Curriculum Mapping - Healthy Living Example

This example pertains to the Healthy Living strand and the activity options utilized in each type of course at the Grade 11 level. This example uses all of the focus course codes but it will only be necessary to add the focus courses that each school is offering.

Overall Expectation: 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.

Specific Expectation: C2.1 describe behaviours and strategies (e.g., thinking before acting, making independent decisions, using workplace safety checklists, wearing protective gear, investigating legal requirements, following guidelines, planning before making decisions, using communications skills to sustain respectful and responsible relationships, using refusal and assertiveness skills to question and refuse to participate in unsafe situations, supporting peers in making safer decisions) that can be applied to make safer choices in a variety of situations and settings (e.g., at school, at home, in the workplace, in the community) and reduce the risk of personal injury or death [PS, IS, CT].

Step-by-Step Process:

  1. Create an 8 column by 2 row chart.
  2. Place Grade 11 in the second row of the first column.
  3. Identify the focus courses being offered and place them as headings of the other columns.
  4. Begin to explore the curriculum expectations at the Grade 11 level where there are examples of activities provided.
  5. Place the activities into the chart, in the appropriate course or courses where they fit best.
  6. Provide content in cases where the activity appears in more than one course (e.g., how will that activity take place).
    • The examples, (thinking before acting, making independent decisions, planning before making decisions, using communications skills to sustain respectful and responsible relationships, using refusal and assertiveness skills to question and refuse to participate in unsafe situations, supporting peers in making safer decisions) can be utilized in all courses. The context through which they will be explained in a focus course will be dependent on the living skills and topics that are targeted by the teacher.
    • “Wearing protective gear” will appear in the HALE and potentially all focus courses contextualized to the topic or activity being discussed. For example:
      • Active Living, Movement Competence – wear protective gear:
        • HALE – wear helmets, mouth guards, shin pads, hat, sunscreen, sunglasses, footwear specific to the activity (e.g., cleats, no sandals);
        • PAD – wear hiking boots, life jacket, insect netting.
  7. Once completed, the remaining examples from the curriculum expectation are distributed into the other focus courses being offered.
  8. The process continues in the same manner with the next expectation where the examples provided can be placed into the appropriate focus course column.
  9. Continue this process until all expectations within the Movement Competence strand have been examined.

Note: All courses will need to explore the various settings (at school, at home, in the workplace, in the community) associated with the focus of the course.

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