Curriculum Mapping - Healthy Living Example

This example begins by examining the specific expectations from Grade 11 (C3.4) and Grade 12 (C2.5). These expectations were chosen because of their commonalities and the ability to develop the necessary skills for students to progress through the curriculum.

Note: the expectations selected are to emphasize the importance for differentiating the content in a focus course but the same considerations must be made to the HALE courses as students move through Grades 9-12.

Grade 11 (PPL3O)

C3.4 describe how to use personal and interpersonal skills to deal with personally stressful situations or to help others deal with stressful situations (e.g., mental and physical illness, death of a family member, abusive relationships, understanding and accepting sexual orientation, separation/divorce, suicide, unemployment/underemployment, substance abuse) [PS, IS].

Grade 12 (PPL4O)

C2.5 identify the skills and resources that students will need to maintain their personal health and well-being as they become more independent (e.g., budgeting and time-management skills, interpersonal skills, cooking and meal-planning skills, recreational and leisure opportunities, access to health care and other supports) [PS, CT].

Step-by-Step Process

  1. Using the template, begin to explore the curriculum expectations at the Grade 11 and 12 levels where there are examples of activities provided.
  2. Each topic/example is placed into the chart in the appropriate course or courses where it fits best.
  3. In cases where the activity appears in more than one course the task is to provide the focus or context in which that activity will occur.
    • Grade 11: Living skills – personal and interpersonal: adaptive, coping and management skills, communication skills, relationship and social skills:
      • HALE: Mental health – school, money, employment opportunities;
      • PAF: Mental health – body image, anxiety, peer pressure related to physical changes associated with training;
      • PAQ: Mental health – failed rescue, death of victim, self-doubt.
    • Grade 12: Living skills – personal and critical thinking: self-awareness and self-monitoring skills, planning, reflecting/evaluating:
      • HALE: Strengths and areas for improvement – budgeting and time-management skills, interpersonal skills, cooking and meal-planning skills, recreational and leisure opportunities, access to health care and other supports;
      • PAF: Generating information to support their personal fitness; nutrition – budgeting and cooking and meal-planning skills, taking responsibility for actions – time-management skills, recreational and leisure opportunities.
  4. Once completed, the remaining examples from the curriculum expectation are distributed into the other focus courses being offered.
  5. The process is continued in the same manner with the next expectation where the examples provided can be placed into the appropriate focus course.
  6. This process is continued until all expectations within the Healthy Living strand for each course have been examined.
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