Outcome Chart - Ontario - Health and Physical Education Grade 6

This outcome chart contains media-related learning outcomes from the Ontario Grade 6 Health and Physical Education curriculum with links to supporting resources on the MediaSmarts site.

Social-Emotional Learning Skills

Overall Expectations:

A1.1 Identification and Management of Emotions

Specific Expectations:

A1.1 apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to express their own feelings and understand and respond to the feelings of others

MediaSmarts Resources

Overall Expectations:

A1.2 Stress Management and Coping

Specific Expectations:

A1.2 apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience

MediaSmarts Resources

Overall Expectations:

A1.4 Healthy Relationships

Specific Expectations:

A1.4 apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity

MediaSmarts Resources

Overall Expectations:

A1.6 Critical and Creative Thinking

Specific Expectations:

A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making

MediaSmarts Resources

Healthy Living

Overall Expectations:

Understanding Health Concepts

Specific Expectations:

D1.1 demonstrate ways of being inclusive, respectful, and accepting, and describe how this benefits everyone, including themselves

D1.3 demonstrate an understanding of the impacts of viewing sexually explicit media, including pornography (e.g., leads to a limited or distorted understanding of relationships; reinforces harmful gender norms; promotes an unrealistic or idealized body image)

D1.4 identify people, resources, and services in the school and the community (e.g., mental health and addiction workers, family members, social workers, psychologists, community agencies, churches, mosques, synagogues, public health units, telephone help lines, recreation facilities) that can provide support when a person is dealing with mental health issues and choices or situations involving substance use and addictive behaviours, and describe how to access these supports

MediaSmarts Resources

Overall Expectations:

Making Healthy Choices

Specific Expectations:

D2.1 apply their knowledge of medical, emotional, practical, and societal factors that influence eating habits and food choices

D2.3 apply social-emotional learning skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertive-ness skills) to promote positive interaction and avoid or manage conflict in social situations, in person or online (e.g., classroom groups, groups of friends, sports teams, school clubs, social media sites, online games)

D2.4 use decision-making strategies and skills and an understanding of factors influencing drug use (e.g., personal values, peer pressure, media influence, curiosity, legal restrictions, cultural, religious, and spiritual teachings) to make safe personal choices about the use of drugs such as alcohol, tobacco, and cannabis, and about activities such as vaping, including the choice to abstain

D2.6 make informed decisions that demonstrate respect for themselves and others and an understanding of the concept of consent to help build healthier relationships, using a variety of social-emotional learning skills

MediaSmarts Resources

Overall Expectations:

Making Connections for Healthy Living

Specific Expectations:

D3.2 recognize the responsibilities and risks associated with caring for themselves and others (e.g., while babysitting , staying home alone, running errands for a senior relative or neighbour, caring for pets, volunteering in the community, assisting someone with a disability, preparing meals, travelling to and from school and other locations), and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations (e.g., safe practices for preparing food; responses to allergic reactions, fire, sports injuries, dental emergencies, hypothermia, bullying, abuse)

D3.3 assess the effects of stereotypes and assumptions regarding gender roles and expectations, sexual orientation, race, ethnicity, culture, mental health, and abilities on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing harmful assumptions and stereotypes that can lead to destructive social attitudes including homophobia and racism