Grade 7

Health and Life Skills

Wellness Choices: Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Relationship Choices: Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to establish and maintain healthy interactions. 

Life Learning Choices: Students will use resources effectively to manage and explore life roles and career opportunities and challenges.

compare personal health choices to standards for health; e.g., physical activity, nutrition, relaxation, sleep, reflection 

examine personal grooming/cleanliness, and evaluate the impact of grooming/cosmetic advertisements on personal grooming habits/choices

examine the human reproductive process, and recognize misunderstandings associated with sexual development

 analyze the messages and approaches used by the media to promote certain body images and lifestyle choices 

 relate the factors that influence individual food choices to nutritional needs of adolescents; e.g., finances, media, peer pressure, hunger, body image, activity 

analyze social factors that may influence avoidance and/or use of particular substances 

analyze the definition, effects and possible consequences of various forms of harassment

analyze and appreciate differing personal perspectives on safety; e.g., physical, emotional, social safety 

identify basic workplace safety procedures 

identify and examine potential sources of physical/emotional/ social support 

identify characteristics of resiliency; e.g., problem solving skills, positive self esteem, social bonding

identify the effects of social influences on sexuality and gender roles and equity; e.g., media, culture

examine the influences on personal decision making for responsible sexual behaviour

examine abstinence and decisions to postpone sexual activity as healthy choices 

analyze how thinking patterns influence feelings; e.g., positive thinking, all or nothing thinking, overgeneralization, perfectionism 

analyze the need for short-term and long-term support for emotional concerns; e.g., family, friends, schools, professionals 

identify sources of stress in relationships, and describe positive methods of dealing with such stressors; e.g., change, loss, discrimination, rejection 

analyze and practise constructive feedback; e.g., giving and receiving

examine the characteristics of healthy relationships, and develop strategies to build and enhance them; e.g., peer, opposite sex 

explore and evaluate the impact of media violence on relationships

evaluate and personalize the effectiveness of various styles of conflict resolution; e.g., win/win, win/lose, lose/lose

 analyze the potential effects of belonging to a group, team, gang

develop group goal-setting skills; e.g., collaboration

 develop improved organizational and study strategies/skills by analyzing the different ways individuals learn; e.g., determine learning styles, personal learning style

 practise ways to extend personal capacity for learning; e.g., positive self-talk, affirmations 

differentiate between choice and coercion in decision making for self and others; e.g., demonstrate a willingness to accept “no” from others 

 revise short-term and long-term goals and priorities based on knowledge of interests, aptitudes and skills; e.g., personal, social, leisure, family, community 

create a personal portfolio showing evidence of interests, assets and skills; e.g., certificates of participation

examine factors that may influence future life role/ education/career plans; e.g., technology, role models

 determine and use knowledge and skills of the class to promote school and community health 

apply effective group skills to design and implement a school–community health enhancement plan; e.g., plant trees in playgrounds to provide future shade