DRAFT

Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential Active living contributes to a healthy quality of life for self, one another, and communities.
Understanding
Guiding Why is learning how to move important Why is learning movement skills important How can I use movement skills and concepts How does developing competent movement What role can developing movement skills
Questions during early childhood? during early childhood? to develop patterns? skills lead to joy for movement? play in becoming a confident mover?
Learning Children explore movement skills in a Students explore and develop movement Students connect and demonstrate Students refine and apply movement skills Students practise and integrate movement
Outcomes variety of physical activity dimensions. skills in a variety of physical activity movement skills in a variety of physical and concepts in each of the physical activity skills and patterns in each of the physical
dimensions. activity dimensions. dimensions. activity dimensions.
Conceptual • bodies can move in any direction from one • bodies can move in any direction from one • simple tactics help individual or group • locomotor, object manipulation, and • movement skills and sequences can be
Knowledge point to another (locomotor skills) point to another (locomotor skills) success including use of personal and stability skills are transferable across combined to produce complex movement
• bodies can balance in one place or another • bodies can balance in one place or another general space during game play various activities patterns, including throwing while moving
(stability skills) (stability skills) • locomotor, object manipulation, and • simple tactics are adapted to facilitate • movement skill patterns are unique to an
• people can control and handle objects with • people can control and handle objects with stability skill development requires individual and group success individual
their body (object manipulation skills) their body (object manipulation skills) repeated practice, effort, and reflection • recognition of personal strengths, abilities, • tactics are adapted to facilitate individual
• movement is affected by space, effort, and • locomotor, object manipulation, and • successful movement includes force, and skills builds confidence and group success
directions stability skill development requires balance, effort, time, space, boundaries, • competent movement skills enhance
• words, such as fast, bounce, and balance, repeated practice and effort zigzag (pathways), speed, directions, and confidence
are used to describe how people and • successful movement includes push and levels
objects move pull (force), strength (effort), counting
(time), relation to one another (space),
area/boundaries, speed, and directions
• differences exist between personal and
general space
Procedural • exploring movement in any direction from • practising movement in any direction from • demonstrating basic locomotor skills, • applying locomotor, object manipulation, • demonstrating competent use of
Knowledge one point to another, including running, one point to another, including skipping including rolling, trailing, and sliding and stability skills across various activities locomotor, stability, and object
wheeling, and hopping (locomotor skills) and leaping • demonstrating basic object manipulation • applying movement concepts, including manipulation skills across activity contexts
• exploring how to handle and control • practising how to handle and control skills, including receiving, retaining, and force, balance, effort, time, space, • applying movement concepts in a variety of
objects, including receiving, retaining, and objects, including receiving, retaining, and sending boundaries, pathways, speed, directions, physical activities
sending (object manipulation skills) sending • demonstrating basic stability skills including and levels to support successful locomotor, • practising tactics based on personal
• exploring balance in one place or while in • practising how to balance, bend, and land turning, swinging, and extending object manipulation and stability strengths and abilities
motion, including twisting, balancing, and in one place or while in motion • creating patterns of basic locomotor, movement experiences • determining context-appropriate
stretching (stability skills) • practising movement patterns with or object manipulation, and stability skills • applying movement vocabulary related to movement vocabulary related to a variety
• exploring movement at different speeds without equipment • adapting locomotor, object manipulation, locomotor, object manipulation, and of physical activities
and in contexts of space, objects, and • performing movement skills in response to and stability patterns in response to stability skills, including force, balance, • examining choice and combination of
people stimuli, including music, beat, rhythm, and stimuli, including music, beat, rhythm, and effort, time, space, boundaries, pathways, tactics to increase individual and group
• describing ways that people and objects words words speed, directions, and levels success
move • describing ways that people and objects • identifying simple tactics that influence • implementing a variety of simple tactics to • identifying corrections in personal
move personal or group success facilitate individual and group success movement patterns
• describing movement using vocabulary • modifying movement concepts to use
related to locomotor, object manipulation, simple tactics effectively, including force,
and stability skills, including force, balance, balance, effort, time, space, boundaries,
effort, time, space, boundaries, pathways, pathways, speed, directions, and levels
speed, directions, and levels • reflecting on movement skill performance
• identifying movement skills and patterns and identifying ways to be more effective
performed by self and one another
Competencies • Creativity and Innovation • Creativity and Innovation • Critical Thinking • Critical Thinking • Problem Solving
• Managing Information • Personal Growth and Well-being • Creativity and Innovation • Creativity and Innovation • Creativity and Innovation

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 1
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Literacy • LKU3b.K: Vocabulary • LKU3b.1: Vocabulary •LKU3a.1: Background Knowledge • LKU3b.1: Vocabulary • LKU3a.2: Background Knowledge
•LKU3b.1: Vocabulary • LKU2B.1: Access • LKU3b.2: Vocabulary
•LKU3d.1 Comprehension Strategies • LKU4.1 Clarity • LKU2B.2: Access
•LKU4.1 Clarity
Numeracy • NKU2b.K: Management of Space • NKU2b.1: Management of Space •NA1a.1: Purpose • NKU2b.1: Management of Space • NKU1d.2: Patterns and Relations
• NKU2a.K: Spatial Visualization • NKU2a.1: Spatial Visualization •NKU1d.1: Patterns and Relationships • NKU2a.1: Spatial Visualization • NKU2b.2: Management of Space
• NKU2g.K: Location and Direction • NKU2g.1: Location and Direction •NKU2b.1: Management of Space
• NKU3c.1: Communication • NKU3c.1: Communication •NKU2g.1: Location and Direction
Guiding How does being physically active make me How does daily physical activity contribute How can I maintain or improve my well- How does regular participation in physical How does daily physical activity contribute
Questions feel? to my well-being? being through physical activity? activity impact my well-being? to my well-being?
Learning Children explore the benefits of daily Students participate in and recognize the Students explore and practise daily physical Students perform daily physical activity to Students modify and practise daily physical
Outcomes physical activity. benefits of daily physical activity. activity to appreciate health benefits. appreciate health benefits. activity to appreciate health benefits.
Conceptual • differences exist between being physically • relationships exist between physical • regular participation in physical activity is • daily physical activity impacts overall health • personal fitness is influenced by internal
Knowledge active and inactive (sedentary) activity and how you feel (mental health) influenced by many factors, including time, and well-being, including mental health and external factors
• being active regularly can be enjoyable and • being active involves different levels of climate, and resources • various physical activities improve specific • a variety of different physical activities
achieved in different ways, including effort (intensity) • personal health and well-being is enhanced aspects of personal fitness, including have varying effects on personal fitness,
wheeling and biking (active transportation) • being active regularly can be enjoyable and through involvement in a variety of endurance, strength, flexibility, and health, and well-being
• participation in physical activity can lead to achieved in different ways, including risk- physical activities, including risk-taking play cardiorespiratory • participation in activities from diverse
feelings of joy taking play, going for a walk, and playing at • selecting a variety physical activities can • participation in activities from diverse cultures broadens choices for physical
the park promote strength and flexibility (personal cultures fosters alternative opportunities to activity
• participation in physical activity can lead to fitness) be physically active
feelings of joy • awareness of people and places that
• daily physical activity, including active support daily physical activity can lead to
transportation, plays a role in well-being increased participation
Procedural • practising daily physical activities, including • demonstrating behaviours that show • practising daily physical activities • describing the connection between mental • identifying how people, facilities, and
Knowledge raising your heartbeat (cardiorespiratory) activity readiness • self-assessing physical activity levels and health and physical activity communities influence physical activity
• identifying immediate effects (body and • practising daily physical activities with sedentary behaviours • performing physical activities, including participation levels
mind) of physical activity increased frequency including • performing elements of movement risk-taking play • performing physical activities, including
• identifying environments in which physical cardiorespiratory activities involving health-related fitness • describing changes and benefits of physical risk-taking play
activity can take place • exploring ways to improve personal growth • identifying people and organizations that activity to the body • self-assessing physical activity levels and
• identifying physical activity experiences in physical abilities can support daily physical activity • identifying components of personal fitness, sedentary behaviours
that provide enjoyment • identifying factors that support • practising ways to improve personal best including endurance, strength, flexibility, • practising movements and activities
• participating in a variety of physical participation in daily physical activity, and cardiorespiratory fitness involving health-related personal fitness,
activities, including risk-taking play including appropriate physical activity • exploring a variety of First Nations and Inuit including endurance, strength, flexibility,
• sharing feelings of enjoyment about environments traditional games and cardiorespiratory
physical activity • identifying positive feelings experienced • participating in a variety of First Nations
during physical activity and Inuit traditional games
Competencies • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Communication • Managing Information
• Managing Information • Managing Information • Managing Information • Personal Growth and Well-being • Personal Growth and Well-being
Literacy • LA1a.K: Purpose • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3a.1: Background Knowledge • LKU2c.2: Evaluate
• LKU3b.K: Vocabulary • LKU3a.1: Background Knowledge • LKU2b.1 Access • LKU4a.1: Clarity • LKU3b.2: Vocabulary
• LKU3d.1: Comprehension Strategies • LKU3b.1: Vocabulary
Numeracy • NA2a.K: Personal Insight • NA2a.1: Personal Insight • NA1a.1: Purpose • NA1a.1: Purpose • NA1a.2: Purpose
• NKU2g.K: Location and Direction • NKU1d.1: Patterns and relationships • NKU1e.2: Organizing data
• NKU1e.1: Organizing data
• NKU2f.1: Time
Guiding How can I persevere in challenging and How can I develop perseverance, How can participation in physical activities
Questions adventurous activities? independence, and initiative while engaged develop perseverance, independence, and
in physical activities? initiative to foster confidence?

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 2
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Learning Students demonstrate perseverance in a Students exhibit perseverance in a variety of Students demonstrate perseverance in a
Outcomes variety of physical activities for personal physical activities to improve their well- variety of physical activities to develop
enjoyment. being. confidence.
Conceptual • goal setting contributes to success • effort and enjoyment are connected to • controllable and uncontrollable factors
Knowledge • personal goals can be influenced by personal success in a variety of physical influence involvement in physical activities,
motivators and barriers activities including weather, time, and energy
• selection of physical activities can affect • motivation influences involvement in • confidence and joy plays a role in physical
personal enjoyment physical activity activity participation, including achieving
• activity goals reflect personal strengths and activity goals
interests • personal challenge and risk need balance
• recognition and removal of barriers is
important to achieving consistent physical
activity
Procedural • performing new activities that promote • performing activities of increasing • examining how effort and joyful movement
Knowledge personal challenge challenge and complexity contributes to personal success and
• practising perseverance through • identifying personal activity goals confidence
challenging physical activity, including goal • exploring motivators and detractors to • identifying personal motivators and
setting personal activity goals detractors
• identifying barriers and solutions to • demonstrating independent practice for • developing plans to achieve personal
overcoming movement challenges personal skill development activity goals
• identifying positive feelings experienced • describing factors that contribute to
when participating in physical activity personal enjoyment of being physically
active, including being outdoors and being
with one another
Competencies • Personal Growth and Well-being • Managing Information • Critical Thinking
• Personal Growth and Well-being • Personal Growth and Well-being
Literacy • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU3a.1: Background Knowledge
• LKU3a.1: Background Knowledge • LKU2b.1: Access • LKU2c.2: Evaluate
• LKU3b.2: Vocabulary
Numeracy • NA1a.1: Purpose • NA1a.1: Purpose • NKU1a.2: Purpose
• NKU1e.1: Organizing data

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 3
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Investigating change can inform decision making and promote the vitality of individuals and communities.
Understanding
Guiding Why is it important to take care of my body How can I take care of my body in order to What impacts healthy growth and How can healthy growth and development What impact does maturation have on
Questions in order to grow and develop? grow and develop? development? be supported? healthy growth and development?

Learning Children represent how caring for their Students describe how caring for their body Students connect ways that health habits Students examine how health habits Students recognize and describe the
Outcomes body helps them grow and develop. helps them grow and develop. influence growth and development. contribute to growth and development. changes that occur during puberty.
Conceptual • food helps your body to grow and gives • healthy food has benefits, including • sleep, rest, nutrition, physical activity, and
• physical and mental health is influenced by • changes associated with puberty require
Knowledge you energy to move and think providing energy and growth (nutrition) mental health play an important role in the various factors, including sleep, nutrition, adjustments to daily routines and habits
• bodies grow and develop and are special • sleep, rest, nutrition, and physical activity growth and development of the body and activity, and support networks • puberty results in changes to holistic self,
and unique are important brain • stages of growth and development happen including emotional and social well-being
• basic health habits (hygiene) are • hygiene habits are important for personal • positive habits develop over time and at different rates • First Nations and Inuit cultural knowledge
important, including brushing teeth and health require repeated practice • support networks can include people at can support the respectful development of
bathing • everyone can be proud of his or her body • sedentary behaviour has many health risks home, at school, and in the community self through puberty
• basic health habits, including washing as it changes, grows, and develops • cultural perspectives on puberty can
hands and sneezing into one’s sleeve, help positively influence healthy growth and
prevent people from getting sick development
• personal feelings about body and
appearance (body image) is influenced by
many factors including media
Procedural • identifying basic health habits • identifying correct words to name body • describing how habits are developed • examining the impact of choices related to • describing the influences of puberty on
Knowledge • identifying changes in body since birth parts • describing the role of sleep, nutrition, growth and development making healthy choices
• exploring ways of appreciating health and • practising healthy hygiene habits physical activity, and mental health in • practising ways to reduce sedentary • describing changes that happen during
well-being • identifying changes to the body as it grows growth and development of the body and behaviours puberty
• identifying healthy food choices for well- • demonstrating ways of appreciating health brain • identifying different rates of growth and • modifying personal health habits
being and well-being • practising personal health habits stages of development • identifying sources of support in the
• describing ways to prevent getting sick community, including Elders and public
health nurses
Competencies • Communication • Communication • Critical Thinking • Communication • Managing Information
• Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being
Literacy • LKU3b.K: Vocabulary • LKU4a.1: Clarity • LKU2c.1: Evaluate • LKU4a.1: Clarity • LKU4a.K: Clarity
• LKU4a.K: Clarity • LKU3b.1: Vocabulary • LKU4a.1: Clarity • LKU2c.1: Evaluate • LKU2b.2: Access
• LKU3b.2: Vocabulary
• LKU4e.2: Media influence
Numeracy None identified None identified • NA1a.1: Purpose • NKU3b.1: Interpret/Represent Spatial None identified
• NKU1d.1: Patterns and Relationships Information
Guiding Why is it important to care for my body to How can I take care of my body to be safe? How does personal safety impact well- Why is personal safety important to well- How can various contexts impact personal
Questions be safe? being? being? safety?
Learning Children recognize ways to be safe in places Students identify and describe ways to be Students develop and demonstrate Students develop and practise plans for Students evaluate various contexts and
Outcomes where they live, learn, and play. safe in places where they live, learn, and strategies and behaviours to enhance safe, uncomfortable, and unsafe situations. influences in safe, uncomfortable, and
play. personal safety. unsafe situations.
Conceptual • safety is important in the home, including • safety behaviours are important in the • personal boundaries are established by • crisis situations require appropriate • environmental contexts may result in
Knowledge safety symbols and safe and unsafe home, school, and community, including clearly communicating refusal and responses, including asking for help and unsafe or uncomfortable situations, which
substances participation in physical activities permission (consent) phoning 911 requires appropriate responses
• hazards can exist in the school, in the • responsible use of information helps keep • cultural beliefs and practices can influence • substances can be classified in different • personal boundaries change depending on
community, and the outdoors you safe (digital citizenship) decision making ways, including legal and illegal context

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 4
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• permission needs to be given before • people can have personal boundaries to • preparation is important for unsafe and • strategies are needed to feel safe within • people have the right to make decisions to
entering someone’s personal space maintain their personal space uncomfortable situations, including relationships, including identification of be safe
• everyone needs their own personal space • safety is important in the home, school, awareness of safety networks personal boundaries • safety of self and one another are affected
• safe play is important in physical activities and community, including safety symbols • communication of safety plans is important • refusal skills and consent are important for by equipment and environment
• situations that are unsafe or and safe and unsafe substances at home, at school, and in the community, safety • legal and illegal substances affect well-
uncomfortable require a response including the safe use of technology • travel in the local community, including to being
• medicine is used for a variety of specific and from school, requires safe behaviour
purposes • unsafe and uncomfortable situations
• safety rules are important in a variety of require proactive planning, including while
contexts, including while participating in participating in physical activities
physical activities
Procedural • discussing feelings that may be associated • recognizing feelings of comfort and • acknowledging that touch and affection • acknowledging cultural views about • discussing cultural views about personal
Knowledge with safe, uncomfortable, and unsafe discomfort when with one another are never a secret personal boundaries and social practices boundaries and social practices
situations • identifying safe and unsafe substances in • identifying a safety network in unsafe and • practising safe and responsible use of • practising refusal skills and consent
• identifying safe, unsafe, and the home, school, and community uncomfortable situations information • assessing risks when making decisions,
uncomfortable situations • identifying ways to find help in an • acknowledging cultural beliefs and • protecting personal information including while participating in physical
• discussing ways to respond in emergency practices that promote safety • demonstrating when and how to ask for activities
uncomfortable and unsafe situations, • recognizing personal boundaries and the • describing differences between help in various contexts • demonstrating safe and responsible use
including asking for help boundaries of others, including asking for prescription and non-prescription medicine • recognizing refusal skills and consent of information
• identifying safe and unsafe substances, permission before touching someone • identifying safe and responsible use of • responding appropriately to unsafe • modifying actions to ensure safety during
including medication information situations during physical activities physical activity
• identifying personal space • identifying legal and illegal substances • identifying the impact of legal and illegal
substances on one’s well-being
Competencies • Critical Thinking • Critical Thinking • Communication • Problem Solving • Critical Thinking
• Managing Information • Managing Information • Personal Growth and Well-being • Critical Thinking • Problem Solving
Literacy • LKU4a.K: Clarity • LKU4a.1: Clarity • LKU2c.1: Evaluate • LKU3b.1: Vocabulary • LKU2c.2: Evaluate
• LKU2b.k: Access • LKU3b.1 Vocabulary • LKU3b.1: Vocabulary • LKU4a.1: Clarity • LKU4b.2: Audience
• LKU3b.K Vocabulary • LKU2b.1: Access • LKU4a.1: Clarity • LKU4b.1: Audience • LKU4a.2: Clarity
• LKU4b.1: Audience • LKU2c.1: Evaluate • LKU2d.2: Ethical use
Numeracy • NKU1e.K: Organizing Data • NKU1e.1: Organizing Data None identified • NKU1e.1: Organize data • NKU1e.1: Organize data
• NKU2b.1: Management of Space
Guiding Why is it important to make healthy How can I make healthy choices? What influences how I make healthy How can I access quality health information How can I apply health knowledge to make
Questions choices? choices? to make healthy choices? healthy choices?
Learning Children recognize how making healthy Students describe how making healthy Students identify influences on the ability to Students consider health information and Students examine and evaluate nutrition
Outcomes nutrition choices affects their well-being. nutrition choices affects their well-being. make healthy nutrition choices. modify nutrition choices to enhance information to make healthy food choices.
well-being.
Conceptual • the body tells us when it is hungry and • healthy food has benefits, including • nutritional guidelines provide the flexibility • food and hydration choices affects our • credible sources of nutrition information
Knowledge thirsty providing energy and growth (nutrition) to create healthy food choices, including well-being are research- and fact-based
• food comes from the land • seasonal changes affect food choices family traditions, culture, and seasonal • proper food handling is important for • personal food choices can be influenced by
• First Nations, Métis, and Inuit traditional • nutritional guidelines help to inform choices safety of self and one another factors, including dietary needs
foods come from the land healthy food choices • school nutrition policies, guidelines, and • food comes from various sources, including • various foods are connected with cultural
• food can be grouped based on their • eating well and hydrating properly are resources support healthy food choices gardening, growing, and gathering practices and traditions
characteristics connected • hydration and physical activity levels are • quality nutrition information comes from a • traditional diets of First Nations, Métis, and
• eating well and hydrating properly affects • some foods are allergens connected variety of sources, including food labels Inuit changed over time
how the body feels • hunger, appetite, and food cues, including • gardening, growing, and gathering connect
meal time, are connected us to the land

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 5
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• nutritional labels assist in identifying
healthy food choices
Procedural • exploring a variety of nutritious foods and • recognizing healthy choices for meals and • recognizing healthy choices for meals and • investigating local sources of food • developing healthy eating plans
Knowledge drinks snacks snacks • examining nutrition labels • identifying opportunities to make healthy
• exploring a variety of places where food • examining seasonal food choices of First • exploring Canada’s nutritional guidelines • examining a variety of traditional First food choices in a variety of contexts
comes from Nations, Métis, and Inuit traditional diets • identifying how and why to make choices Nations, Métis, and Inuit food sources • recognizing environments that offer healthy
• exploring First Nations, Métis, and Inuit • viewing various nutritional guidelines relating to food cues, hunger, and appetite • investigating traditional First Nations, choices supports healthy eating
traditional food sources • identifying a variety of nutritious foods • exploring food origins and food attributes Métis, and Inuit food preparation and • comparing nutrition labels to make
• identifying possible food allergens, • identifying the relationship between preservation of food sources informed healthy food choices
including dairy and nuts intensity and duration of physical activity • describing common practices for handling • identifying credible nutrition sources
and hydration food properly • investigating cause and effect on First
• identification of healthy hydration choices Nations, Métis, and Inuit traditional diets
Competencies • Personal Growth and Well-being • Managing Information • Managing Information • Managing Information • Managing Information
• Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
Literacy • LA3a.K: Task Analysis • LKU3b.1: Vocabulary • LKU2a.1: Develop questions • LKU2b.1: Access • LKU2c.2: Evaluate
• LKU2b.K: Access • LKU2b.1: Access • LKU2b.1: Access • LKU2c.1: Evaluate • LKU2b.2: Access
• LKU4a.1: Clarity • LKU4a.1: Clarity
Numeracy • NKU1e.K : Organizing data • NA1a.1: Purpose • NA1a.1: Purpose • NA1a.1: Purpose • NKU1g.2: Interpret Data
• NKU1g.1: Interpret data • NKU3a.1: Interpret / Represent • NKU2d.1: Units of Measurement • NKU3a.2: Interpret and Representation of
Quantitative information • NKU1g.1: Interpret data Quantitative Info
• NKU4a.1: Strategies
Guiding Where can I get quality information to make How can having ownership over personal
Questions healthy choices? choices impact my well-being?
Learning Students identify and interpret the Students examine and apply knowledge to
Outcomes influence of information on decision make decisions that support holistic
making. well-being.
Conceptual • quality information comes from a variety • selection of appropriate information
Knowledge of sources, including media and supports requires effective decision making
within the community • choices can have positive or negative
• credible sources of information are impacts, including impacts on health and
research-based financial well-being
• awareness of holistic models of well-being
can inform decision making
Procedural • assessing sources of quality information, • demonstrating informed decision making to
Knowledge including media influences support holistic well-being
• identifying benefits of holistic models of • identifying the impact of personal choices,
well-being to support healthy decision including spending and saving habits
making • selecting holistic models to make choices
that support well-being
Competencies • Managing Information • Managing Information
• Critical Thinking • Problem Solving
Literacy • LKU2b.1: Access • LKU2b.2: Access
• LKU2c.1: Evaluate • LKU2c.2: Evaluate
• LKU4d.1: Modes and Media
Numeracy None identified • NA1a.2: Purpose

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 6
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Exploring dynamic interconnections in the world and universe strengthens our understandings of relationships.
Understanding
Guiding How can I be healthy in my community? How can we be healthy in our communities? How can diversity enhance individual and What strategies can I implement to enhance How can the community impact my ability to
Questions community well-being? well-being at home, school, and in the enhance personal well-being?
community?
Learning Children recognize people, places, and Students describe people, places, and things Students describe factors that contribute to Students examine and implement strategies Students acknowledge and evaluate the
Outcomes things that contribute to their well-being. that contribute to their well-being. healthy communities. that contribute to the well-being of their relationship between self and community
communities. well-being.
Conceptual • people in the home, schools, and • sources of support and help are available • a sense of community and well-being is • strengths, interests, talents, and assets can • people in our communities impact our
Knowledge communities have roles, responsibilities, in the community developed through awareness of the roles contribute to the community interests
and occupations • natural and built environments, including and responsibilities of people within the • the community works effectively when • behaviours and decisions affect others
• natural and built environments, including parks, community centres, recreation community routines and expectations are established • personal decision making is influenced by
parks, community centres, recreation centres, and playgrounds, contribute to • routines and expectations contribute to • natural and built environments, including community
centres, and playgrounds, contribute to well-being the well-being of self and others parks, recreation centres, and playgrounds, • community decisions influence well-being
well-being • community members have different roles, • organizational skills contribute to the contribute to the well-being of the • effective leadership contributes to
• personal routines help individuals know responsibilities, and occupations learning community community community well-being and has many
what to expect and do • personal choices influence well-being • communities play a role in supporting the • holistic (mental, physical, social, spiritual, attributes, including integrity, initiative, and
• healthy bodies are important to well-being • personal and group routines help people overall well-being of one another and emotional) well-being is nurtured by commitment
know what to expect and do self and community • models of holistic well-being can reflect
• healthy bodies, minds, and emotions play a values that support healthy and balanced
part in our well-being communities
Procedural • recognizing roles and responsibilities of • recognizing roles and responsibilities of • identifying people, places, and things in the • developing routines and organizational • describing how routines and expectations
Knowledge people in the home, school, and family members, school staff, and other community that provide support and skills as a way of contributing to the contribute to well-being of self and one
community community members assistance learning community another
• exploring healthy choices • exploring natural and built environments in • developing routines, expectations, and • identifying ways that people can help at • self-assessing leadership attributes and
• developing routines and independence the community, including parks, organizational skills your school or in the local community contributions in school and the community
community centers, recreation centres, • exploring natural and built environments in • analyzing roles and behaviours that • participating in activities that contribute
and playgrounds the community, including parks, recreation contribute to personal and classroom to school and community well-being
• exploring roles, responsibilities, and centres, and playgrounds well-being • recognizing the relationship
occupations of community members • identifying opportunities in communities • examining the strengths, interests, talents between natural and built environments to
• exploring how choices can affect well- that contribute to the overall well-being of and assets within the community enhance the well-being of community
being self and one another • exploring how holistic well-being can be • exploring a variety of models of holistic
• developing routines and independence nurtured by self and one another well-being, including First Nations, Métis,
and Inuit
• exploring diverse cultural practices for
healthy living
Competencies • Personal Growth and Well-being • Cultural and Global Citizenship • Cultural and Global Citizenship • Critical Thinking • Cultural and Global Citizenship
• Cultural and Global Citizenship • Managing Information • Managing Information • Cultural and Global Citizenship • Critical Thinking
Literacy • LKU3b.K: Vocabulary • LKU2b.1: Access • LKU2b.1: Access • LKU2b.1: Access • LKU2b.2: Access
• LKU2b.K: Access • LKU3b.1: Vocabulary • LKU2c.1: Evaluate • LKU3d.1: Comprehension Strategies • LKU2c.2: Evaluate
• LKU4a.1: Clarity • LKU3b.1 Vocabulary • LKU4a.2: Clarity
Numeracy • NKU1d.K: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationship • NA3a.1: Task Analysis • NA3a.2: Task Analysis
• NKU2f.K: Time • NKU1e.1: Organizing Data • NA3a.1: Task Analysis

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 7
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Guiding What does it look like to work and play well How can I work and play well with one How can I develop and maintain Why is demonstrating inclusive behaviours How do inclusive behaviours promote
Questions with one another? another? relationships? important to maintaining positive respectful relationships?
relationships?
Learning Children explore a variety of ways to work Students explore and develop a variety of Students demonstrate respectful ways to Students demonstrate inclusive behaviours Students evaluate and implement inclusive
Outcomes and play well with one another. ways to work and play well with one cooperate with one another. that promote relationships. behaviours that promote relationships.
another.
Conceptual • friendships are made and kept in many • friendships are built and kept by being • relationships are built and maintained • inclusion within various environments, • appropriate strategies exist to support
Knowledge ways kind, caring, and fair • communication skills are required to activities, and places (contexts) promotes students who are bullied, bullies, or
• caring behaviours include sharing and • working with one another helps to build a identify the feelings of one another relationships bystanders
inviting one another to play positive classroom environment • cooperation is working together towards a • personal behaviours impact people • relationships require strategies to manage
• working together includes helping one • each person’s contribution in a group is common goal, including when engaged in • negative peer pressure can be avoided change and support one another, including
another, taking turns, and being kind important physical activities with one another • bullying behaviours can appear in various communicating and expressing empathy
• rules of play help participation in physical • rules of play and fair play are important • each person has a role and can contribute forms, including physical, social, emotional, • peer pressure can influence sense of self
activities elements of respect in a variety of groups towards a common and cyber and belonging
• positive words (verbal) and actions (non- • caring behaviours, cooperation, and goal • individuals can choose to live in respectful • inclusive environments can be supported
verbal) builds friendships fairness includes making sure everyone has • appreciation and encouragement are ways relationships through a variety of strategies, including
• people may have different thoughts, ideas, a partner, everyone takes turns, and to show support • conflict resolution requires a variety of adapting rules and equipment in physical
and views everyone can participate • unique characteristics of individuals should skills, including acknowledging one another activities
• awareness of thoughts and feelings builds be appreciated • relationships are strengthened by • language can impact and influence one’s
understanding of one another (empathy) • etiquette includes using manners and promoting safety while participating in sense of belonging to community and place
• experiences and traditions of one another varies based on the environment and physical activity • communication skills assist in
have value activity • rules can be changed or adapted to make understanding other perspectives, including
• relationships create a sense of belonging physical activities fair and joyful embodied listening (empathy)
• past experiences influence points of view • different roles exist within various physical
activities
• help or guidance from parents, caregivers,
teachers, Elders, or Knowledge Keepers
contributes to healthy relationships
• language has impact and influence on
feelings and can reflect points of view
• positive relationships promotes expression
of care for one another (empathy)
Procedural • practising ways to enter and exit from • demonstrating ways to solve problems in • participating respectfully with peers, • developing respectful relationships with • connecting how changing behaviours
Knowledge group play and activities work and play including showing appreciation for and peers, including appreciation and interest impacts how others feel and respond
• exploring ways to solve problems in work • recognizing how one’s behaviour impacts interest in one another for one another • implementing strategies when faced with
and play how another person feels • solving problems to support cooperation • applying embodied listening in a variety of negative peer pressure, including
• communicating positively with one another • demonstrating positive relationship skills • responding to the feelings and points of contexts with parents, caregivers, teachers, supporting one another
while participating in physical activities, view of one another based on verbal and Elders, or Knowledge Keepers • applying strategies to acknowledge one
when working and playing with one
including using words (verbal) and actions non-verbal cues • solving conflicts to nurture relationships another, work together, and resolve conflict
another, including honesty and fairness
(non-verbal) • demonstrating respectful and cooperative between self and one another, including • demonstrating respect for self, peers, and
• recognizing verbal and non-verbal cues can
• demonstrating positive behaviours related behaviours, including etiquette and fair when engaged in physical activities equipment while participating in a variety
to fair play and safety of self and one be interpreted in different ways play • describing roles in physical activity, of physical activities
another • demonstrating positive behaviours related • explaining how positive and negative including follower, leader, and teammate • demonstrating different roles during
• identifying the feelings of self and one to fair play, respect, and cooperation, behaviours may influence feelings of one • modifying actions to promote safety during physical activity including leader, follower,
another including taking turns and manners another (empathy) physical activities offender, defender, and chaser/chasee
• recognizing individual and group views • reflecting on ways to show care and • recognizing various forms of bullying • modifying rules to make physical activity
support to one another (empathy) • demonstrating ways to show care and fair and joyful

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 8
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

support for one another, including • practising respectful language when
appreciation and encouragement collaborating with one another
• identifying the importance of sharing • examining how the use of words, phrases,
points of view and language can build a sense of belonging
• recognizing the perspectives that peers
have about a variety of issues
Competencies • Collaboration • Cultural and Global Citizenship • Communication • Collaboration • Collaboration
• Cultural and Global Citizenship • Collaboration • Collaboration • Communication • Problem Solving
Literacy • LKU2b.1: Access • LKU2b.1: Access • LKU4b.1: Audience • LKU3d.1: Comprehension Strategies • LKU4a.2: Clarity
• LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4b.2: Audience
• LKU4b.1: Audience • LKU3a.2: Background Knowledge
• LKU3a.1: Background Knowledge
Numeracy None identified • NKU1d.1 patterns and relationships None identified None identified None identified

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 9
 DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Developing and affirming identity through lived experiences contributes to well-being and understandings of self and one another.
Understanding
Guiding Why is it important to identify feelings and Why is it important to identify feelings and How can emotions be managed in various Why is it important to know myself and How can knowing myself allow appropriate
Questions emotions? manage emotions? situations? express emotions appropriately? expression of emotion in various situations?
Learning Children recognize their feelings and explore Students describe their feelings and Students demonstrate self-regulation Students integrate self-regulation strategies Students acknowledge and explore concepts
Outcomes ways to express their emotions demonstrate ways to express their strategies in various contexts. in various contexts. of identity while adapting to various
appropriately. emotions appropriately. contexts.
Conceptual • emotions show how individuals feel • there are words to express emotions, • personal and learning goals are achieved • short-term goal setting aligns with personal • identity is influenced by lived experiences
Knowledge • emotions are connected to how individuals including happy, sad, and excited using strengths, interests, talents, and strengths, interests, talents, and assets and environment
think • emotions are connected to behaviour, assets • reflection and feedback on success and • self-advocacy is important for achieving
• there are different kinds of feelings and including flight, fight, and freeze • emotions are expressed differently failure provides opportunities for personal personal and learning goals
emotions including happiness, sadness, and • expression of emotions can affect how depending on time and place growth and learning • goal setting can assist in the development
excitement people feel (mental health) • personal challenges can be solved in a • self-regulation is connected to signals from of strengths, interests, talents, and assets
• each individual is special and unique • identification of feelings helps to variety of ways, including chunking big the body, mind, and emotions • knowledge of oneself provides insight into
• First Nations, Métis, and Inuit teachings understand self and one another tasks and taking a break • different situations may evoke emotional life transitions and career pathways
demonstrate the importance of one response (stress) • strengths, interests, talents, and assets
another’s unique gifts develop and change over time
• stress has an influence on emotions and
behaviours
Procedural • exploring strategies for self-regulation, • demonstrating strategies for self- • describing ways of overcoming difficult • identifying personal strengths, interests, • exploring the impact of personal
Knowledge including calming strategies regulation, including calming strategies and situations (emotional resilience) talents, and assets behaviours on self
• acknowledging feelings of self thinking before responding • demonstrating and expressing emotions • communicating thoughts, feelings, and • developing solutions to problems
• sharing personal experiences about their • demonstrating emotions, including appropriately in a range of contexts ideas respectfully and appropriately • creating a plan to manage emotions for
gifts, talents, and strengths frustration and anger, appropriately through speaking, drawing, and writing • self-assessing learning needs using criteria challenging situations
• identifying one’s feelings in different • identifying when fight, flight, and freeze • recognizing personal stressors • self-assessing personal strengths, interests,
situations interferes with one’s ability to self-manage • practising strategies for self-regulation talents, and assets
• exploring personal strengths, interests, within various contexts in response to
talents, and assets feedback from the body, mind, and
emotions
Competencies • Communication • Communication • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being
• Personal Growth and Well-being • Personal Growth and Well-being • Critical Thinking • Managing Information • Problem Solving
Literacy • LA2a.K: Personal Insight • LA2a.1: Personal Insight • LKU4a.1: Clarity • LKU2b.1: Access • LKU3a.2: Background Knowledge
• LKU4b.K: Audience • LKU4b.1: Audience • LKU3d.1: Comprehension Strategies • LKU3a.1: Background Knowledge • LKU4a.1: Clarity
• LKU4a.K: Clarity • LKU4a.1: Clarity • LKU4b.1: Audience
• LKU4c.K: Intent • LKU3b.1 Vocabulary • LKU4a.1: Clarity
• LKU3d.K: Comprehension Strategies
Numeracy • NA2a.K Insight None identified • NA3a.1: Task Analysis • NKU1e.1: Organize data None identified

DRAFT Kindergarten to Grade 4 Wellness Education: Health and Physical Education – April 2018 Page | 10