Anti-Violence Curriculum Expectations - Health and Physical Education

Health and Physical Education There are many opportunities to integrate anti-violence instruction into the Ontario Curriculum. Listed below are relevant expectations excerpted from the Health and Physical Education Document:

Healthy Living Grade One

Overall Expectation:

• recognize safety risks and safe practices.

Specific Expectation:

Personal Safety and Injury Prevention

• describe exploitative behaviours (e.g., abusive behaviours, bullying, inappropriate touching ) and the feelings associated with them;
• identify people who can provide personal safety assistance (e.g., block parents ) and explain how to access them (e.g. by phoning 9-1-1).

Healthy Living Grade Two

Overall Expectation:

• outline safety rules and safe practices.

Specific Expectation:

Personal Safety and Injury Prevention

• describe types of verbal and physical violence ( e.g., name-calling, kicking, hitting);
• explain the importance of being able to say no to exploitive behaviours (e.g., improper touching) and describe how to seek help.

Healthy Living Grade Three

Overall Expectation:

• list safety procedures and practices in home, school and community.

Specific Expectations:

Personal Safety and Injury Prevention

• use a problem-solving process to identify ways of obtaining support for personal safety at home, school and community;
• identify examples of real and fictional violence (e.g., schoolyard fights, cartoons, and movies).

Healthy Living Grade Four

Overall Expectations:

• identify the physical, interpersonal, and emotional aspects of healthy human beings;
• use living skills to address personal safety and injury prevention.

Specific Expectations:

Growth and Development

• identify the characteristics of healthy relationships (e.g. showing consideration of others’ feelings by avoiding negative communication);
• identify the challenges (e.g. conflicting opinions) and responsibilities in their relationships with family and friends.

Personal Safety and Injury Prevention

• apply decision-making and problem-solving skills in addressing threats to personal safety (e.g., from abuse or physical fighting) and injury prevention;
• identify people; (e.g. parents, guardians, neighbours, and teachers) and community agencies (e.g., kids’ help phone) that can assist with injury prevention, emergency situations, and violence prevention.

Healthy Living Grade Five

Overall Expectations:

• apply strategies to deal with threats to personal safety (e.g. in response to harassment) and to prevent injury (e.g., physical assault).

Specific Expectations:

Growth and development

• identify strategies to deal positively with stress and pressures that result from relationships with family and friends;
• identify factors (e.g., trust, honesty, and caring that enhance healthy relationships with family, friends, and peers).

Personal Safety and Injury Prevention

• explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others;
• apply strategies (e.g., anger management, assertiveness, and conflict resolution) to deal with personal safety and injury-prevention situations (e.g., swarming, threatening, and harassment).

Healthy Living Grade Six

Overall Expectation:

• use basic prevention and treatment skills.

Specific Expectations:

Growth and Development

• apply problem-solving/decision-making process to address issues related to friends, peers, and family relationships.

Personal Safety and Injury Prevention

• describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, and violence in the media).

Healthy Living Grade Seven

Overall Expectations:

• explain how harassment relates to personal safety.

Specific Expectations:

Growth and Development:

• use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations.

Personal Safety and Injury Prevention:

• describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment);
• identify people and resources that can support someone experiencing harassment.

Healthy Living Grade Eight

Overall Expectations:

• identify local support groups and/or community organizations (e.g., public health offices) that provide information on services related to health and well-being, analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance;
• apply living skills (e.g., decision-making, problem solving, and refusal skills) to respond to matters related to sexuality, drug use, and healthy eating habits.

Specific Expectations:

Growth and Development:

• apply living skills (e.g., decision-making assertiveness, and refusal skills) in making informed decisions, and analyze the consequences of engaging in sexual activities and using drugs.

Personal Safety and Injury Prevention:

• analyze situations (e.g., hitchhiking, gang violence, violence in relationships) that are potentially dangerous to personal safety;
• identify support services (e.g., the school guidance department, shelters, kids’ help phone) that assist victims of violence, and explain how to access them.