Introduction to Jumping Over a Rope Curriculum Expectations: 1.4, A1.1, A3.1, B1.2, B2.2, B2.1 Jumpsies Curriculum Expectations: A1.1, A3.1, A3.2, B1.3, B2.2, B2.1 Jump Rope Challenges Curriculum Expectations: 1.4, A1.1, A3.1, B1.3, B1.2 Rope Skipping Curriculum Expectations: 1.4, A1.1, A3.1, B1.3...
RAFT is an acronym for Role, Audience, Format, and Topic. These four words are used as headings across the top of a grid, and a number of options are created in each row accordingly. Students read across the rows to learn the role they are going to assume, the audience they will address, the format...
Select the applicable curriculum expectations: C1. demonstrate an understanding of factors that contribute to healthy development; 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...
The Vaccination Talks Toolkit Resource Database is designed to support educators in providing students, parents/caregivers and school administrators with high-quality, evidence-based information and resources to supplement the resources within the toolkit. The resources within the Resource Database...
We are learning about sexually transmitted and blood-borne infections (STBBIs) and their symptoms. We are using our coping, relationship and self-awareness skills to identify ways of preventing STBBIs
We are learning to use our relationship, self-awareness and critical thinking skills to understand the concept of consent, how consent is communicated, and the need to communicate clearly when making
We are learning to use our critical thinking skills to understand the relationship between mental health and mental illness and identify possible signs of mental health problems. We are learning how
We are learning to use our critical thinking skills to analyse the attractions and benefits associated with being in a healthy relationship, as well as the benefits, risks, and drawbacks, for
We are learning to use our coping and self-awareness skills to understand gender identity, gender expression and sexual orientation. We are learning to identify factors that can help individuals of
We are learning to use our self-awareness skills to identify and explain factors that can affect an individual’s decisions about sexual activity and identify sources of support regarding sexual health
We are learning to use our self-awareness and critical thinking skills to understand abstinence, contraception, and the use of effective and suitable protection to prevent pregnancy and sexually
We are learning to use our relationship and critical thinking skills to explain how word choices and societal views about mental health and mental illness can affect people and perpetuate stigma and
