Standard set
Grade 6 - Physical Education and Wellness (2022)
Standards
Showing 249 of 249 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 analyze motivation and its relationship to personal development and active living.
PDE.2.1.
Students examine and demonstrate an understanding of structure in physical activity.
PDE.2.2.
Students adapt and apply movement patterns in controlled and dynamic physical activities.
PDE.2.3.
Students analyze and apply conflict resolution in physical activity.
PDE.3.1.
Students connect strategies for well-being to life opportunities and lifelong learning.
PDE.4.1.
Students examine risk and identify the factors that influence action.
PDE.5.1.
Students examine access to food and its effect on making decisions related to nutrition.
PDE.6.1.
Students consider and describe a variety of perspectives that support the development of healthy relationships.
PDE.7.1.
Students examine physical, social, personal, and environmental factors connected to maturation during adolescence.
PDE.7.2.
Students investigate human reproduction from fertilization to birth.
PDE.8.1.
Students investigate borrowing and investing in a variety of situations.
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.2.3.1.d.
Understanding
PDE.2.3.2.
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.7.2.1.
Knowledge
PDE.7.2.2.
Understanding
PDE.7.2.3.
Skills & Procedures
PDE.8.1.1.
Knowledge
PDE.8.1.2.
Understanding
PDE.8.1.3.
Skills & Procedures
PDE.1.1.1.a.
Motivation is supported by setting goals and monitoring progress toward those goals. Training principles include frequency, intensity, time and type.
PDE.1.1.1.b.
Frequency is how often an individual is engaged in physical activity.
PDE.1.1.1.c.
Intensity is the level of physical exertion experienced during physical activity.
PDE.1.1.1.d.
Time is how long an individual is engaged in physical activity.
PDE.1.1.1.e.
Type is the physical activity selected.
PDE.1.1.1.f.
Physical activity guidelines recommend between 30 to 60 minutes of moderate-to-vigorous daily physical activity.
PDE.1.1.1.g.
Moderate-to-vigorous physical activities include rhythmic, gymnastic, expressive, individual, challenging, adventurous and cultural.
PDE.1.1.1.h.
Motivation can lead to development of movement skills.
PDE.1.1.1.i.
Motivation can lead to exposure to a variety of physical activities.
PDE.1.1.1.j.
Motivation can lead to commitment, personal development, and increased levels of engagement.
PDE.1.1.1.k.
Motivation can be supported by members of the community, such as parents and caregivers, community organizations teachers and coaches, spiritual leaders, Elders and Knowledge Keepers.
PDE.1.1.2.a.
Motivation in physical activity can support different training principles.
PDE.1.1.2.b.
Motivation can support individual physical activity routines to improve well-being.
PDE.1.1.2.c.
Motivation can lead to accomplishment and performance across various physical activities.
PDE.1.1.2.d.
Feedback and self-reflection can support motivation.
PDE.1.1.2.e.
Active living in the community occurs when individuals are encouraged and supported.
PDE.1.1.3.a.
Connect daily routines and planned physical activities with active living goals.
PDE.1.1.3.b.
Examine how training principles can contribute to active living.
PDE.1.1.3.c.
Participate in a variety of moderate-to-vigorous physical activities that support training principles.
PDE.1.1.3.d.
Recognize the influence of motivation on movement skill development and proficiency in various physical activities.
PDE.1.1.3.e.
Describe personal and community supports associated with motivation for active living.
PDE.2.1.1.a.
Structural components of physical activities can have various characteristics and features, such as rules and guidelines, protocol, purpose or intent, number and roles of participants and required equipment.
PDE.2.1.1.b.
Structure has commonalities and varying levels of complexity across various physical activities.
PDE.2.1.1.c.
Structure can be modified to meet the needs of participants by changing equipment size and type, adjusting playing area, adjusting time and changing target size and distance.
PDE.2.1.1.d.
Strategies and tactics are supported through an understanding of the structure of physical activities and games.
PDE.2.1.2.a.
Structure provides an objective or purpose to the physical activity.
PDE.2.1.2.b.
Structure provides parameters to support safety, engagement, and inclusion of all participants.
PDE.2.1.2.c.
Structure provides parameters that support opportunities for critical and creative thinking.
PDE.2.1.3.a.
Describe the structure of physical activities performed in the learning environment.
PDE.2.1.3.b.
Apply structure in the creation and playing of games.
PDE.2.1.3.c.
Modify physical activities and games to improve safety, engagement, and inclusivity.
PDE.2.1.3.d.
Utilize understandings of structure to inform strategies and tactics.
PDE.2.2.1.a.
Similar patterns exist across a variety of physical activities.
PDE.2.2.1.b.
Patterns can be customized to enhance proficiency of movement.
PDE.2.2.1.c.
Patterns are essential to the development of specialized movement skills in a variety of physical activities.
PDE.2.2.1.d.
First Nations, M�tis, and Inuit physical activities and games provide opportunities to develop and enhance skill through engagement in unique and diverse movement patterns.
PDE.2.2.1.e.
Controlled physical activities can be activities that are structured, individual, or partnered.
PDE.2.2.1.f.
Controlled physical activities allow for repeated practice of movement skills.
PDE.2.2.1.g.
Dynamic physical activities are limited in structure yet fluid and changing.
PDE.2.2.1.h.
Dynamic physical activities require immediate decision making and refinement of movement skills.
PDE.2.2.1.i.
Creativity in movement can be supported by including objects and changing tempo and rhythm.
PDE.2.2.1.j.
Patterns are movements that enable the body to move in response to a stimulus.
PDE.2.2.2.a.
Patterns can be transferred across a variety of physical activities for individual or group success.
PDE.2.2.2.b.
Controlled and dynamic physical activities can support movement skill patterns in a variety of physical activities.
PDE.2.2.2.c.
Movement combinations, patterns, and sequences can be adapted using creativity.
PDE.2.2.3.a.
Demonstrate how movement patterns are applied across various physical activities.
PDE.2.2.3.b.
Identify ways movement patterns experienced through physical activities can support skill development.
PDE.2.2.3.c.
Adapt movement patterns to improve accuracy, speed, and proficiency in a variety of controlled and dynamic physical activities.
PDE.2.2.3.d.
Implement movement patterns in response to a variety of physical, verbal, visual, and musical stimuli.
PDE.2.3.1.a.
Team success can be influenced by conflict.
PDE.2.3.1.b.
Practices to manage conflict include acknowledging emotions, clarifying facts and understanding, listening to understand, discussing possible outcomes and proposing solutions.
PDE.2.3.1.c.
Individuals and groups in both cooperative and competitive situations can experience conflict differently.
PDE.2.3.1.e.
Team effectiveness can be influenced by the ability to manage conflict.
PDE.2.3.1.f.
Teamwork requires collaboration when coming to a resolution.
PDE.2.3.1.g.
Successful teams develop practices to manage conflict.
PDE.2.3.1.h.
Cooperative and competitive situations may require group members to adjust thinking or actions to resolve conflict.
PDE.2.3.2.a.
Practise conflict resolution.
PDE.2.3.2.b.
Reflect on practices used to resolve conflict.
PDE.2.3.2.c.
Discuss how cooperative and competitive situations influence thinking and actions to resolve conflict.
PDE.3.1.1.a.
Insight into life roles can be supported by knowledge of talents, assets, virtues, strengths and interests.
PDE.3.1.1.b.
Independence includes having the confidence and ability to make decisions to try new or challenging activities.
PDE.3.1.1.c.
Independence supports the development of initiative.
PDE.3.1.1.d.
Learning can occur through challenging and adverse experiences.
PDE.3.1.1.e.
Involvement in a variety of activities can provide opportunities for personal development.
PDE.3.1.1.f.
Strategies for learning and personal development include managing time, prioritizing tasks, clarifying expectations, asking questions, reflecting and establishing routines.
PDE.3.1.1.g.
Exposure to a variety of volunteerism experiences provides options when making decisions about life and career opportunities.
PDE.3.1.1.h.
Discipline includes taking proactive steps to improve well-being and responding positively to successes and challenges.
PDE.3.1.1.i.
Motivation strategies include focusing on positive aspects of situations or events, reflecting on gratitude and seeking positive encouragement and supports.
PDE.3.1.1.j.
Goal-achievement strategies that can build hope include listing personal priorities, setting specific goals, organizing goals into small steps and developing creative ways to overcome obstacles.
PDE.3.1.2.a.
Changing life roles may require increased independence to develop personal talents.
PDE.3.1.2.b.
Personal potential develops over time and can evolve from experiences.
PDE.3.1.2.c.
Learning is a lifelong process.
PDE.3.1.2.d.
Individuals can apply a variety of strategies to maximize learning potential and support personal development.
PDE.3.1.2.e.
Volunteerism provides possibilities for social connectedness.
PDE.3.1.2.f.
Discipline encourages a positive future and an inclination to expect favourable life outcomes.
PDE.3.1.2.g.
Hope can be cultivated through applying motivation strategies.
PDE.3.1.2.h.
Hope can be cultivated through applying strategies to achieve goals.
PDE.3.1.3.a.
Relate personal skills and interests to various life roles.
PDE.3.1.3.b.
Examine changes in personal interests, strengths, and skills.
PDE.3.1.3.c.
Reflect on personal skills and interests for continued development and growth.
PDE.3.1.3.d.
Develop and apply personal strategies to support learning and development.
PDE.3.1.3.e.
Discuss the effects of volunteerism on self and the community.
PDE.3.1.3.f.
Plan for potential volunteerism opportunities in the school and community.
PDE.3.1.3.g.
Identify experiences in which discipline can have a positive effect on well-being.
PDE.3.1.3.h.
Apply motivation strategies in a variety of contexts.
PDE.3.1.3.i.
Relate strategies to achieving goals in a variety of contexts.
PDE.4.1.1.a.
Risk is the overall assessment and identification of hazards related to personal safety and vulnerability.
PDE.4.1.1.b.
Considering possible outcomes can inform decisions regarding consent in risk-taking activities.
PDE.4.1.1.c.
Risk involves taking action that may evoke a variety of feelings, such as independence, fulfillment, uncertainty and vulnerability.
PDE.4.1.1.d.
Digital privacy is important to protect personal information.
PDE.4.1.1.e.
Individuals can seek assistance when experiencing unwanted attention, communication, or images.
PDE.4.1.1.f.
Safety risks associated with use of digital technology include intrusion of privacy, bullying, misinformation, inability to properly request, obtain, or give consent and exploitation.
PDE.4.1.1.g.
The Internet and social media can expose an individual to unwanted communication or images and information.
PDE.4.1.1.h.
Sharing explicit or graphic images can have significant consequences, including being illegal under the Criminal Code of Canada.
PDE.4.1.1.i.
Short-term and long-term risk can be managed or reduced through planning, rehearsal, and evaluation.
PDE.4.1.1.j.
Risks of substance use can include addiction, impaired brain development, decreased mental health and impaired thinking.
PDE.4.1.1.k.
Aspects of life impacted by risk include mental health, physical well-being and safety.
PDE.4.1.2.a.
Measured risks can be taken in stages and are more likely when individuals feel safe, respected, and trusted.
PDE.4.1.2.b.
Safe online, digital technology, and social media practices can reduce risk.
PDE.4.1.2.c.
Risk can lead to an increased likelihood of complications in various contexts.
PDE.4.1.2.d.
Several risks connected to substance use can have short-term and long-term effects.
PDE.4.1.2.e.
Risk has potential to positively or negatively impact several aspects of life.
PDE.4.1.3.a.
Discuss how feelings associated with risk taking affect actions and decisions.
PDE.4.1.3.b.
Assess safety and vulnerability risks associated with use of digital technology.
PDE.4.1.3.c.
Identify potential harms from online and social media use.
PDE.4.1.3.d.
Explain how to deal with unwanted attention, communication, or images.
PDE.4.1.3.e.
Describe consequences that may result from risk taking in various contexts.
PDE.4.1.3.f.
Recognize the risks associated with substance use.
PDE.4.1.3.g.
Identify positive choices and actions that can reduce risks associated with substance use.
PDE.4.1.3.h.
Reflect on the positive and negative impacts of risk taking in a variety of contexts.
PDE.5.1.1.a.
Factors that affect access to food include season, cost of food, budget, food-preparation skills and location.
PDE.5.1.1.b.
Access to food includes the land, farms and gardens, grocery stores, farmers� markets and restaurants.
PDE.5.1.1.c.
Whole foods can be more expensive than processed foods.
PDE.5.1.1.d.
Access to food includes availability of food that meets individual dietary and cultural needs and food preferences.
PDE.5.1.1.e.
Lack of access to food can affect well-being.
PDE.5.1.1.f.
Contexts where nutritional choices may be affected include restaurants, social and recreational events and learning environments.
PDE.5.1.1.g.
Cost of food can vary depending on context.
PDE.5.1.1.h.
Energy-dense fast foods are easier to access than nutritious foods.
PDE.5.1.2.a.
Access to nutritious and traditional foods is different for individuals and is affected by a variety of factors.
PDE.5.1.2.b.
Access to food affects nutritional intake and an individual�s ability to make balanced food choices.
PDE.5.1.2.c.
Access and cost within a variety of contexts can affect nutritional choices.
PDE.5.1.3.a.
Identify factors that affect access to food.
PDE.5.1.3.b.
Discuss the effects of limited nutritional food choices on physical and mental well-being.
PDE.5.1.3.c.
Examine how access affects nutritional choices in a variety of contexts.
PDE.5.1.3.d.
Compare cost of food in a variety of contexts.
PDE.6.1.1.a.
Positive social behaviours include respecting others, helping others, being honest and acknowledging diversity.
PDE.6.1.1.b.
Perspectives of others within relationships should be clarified rather than assumed.
PDE.6.1.1.c.
Consideration of perspectives includes recognizing and appreciating the points of view of others.
PDE.6.1.1.d.
Empathy involves trying to understand or share the feelings of another person.
PDE.6.1.1.e.
Recognition and appreciation of social and cultural perspectives can contribute to acceptance, inclusion, and the common good.
PDE.6.1.1.f.
Empathy can be improved through role modelling, practice and reflection.
PDE.6.1.2.a.
Healthy relationships and pro-social behaviours can be enhanced by considering the perspectives of others
PDE.6.1.2.b.
Healthy relationships require consideration for different opinions, thoughts, feelings, beliefs, and needs.
PDE.6.1.2.c.
Perspectives can contribute to a sense of belonging and interconnectedness.
PDE.6.1.2.d.
Development of empathy can reduce bullying behaviours.
PDE.6.1.3.a.
Demonstrate positive social behaviours to develop and maintain healthy relationships.
PDE.6.1.3.b.
Consider ways in which diverse perspectives align or differ.
PDE.6.1.3.c.
Identify how the consideration of others� perspectives contributes to empathy.
PDE.6.1.3.d.
Examine the connections between perspectives and social and emotional well-being.
PDE.6.1.3.e.
Examine how empathy toward others with different perspectives supports healthy relationships.
PDE.7.1.1.a.
An individual can experience social changes during maturation, such as curiosity in trying new things, increased importance of peers, changes in self-knowledge and self-image, language an individual uses to describe themselves and increased expectation of responsibility.
PDE.7.1.1.b.
Self-image develops over time and can evolve from experiences.
PDE.7.1.1.c.
Maturation can be supported through decision making related to personal and environmental factors, such as stress reduction, mental health, body image, immunization, daily physical activity, substance use, rest and sleep and nutrition.
PDE.7.1.1.d.
Fluctuations in physical needs during maturation can result in fatigue and changes in sleep patterns, changing energy levels, increased nutritional demands and increased appetite.
PDE.7.1.2.a.
Knowledge and awareness of changes that can occur during maturation support holistic well-being.
PDE.7.1.2.b.
Maturation can result in an individual�s increase in ability, adaptability, and capacity in a variety of contexts.
PDE.7.1.2.c.
Maturation can be supported through various personal and environmental factors.
PDE.7.1.2.d.
Growth associated with maturation can lead to increased physical needs.
PDE.7.1.3.a.
Consider the impact of physical, cognitive, emotional, and social changes during maturation in adolescence.
PDE.7.1.3.b.
Identify personal and environmental factors that can influence well-being and maturation during adolescence.
PDE.7.1.3.c.
Connect personal and environmental factors to decision making during adolescence.
PDE.7.1.3.d.
Connect physical needs to maturation changes during adolescence.
PDE.7.2.1.a.
Pregnancy can occur as a result of sexual intercourse.
PDE.7.2.1.b.
Pregnancy can be confirmed by a test.
PDE.7.2.1.c.
Abstinence means choosing not to have sexual intercourse.
PDE.7.2.1.d.
Any sexual activity always requires consent.
PDE.7.2.1.e.
Self-control can support decision making related to human reproduction.
PDE.7.2.1.f.
Different types of birth control can have varying levels of effectiveness and risks.
PDE.7.2.1.g.
Sexual activity can expose individuals to sexually transmitted infections and blood-borne infections.
PDE.7.2.1.h.
Some birth control measures can lower the risk of sexually transmitted infections and blood-borne infections.
PDE.7.2.1.i.
Factors that influence reproductive decisions include age, financial preparedness, health and family, caregiver, and community supports.
PDE.7.2.1.j.
The length of a pregnancy is approximately 40 weeks and is divided into three stages called trimesters.
PDE.7.2.1.k.
A child born before 37 weeks of pregnancy is called a pre-term birth.
PDE.7.2.1.l.
Fetal development during pregnancy can be adversely affected by poor nutrition, smoking, alcohol use and drug use.
PDE.7.2.1.m.
Supportive health practices during pregnancy include eating nutritious foods, engaging in physical activity, getting adequate sleep and rest and attending early and consistent medical visits.
PDE.7.2.1.n.
Reproductive health information can be provided by credible sources, such as parents and caregivers, healt, professionals, teachers, spiritual leaders and Knowledge Keepers, Elders.
PDE.7.2.1.o.
There are diverse traditional, cultural, and religious beliefs regarding reproductive health.
PDE.7.2.2.a.
Pregnancy is a natural human process.
PDE.7.2.2.b.
Abstinence is the most effective way to prevent pregnancy.
PDE.7.2.2.c.
Sexual activity without consent is sexual assault and can have physical, emotional, social, and/or legal consequences.
PDE.7.2.2.d.
Birth control and natural family planning can help prevent pregnancy and sexually transmitted infections.
PDE.7.2.2.e.
In Canada, individuals have the right to make decisions about reproductive health and can decide if, when, and how often to reproduce.
PDE.7.2.2.f.
Fetal development occurs in stages throughout a pregnancy.
PDE.7.2.2.g.
Supportive health practices can enhance reproductive health, a healthy pregnancy, and safe childbirth.
PDE.7.2.2.h.
Credible sources can provide accurate information on reproductive health and support healthy reproductive decisions.
PDE.7.2.2.i.
Traditional, cultural, and religious beliefs can affect understandings of human reproduction.
PDE.7.2.3.a.
Identify effective ways to prevent pregnancy and sexually transmitted infections.
PDE.7.2.3.b.
Examine factors that can influence decisions related to reproductive health.
PDE.7.2.3.c.
Examine fetal development in each of the three trimesters.
PDE.7.2.3.d.
Examine factors that can adversely affect fetal development.
PDE.7.2.3.e.
Identify health practices that support a healthy pregnancy.
PDE.7.2.3.f.
Identify credible sources of reproductive health information.
PDE.7.2.3.g.
Consider ways that human reproduction can be influenced by traditional, cultural, and religious beliefs.
PDE.8.1.1.a.
A loan is money that is borrowed with an agreement to pay it back.
PDE.8.1.1.b.
A loan can come from a variety of sources, such as banks, financial institutions, family and friends.
PDE.8.1.1.c.
The decision to borrow money may be based on ability to repay, intended purpose, additional costs, short-term and long-term goals and impact on budget.
PDE.8.1.1.d.
Decisions by banks or financial institutions to loan money may be based on ability to repay, previous loan history, other existing debts and intended purpose.
PDE.8.1.1.e.
Borrowing money through loans can cost money in the form of interest on the amount borrowed and over the term of the agreement.
PDE.8.1.1.f.
Interest is a fee paid to the bank or financial institution that loaned the money.
PDE.8.1.1.g.
Investing is purchasing something that is expected to earn additional money or increase in value.
PDE.8.1.1.h.
Individuals can make a variety of investments, such as real estate, stocks, digital currencies, bonds and mutual funds.
PDE.8.1.2.a.
Borrowing money to buy goods and services can have financial risks and benefits.
PDE.8.1.2.b.
Borrowing money can support financial goals if done appropriately.
PDE.8.1.2.c.
Investing money can have financial risks and benefits.
PDE.8.1.3.a.
Analyze the risks and benefits of borrowing money in a variety of situations.
PDE.8.1.3.b.
Identify situations where an individual can responsibly take on debt.
Framework metadata
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- Grade 6 - Physical Education and Wellness (2022)
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- CC BY 4.0 US