Standard set
Grade 1 - Physical Education and Wellness (2022)
Standards
Showing 187 of 187 standards.
Physical Education and Wellness
PDE.1.
Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan.
PDE.2.
Movement Skill Development: Developing physical literacy through movement and active living supports well-being across a lifespan.
PDE.3.
Character Development: Exploration of life opportunities and virtues develops resilience and personal talents and promotes lifelong learning.
PDE.4.
Safety: A lifetime of optimal well-being is supported by prioritizing health and safety.
PDE.5.
Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healthy eating.
PDE.6.
Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy, and respect.
PDE.7.
Growth and Development: Decision making that optimizes personal health and well-being is informed by understanding growth and development.
PDE.8.
Financial Literacy: Informed financial decision making contributes to the well-being of individuals, groups, and communities.
PDE.1.1.
Students investigate the benefits of physical activity.
PDE.2.1.
Students exhibit spatial awareness during a variety of physical activities.
PDE.2.2.
Students demonstrate how movement can support different types of physical activity.
PDE.2.3.
Students demonstrate fair play and support engagement in a variety of physical activities.
PDE.3.1.
Students examine personal characteristics, feelings, and emotions and explore understanding of self.
PDE.4.1.
Students explain how boundaries connect to safety.
PDE.5.1.
Students examine and connect a variety of foods to growth and development.
PDE.6.1.
Students investigate how healthy relationships in learning and playing environments are built through connection.
PDE.7.1.
Students investigate growth and its connection to healthy practices.
PDE.8.1.
Students explore money and how it is used for everyday living.
PDE.1.1.1.
Knowledge
PDE.1.1.2.
Understanding
PDE.1.1.3.
Skills & Procedures
PDE.2.1.1.
Knowledge
PDE.2.1.2.
Understanding
PDE.2.1.3.
Skills & Procedures
PDE.2.2.1.
Knowledge
PDE.2.2.2.
Understanding
PDE.2.2.3.
Skills & Procedures
PDE.2.3.1.
Knowledge
PDE.2.3.2.
Understanding
PDE.2.3.3.
Skills & Procedures
PDE.3.1.1.
Knowledge
PDE.3.1.2.
Understanding
PDE.3.1.3.
Skills & Procedures
PDE.4.1.1.
Knowledge
PDE.4.1.2.
Understanding
PDE.4.1.3.
Skills & Procedures
PDE.5.1.1.
Knowledge
PDE.5.1.2.
Understanding
PDE.5.1.3.
Skills & Procedures
PDE.6.1.1.
Knowledge
PDE.6.1.2.
Understanding
PDE.6.1.3.
Skills & Procedures
PDE.7.1.1.
Knowledge
PDE.7.1.2.
Understanding
PDE.7.1.3.
Skills & Procedures
PDE.8.1.1.
Knowledge
PDE.8.1.2.
Understanding
PDE.8.1.3.
Skills & Procedures
PDE.1.1.1.a.
Immediate changes from participating in physical activity include faster breathing, faster, heart rate, feeling good and increased thirst.
PDE.1.1.1.b.
Physical activity is associated with mental health benefits, such as happiness, calmness, improved sleep and positive relationships.
PDE.1.1.1.c.
Long-term health benefits of regular physical activity include stronger bones, stronger muscles and improved brain function.
PDE.1.1.1.d.
Each day provides different opportunities for physical activity.
PDE.1.1.1.e.
Play can be structured, unstructured, or adventurous.
PDE.1.1.1.f.
Adventurous play includes experiencing challenging activities in outdoor learning environments.
PDE.1.1.1.g.
Games and activities can be done by an individual or a group (e.g., rhythmic, gymnastic, expressive, challenging, and cultural).
PDE.1.1.2.a.
Physical activity causes immediate changes in the body.
PDE.1.1.2.b.
Physical activity supports mental health.
PDE.1.1.2.c.
Regular physical activity has health benefits and can help prevent illness.
PDE.1.1.2.d.
Daily physical activity supports mental health and is foundational for a healthy lifestyle.
PDE.1.1.2.e.
Engagement in various types of play supports motivation and confidence in physical activities (physical literacy).
PDE.1.1.3.a.
Experience changes in the body as a result of participating in physical activity.
PDE.1.1.3.b.
Participate in physical activity in a variety of contexts to improve well-being.
PDE.1.1.3.c.
Reflect on personal feelings or emotional well-being when participating in physical activity.
PDE.1.1.3.d.
Describe health benefits of regular physical activity.
PDE.1.1.3.e.
Select a variety of physical activity opportunities to experience regularly.
PDE.2.1.1.a.
Spatial awareness includes the ability to judge one�s distance in relation to people, objects and the surrounding environment.
PDE.2.1.1.b.
Personal space is the physical space immediately surrounding an individual.
PDE.2.1.1.c.
General space is the space within a defined area through which an individual can move.
PDE.2.1.1.d.
Responses that support movement through general space include adjusting location and distance, demonstrating control, stopping on signal and moving safely.
PDE.2.1.2.a.
Spatial awareness helps individuals think about their whole body as it moves through personal and general space.
PDE.2.1.2.b.
Spatial awareness involves moving creatively to safely navigate through personal and general space.
PDE.2.1.2.c.
Environmental cues can help individuals with their spatial awareness in order to navigate through general space.
PDE.2.1.3.a.
Demonstrate various ways of moving safely through space during physical activity.
PDE.2.1.3.b.
Demonstrate appropriate responses to environmental cues.
PDE.2.2.1.a.
Locomotor movements can occur in a variety of ways, such as crawling, skipping, hopping, rolling and leaping.
PDE.2.2.1.b.
First Nations, M�tis, and Inuit physical activities and games are played for specific purposes that support physical movements used in daily life.
PDE.2.2.1.c.
Non-locomotor movements can occur in a variety of ways, such as balancing, twisting and bending.
PDE.2.2.1.d.
Object manipulation can occur in a variety of ways, such as sending objects, including pushing, throwing, and kicking, receiving objects, including catching and retaining objects, including trapping and carrying.
PDE.2.2.2.a.
Locomotor movement occurs when the body travels from one point to another.
PDE.2.2.2.b.
Non-locomotor movement is performed within personal space.
PDE.2.2.2.c.
Object manipulation is the ability to control and handle objects with the body.
PDE.2.2.3.a.
Demonstrate a variety of locomotor movements.
PDE.2.2.3.b.
Perform locomotor movements in a variety of physical activity contexts.
PDE.2.2.3.c.
Participate in a variety of First Nations, M�tis, and Inuit physical activities and games.
PDE.2.2.3.d.
Perform non-locomotor movements in a variety of physical activity contexts.
PDE.2.2.3.e.
Demonstrate a variety of object-manipulation skills.
PDE.2.2.3.f.
Select appropriate object-manipulation skills required for various physical activity contexts.
PDE.2.3.1.a.
Fair play supports motivation, participation, and a feeling of being valued.
PDE.2.3.1.b.
Fair play involves building relationships with people, regardless of skill or ability, in physical activity.
PDE.2.3.1.c.
Fair-play practices include respecting rules, taking turns, acknowledging success of others and encouraging others.
PDE.2.3.1.d.
Rules of play are expectations associated with various physical activities.
PDE.2.3.2.a.
Fair play involves acknowledging the importance of all.
PDE.2.3.2.b.
Fair play is supported by practices that contribute to a sense of responsibility in a variety of physical activities.
PDE.2.3.3.a.
Demonstrate how fair play encourages participation.
PDE.2.3.3.b.
Demonstrate practices that support fair play.
PDE.3.1.1.a.
Personal characteristics can be unique or shared among individuals and groups.
PDE.3.1.1.b.
Personal characteristics can describe an individual�s strengths and abilities.
PDE.3.1.1.c.
First Nations, M�tis, and Inuit recognize individual characteristics as gifts.
PDE.3.1.1.d.
Areas for nurture and development include patience, honesty, kindness, compassion and empathy.
PDE.3.1.1.e.
Emotions show how an individual feels.
PDE.3.1.1.f.
People can experience a range of feelings and emotions, such as love, sadness, frustration and joy.
PDE.3.1.1.g.
Thoughts, feelings, and emotions are connected to behaviour.
PDE.3.1.1.h.
Awareness of the body�s reaction to emotion helps an individual to choose appropriate responses, such as focusing on breathing, taking a movement break, seeking out a supportive adult and identifying feelings.
PDE.3.1.1.i.
The body experiences responses to emotions, including fight, flight, or freeze.
PDE.3.1.1.j.
Reflection and feedback on feelings and emotions can contribute to personal growth and learning.
PDE.3.1.2.a.
Personal characteristics can contribute to self-worth, self-confidence, and self-understanding.
PDE.3.1.2.b.
Personal characteristics can help individuals understand themselves as learners.
PDE.3.1.2.c.
Personal characteristics can be acknowledged in a variety of ways in different cultures.
PDE.3.1.2.d.
Reactions to feelings and emotions can be experienced and observed.
PDE.3.1.2.e.
Feelings can be identified and communicated to help people understand one another.
PDE.3.1.2.f.
Feelings, the body, and the brain are interconnected.
PDE.3.1.2.g.
An individual�s experiences can affect feelings and emotions.
PDE.3.1.2.h.
Feelings and experiences can influence learning.
PDE.3.1.3.a.
Recognize how individual and group characteristics are unique and valued.
PDE.3.1.3.b.
Describe personal learning strengths and abilities.
PDE.3.1.3.c.
Explore how some First Nations, M�tis, and Inuit view personal characteristics as gifts that can contribute to individuals and community.
PDE.3.1.3.d.
Recognize that cultures celebrate personal characteristics in a variety of ways.
PDE.3.1.3.e.
Recognize how emotions can be expressed.
PDE.3.1.3.f.
Identify and communicate feelings in a variety of contexts.
PDE.3.1.3.g.
Identify responses to emotions.
PDE.3.1.3.h.
Reflect on feelings and emotions that result from various personal experiences.
PDE.4.1.1.a.
Consent includes giving permission or agreeing to something.
PDE.4.1.1.b.
Consent includes asking for permission.
PDE.4.1.1.c.
Refusal can be communicated verbally and non-verbally.
PDE.4.1.1.d.
Individuals can use non-verbal refusal cues, such as shaking head, facial expressions, hand gestures and walking away.
PDE.4.1.1.e.
Safety includes understanding the differences between situations that are safe and those that are unsafe or uncomfortable.
PDE.4.1.1.f.
Boundaries can change in various situations, including type of activity, people involved, purpose and use of technology.
PDE.4.1.1.g.
Personal and group boundaries can be expressed through rules, symbols, signs and body language.
PDE.4.1.1.h.
Safety includes knowing the difference between safe and unsafe substances at home, in the school, and in the community.
PDE.4.1.1.i.
A variety of substances can be harmful, such as household products, medication and poison.
PDE.4.1.2.a.
Personal boundaries are connected to an individual�s body and personal space.
PDE.4.1.2.b.
Consent is established by clearly communicating refusal and permission.
PDE.4.1.2.c.
When boundaries are crossed or disrespected, children can tell a trusted adult.
PDE.4.1.2.d.
It is important to ask for help in situations that do not feel safe.
PDE.4.1.2.e.
Boundaries can change over time or in different situations.
PDE.4.1.2.f.
Boundaries are expressed to indicate a need or a want related to feelings of safety and security.
PDE.4.1.2.g.
Substances can be harmful to personal safety.
PDE.4.1.3.a.
Practise ways to express, request, obtain, or refuse consent relating to personal boundaries.
PDE.4.1.3.b.
Identify trusted adults in the school and community who can support personal safety.
PDE.4.1.3.c.
Describe differences between safe situations and unsafe or uncomfortable situations.
PDE.4.13.d.
Discuss situations or reasons that might lead to a boundary change.
PDE.4.1.3.e.
Discuss needs and wants that connect to feelings of safety and security.
PDE.4.1.3.f.
Identify how boundaries might protect a person or a group of individuals.
PDE.4.1.3.g.
Identify household substances that may be harmful.
PDE.5.1.1.a.
Whole foods are found in nature.
PDE.5.1.1.b.
Whole foods include fruit, vegetables, legumes, nuts and grains.
PDE.5.1.1.c.
Processed foods include whole foods that have been changed or have added ingredients.
PDE.5.1.1.d.
Processed foods can be cooked, canned, frozen and dried.
PDE.5.1.1.e.
A variety of foods provide more or less of what is needed by the body.
PDE.5.1.1.f.
Individuals make decisions about what to eat as part of their well-being.
PDE.5.1.2.a.
Food can be natural or processed.
PDE.5.1.2.b.
A variety of food is needed by the body in order to grow and develop.
PDE.5.1.2.c.
Individuals can expand their food preferences by trying new foods.
PDE.5.1.3.a.
Differentiate between whole foods and processed foods.
PDE.5.1.3.b.
Examine decision making in food selection.
PDE.5.1.3.c.
Identify foods that contribute to the growth and development of the body.
PDE.6.1.1.a.
Playgrounds and community centres can be places found within communities.
PDE.6.1.1.b.
Healthy relationships, including friendships, can develop between individuals and groups when trust is built and people share something in common.
PDE.6.1.2.a.
Places that bring people together support relationships within the community.
PDE.6.1.2.b.
Healthy relationships are an essential human need and support social-emotional well-being.
PDE.6.1.2.c.
Friendships add to feelings of well-being.
PDE.6.1.3.a.
Describe the ways community supports relationships with others.
PDE.6.1.3.b.
Explain how shared interests and goals can support healthy relationships.
PDE.6.1.3.c.
Explore how healthy relationships help fulfill human needs.
PDE.6.1.3.d.
Practise words and actions that support friendship.
PDE.7.1.1.a.
Physical growth begins before birth and can continue throughout a lifespan.
PDE.7.1.1.b.
Physical growth and physical changes in the body occur over time.
PDE.7.1.1.c.
Parts of the body can be identified using proper names.
PDE.7.1.1.d.
Healthy hygiene practices include dental care, handwashing and sanitization, protocols for sneezing and coughing, not sharing personal items and adequate rest and sleep.
PDE.7.1.2.a.
Physical growth is the change of features.
PDE.7.1.2.b.
Changes that occur during growth are unique to each individual and are something to appreciate and be proud of.
PDE.7.1.2.c.
Healthy hygiene practices can support health and growth.
PDE.7.1.3.a.
Describe how the body grows and changes over time.
PDE.7.1.3.b.
Describe healthy hygiene practices.
PDE.8.1.1.a.
Canadian money comes in many forms, such as coins, bills, debit cards and credit cards.
PDE.8.1.1.b.
Canadian coins and bills come in different denominations, such as nickels, dimes, quarters, loonies, toonies, $5. $10, $20, $50 and $100.
PDE.8.1.1.c.
Images on Canadian coins and bills include wildlife, sports, boats, emblems and historic figures.
PDE.8.1.1.d.
Money can be shared, earned, saved, spent and borrowed.
PDE.8.1.1.e.
Goods are things that are made and produced and can be touched, such as toys, cars, clothing, electronics and books.
PDE.8.1.1.f.
Services are things individuals do for others, such as health services, personal services, entertainment, restaurants and recreational activities.
PDE.8.1.2.a.
Money can be used to exchange for goods and services.
PDE.8.1.2.b.
Money has value and purpose in everyday living.
PDE.8.1.2.c.
Money has unique features to represent its value.
PDE.8.1.3.a.
Explore the value of Canadian coins and bills.
PDE.8.1.3.b.
Sort Canadian coins and bills.
PDE.8.1.3.c.
Identify goods and services that can be exchanged for money.
Framework metadata
- Source document
- Grade 1 - Physical Education and Wellness (2022)
- License
- CC BY 4.0 US