information about the world to help us seecolours, shapes, and movement; touch: receptors in the skin tell us howthings feel – if they are hot, cold, wet, dry, hard, soft; hearing: the earspick up vibrations and send messages to the brain to help us hearsounds that are loud or soft, high- or low-pitched; smell and taste: thetongue is covered with thousands of taste buds and the nose has tinyhairs and nerves that send messages to the brain about how thingstaste and smell) [PS]C2.5 demonstrate an understanding of and apply proper hygienic proceduresfor protecting their own health and preventing the transmission of disease toothers (e.g., washing hands with soap, using a tissue, sleeve sneezing,brushing and flossing teeth, not sharing hats or hairbrushes) [PS]Fully AliveTheme 3 – Created SexualVocabulary words are reviewed and built upon yearlyC1.1 appreciate that a baby is God’s special gift of love to afamilyC1.2 appreciate that it is God’s plan for a new baby to growinside its mother’s bodyC1.3 appreciate God’s design for bringing new people into theworldC2.1 recognize that in marriage a man and a woman share theirlove for each other and build a new life togetherC2.2 identify the uterus as the special place inside a mother’sbody where a baby growsC2.3 recognize that it is part of God’s plan that boys and girlsare physically differentVocabulary penis, vaginaC3.1 listen and respond to a story about a relationship betweena man and a woman that leads to marriageC3.2 listen and respond to a story about a married couple whoare beginning their life togetherC3.3 describe some ways in which the uterus is a perfect homefor a babyC3.4 describe some ways in which babies are cared for afterthey are bornGAP analysis:HPE expectation C1.3 is covered in Theme 3 of Fully Alive.HPE expectations C 1.4 and C 2.5 are NOT covered in Fully Alive. They could be incorporated into the Health part of the elementary program,along with other expectations from this strand. Teacher prompts for these expectations are not listed.

2C1.4 outline the basic stages of human development (e.g., infant, child, adolescent, adult, olderadult) and related bodily changes, and identify factors that are important for healthy growthand living throughout life [PS]Teacher prompt: “How does your body change as you grow? What helps you to grow and behealthy?”Student: “As you grow, you get taller and bigger. Your bones grow. Your muscles grow. You growfaster at some stages than at others and not everyone grows the same amount at the sametime. When you’re an adult, your body doesn’t grow anymore, but it still changes – for example,your skin gets more wrinkled and your hair might turn grey. Things that help make you healthyall through your life are eating well, being active, getting enough sleep, and having people tocare for you.”Teacher prompt: “When we look at growth and change throughout life, we can consider teachingsfrom different cultures, including First Nation, Métis, and Inuit cultures, about the cycles of birth, life,and death. Different First Nations have different teachings and ceremonies for each life stage, andabout growing and changes in roles and responsibilities at each stage. For example, the AnishinabePeople teach about seven stages of life, and believe that at each stage, learning traditional teachings,such as the seven grandfather teachings, from family, community, and elders contributes to healthygrowth and living.”C2.2 describe some features ofprenatal lifeVocabulary amniotic sac, umbilicalcord, navel, sperm, ovum “tiny cellsfrom father and mother”A2.1 recognize that they willcontinue to grow and developA3.2 identify some ways that theyhave grown and developedC2.4 demonstrate an understanding of and apply practices that contribute to the maintenance of good oralhealth (e.g., brushing, flossing, going to the dentist regularly for a checkup) [PS]GAP analysis:The HPE expectation C1.4 is covered in Fully Alive. It possibly needs to be expanded to include information on growth into adulthood.HPE expectation C 2.4 is NOT covered in Fully Alive. It could be incorporated into the Health part of the elementary program, along with otherexpectations from this strand. Teacher prompts for this expectation are not listed above, as it deals with dental health.

3C1.3 identify the characteristics of healthy relationships (e.g., accepting differences,being inclusive, communicating openly, listening, showing mutual respect and caring,being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion,peer pressure, abuse) in a relationship [IS]Teacher prompt: “Consider different types of relationships – with friends,siblings, parents, other adults – and think about the kinds of behaviour thathelp to make those relationships healthier. What can you do if you are havingproblems with a relationship?”Student: “I can tell the person how I’m feeling, and we can try to work somethingout, or if we can’t solve the problem, we can just say we disagree. We could also tryto get advice from someone else.”C1.4 identify factors (e.g., sleep, food, physical activity, heredity, environment, supportfrom a caring adult, sense of belonging, peer influence) that affect physicaldevelopment (e.g., of hair, skin, teeth, body size and shape) and/or emotionaldevelopment (e.g., of self-awareness, adaptive skills, social skills) [PS]Teacher prompt: “There are factors that affect your development that youcan control and other factors that you cannot control. Can you give meexamples of both types of factors?”Student: “I can’t control my heredity, which affects my body size and shape. Ican’t control my family situation, or my cultural background, or where I growup. I can usually control how often I brush my teeth, what foods I choose toeat from those that are available, how I choose my friends, and some of theactivities I do.”Teacher: “Having a sense of belonging, of being accepted and understood, isimportant for emotional development. How can you show acceptance orunderstanding of students who may be different in some way – in shape andsize, ability, background, family, or the way they do things – from othersaround them?”Student: “I can stand up for someone who is being teased because they aredifferent. I could try to learn more about people who do things differently than Ido – such as learning about how some people who are deaf can talk using theirA1.2 recognize and appreciate the variety ofpeople in their classroomA3.1 identify some of their personalcharacteristics and those of their classmatesB1.3 recognize the value of friendship amongbrothers and sistersB2.2 describe some of the pleasures andchallenges of friendshipB2.4 recognize that all people need friends intheir livesB3.5 analyze the concept of friendlinessA2.3 recognize that their talents and gifts aremeant to be shared with othersA3.3 identify some of the talents and giftsthat God has given themC2.3 describe some basic features of growthand development between birth andchildhood (vocabulary conception)C2.4 recognize that they will continue togrow and develop

hands, how some people with physical disabilities move with a wheelchair, or whatsomeone who has a different religion from mine believes in.”C3.3 describe how visible differences (e.g., skin, hair, and eye colour, facial features,body size and shape, physical aids or different physical abilities, clothing,possessions) and invisible differences (e.g., learning abilities, skills and talents,personal or cultural values and beliefs, gender identity, sexual orientation, familybackground, personal preferences, allergies and sensitivities) make each personunique, and identify ways of showing respect for differences in others [PS, IS]Teacher prompt: “Sometimes we are different in ways you can see.Sometimes we are different in ways you cannot see – such as how we learn,what we think, and what we are able to do. Give me some examples of thingsthat make each person unique.”Student: “We all come from different families. Some students live with twoparents. Some live with one parent. Some have two mothers or two fathers.Some live with grandparents or with caregivers. We may come from differentcultures. We also have different talents and abilities and different things thatwe find difficult to do.”Teacher: “How can you be a role model and show respect for differences inother people?”Student: “I can include others in what I am doing, invite them to join a group, bewilling to be a partner with anyone for an activity, and be willing to learn aboutothers.”GAP analysis:The HPE expectation C1.3 is covered to some extent in Fully Alive. Information and connections to anti-bullying programs are made inTheme 1, Topic 3. Theme 4, Topic 1 focuses on commitments and decisions. *** Teachers will want to make connections with theschool’s anti-bullying programs.HPE expectation 3.3 is covered in Theme 1, Topic 2 and again in Theme 5, Topic 1.HPE expectation C 1.4 is covered in Fully Alive in Theme 1, Topic 2 (different and alike) and in Theme 1, Topic 3 (all kinds of feelings).