The foundational and learning objectives of the elementary health education curriculum are not categorized by grade level, as it is intended that these objectives will be attained over the entire period from grade 1 to grade 5.

The foundational and learning objectives in this curriculum are grouped into three interrelated and interdependent categories:

• objectives relating to knowledge that students are to acquire;
  

• objectives relating to skills and habits, which correspond to the "know-how" that students must develop;
  
• objectives relating to attitudes and values that students are to develop.

Foundational Objectives

Foundational objectives are statements of the desired outcomes which students should achieve from their involvement in a particular subject area over a specified time frame - in this case, grades 1 to 5. The foundational objectives represent the knowledge, skills and attitudes that are essential to the program for all students.

The foundational objectives of this curriculum direct teachers to the most important understandings and abilities to be developed in health education at the elementary level. They provide guidance for unit planning. In the table on the following pages, foundational objectives are in bold characters.

The foundational objectives should not be changed or reduced. Adaptations required to meet individual needs should be designed to help students achieve these basic objectives. Such adaptations are achieved through variables such as the selection of instructional methods, assessment techniques, specific learning objectives or learning resources. Further information on the Adaptive Dimension in the health education curriculum is provided in the section on Core Curriculum Components and Initiatives.

Learning Objectives

Learning objectives describe specific learning outcomes which contribute to the development of the foundational objectives. The table on the following pages lists learning objectives related to the grades 1 to 5 foundational objectives of this curriculum.

The list of learning objectives is not exhaustive and may be adapted. Teachers might also develop additional learning objectives related to a particular activity or learning experience to help students achieve the foundational objectives listed in this curriculum.

Learning objectives related to HIV/AIDS education are followed by an asterisk and are considered key learning objectives. Because age-appropriate HIV/AIDS instruction is a required part of the elementary level health education curriculum, the learning objectives related to HIV/AIDS may not be omitted or substituted.

The learning objectives guide daily and weekly lesson planning and classroom activities. They also give direction to student evaluation. Teachers will frequently monitor these objectives informally and routinely as part of their daily classroom responsibilities. Such monitoring assists in adapting learning experiences.

Objectives for the Common Essential Learnings

Some objectives in the elementary level health education curriculum also correspond to objectives for the Common Essential Learnings and are followed by the usual abbreviations for identifying C.E.L.s (for further information, refer to the section on Core Curriculum Components and Initiatives in this document). A list of foundational objectives and learning objectives for all C.E.L.s is included in Appendix A at the end of this document.

Objectives for Research Skills

The development of research skills is an important part of Level A of the Decision-making Process. One of the learning objectives related to decision-making skills in this curriculum states that "the students will acquire and evaluate information from various sources."

However, research skills involve a broad range of objectives to be developed and achieved in various subject areas throughout the student’s years at school. A list of research skills objectives for the elementary level is included in Appendix B at the end of this curriculum guide. These should gradually be incorporated into activities at level A of the Decision-making Process, beginning in grade one.

Foundational and Learning Objectives
Knowledge	Skills and habits	Attitudes and values
Students will increase their knowledge of the human body recognize the different stages of growth and development of their bodies increase their understanding of the main functions of some body organs and systems understand some problems of physical health, one of which is HIV/AIDS* gradually incorporate the vocabulary related to the human body and to health into their speech and writing (C) Students will better understand the basic elements of social and emotional well-being (PSVS) recognize the need for healthy personal relationships with members of their family, friends and others in the community recognize the different stages of social and emotional growth and development understand some problems related to interpersonal relationships and mental health gradually incorporate the vocabulary for expressing feelings and for social interaction into their talk and writing (C) explore the implications of sex stereotypes for their well-being recognize the sources and the effects of negative stress	Students will act on their knowledge about maintaining or improving their health make choices about food based on the needs of their bodies participate in physical activities to maintain and improve their physical fitness establish daily habits for caring for their bodies in order to maintain or improve health and prevent illnesses, including HIV/AIDS* Students will treat themselves and others with respect (PSVS) develop their interpersonal skills develop their intrapersonal skills (knowledge of self) (IL) aptitudes learning styles favourite activities favourite subjects personal values increasingly accept responsibility for themselves and others develop strategies for reducing stress participating in recreational activities maintaining positive interpersonal relationships develop conflict resolution skills (CCT) demonstrate respect for all people regardless of their race, sex, age, abilities, etc. (PSVS)	Students will develop attitudes necessary for healthy living (PSVS) demonstrate respect for the needs of their body demonstrate respect for the limitations of their body value behaviours which contribute to good health or which prevent disability or illness, including HIV/AIDS* value themselves as individuals value friendship have confidence in their own feelings work toward improving their self-esteem have confidence in their ability to make decisions demonstrate compassion for people suffering from ill health, including people with HIV/AIDS*
Knowledge	Skills and habits	Attitudes and values
Students will identify sources of risk to healthy living recognize situations that might be dangerous on the playground in the street at home when participating in physical activities identify personal and interpersonal behaviours in their everyday lives that might present a risk to their health or safety recognize the dangers of using tobacco, alcohol, street drugs and other toxic substances recognize various forms of physical and mental abuse recognize various forms of sexual solicitation that they might be exposed to recognize sources of negative influence on their behaviour the media peer group	Students will develop their ability to avoid danger or react to it in ways likely to reduce any harmful effects demonstrate safe behaviours in simulations of dangerous situations adopt attitudes and behaviours thought to be instrumental in preventing addictions and substance abuse develop assertiveness skills Students will help members of their family, class, and community achieve physical, mental and social well-being (PSVS) develop their ability to communicate their knowledge about health to their friends, family and community (C) learn to support those who are trying to maintain or improve their health actively contribute to the improvement of the well-being of the community explore and develop empathy for all persons
Knowledge	Skills and habits	Attitudes and values
Students will identify sources of support for healthy living recognize that family and friends are sources of support recognize that the community provides facilities and services to help its citizens enjoy better physical and mental health leisure activities community associations and organizations emergency services (police, firefighters) recognize that the job of health-care professionals is to prevent disease and injury and to care for those who are ill or hurt Students will describe a decision-making process (CCT, IL) connect what they already know with what they are learning (IL) recognize possible sources of information on health questions (IL) libraries the media community services adults	Students will develop their ability to make decisions (CCT) determine the issue and set an objective reflect on what they know and feel about an issue gather and evaluate information from a variety of sources suggest several possible courses of action and explore the long and short term consequences of these actions make decisions based on their analysis of the choices design and apply action plans evaluate their progress and revise their plans as needed

Topics

Health education encompasses a broad range of topics. At the elementary level, the content of the curriculum is organized around four interrelated strands or broad topics:

• "A Healthy Body" deals with aspects of health related to body knowledge and care;
  

• "Social Relationships" addresses social interactions and social well-being, and deals with the development of areas such as communication skills and conflict resolution skills;
  
• "Safety" deals with avoiding dangerous situations and preventing injuries in various contexts;
  
• "Self-esteem" aims at the development of such areas as self-knowledge and respect for self and others.

Teachers draw content for their program from the framework of topics provided at the end of this section of the curriculum. Over the year, they must incorporate topics from all four strands into their program and all topics will be addressed through the Decision-making Process. Further information on incorporating the content of the curriculum and the Decision-making Process into units of study is offered in the Planning Guidelines section of this document.

Topic Integration

Health is holistic in nature and is affected by a wide variety of factors. Effective health education must be based on an integrated approach. Topics within the health education program should not be addressed in isolation. Rather, they should be linked within the same unit of study whenever possible, so that students understand the interactions between the various aspects of "healthy living".

In order to be able to apply health knowledge and engage in health-enhancing behaviours rather than in health-risking ones, students need to learn to make decisions, to be assertive, to relate to others, and to think critically. Likewise, they need to develop a strong knowledge of self and positive self-esteem. The prevention of many health risks (from drug and alcohol abuse, to various kinds of injuries, to eating disorders), relies on the acquisition of health-related knowledge, but to a large extent also, on the development of self-esteem, of decision-making skills, assertiveness, social skills and critical thinking skills, including those related to media literacy. For example, many students who know all about the benefits of wearing a bicycle helmet do not wear one for various reasons such as fear of being ridiculed by peers or concern with the effect of the helmet on their hairdo.

Consequently, opportunities to interweave topics within units of study should always be considered. For example, a grade four teacher might plan a unit on "friendship for reducing stress" (Social Relationships) which begins with a response to a scenario where a child is being pressured to try drugs. Activities could then include the development of assertiveness skills (Self-esteem), and might involve looking at negative peer pressure as a source of stress. Students might then look at solutions to reduce stress, including sports and social activities (A Healthy Body), as well as seeking the support of family and friends (Social Relationships).

In conclusion, presenting the content of the curriculum in the form of a table with distinct columns serves a strictly organizational purpose. Sample units and collections of suggested activities in this document are categorized under separate strands for ease of reference, but links between and across topics and sub-topics, such as the ones described above, are suggested and modeled.

Local Decision Making

It should be noted that sub-topics under each strand, as well as the grade level sequencing of these sub-topics, are suggestions only. Flexibility in the choice of specific issues within the four strands takes into account the many variables that exist at the local level:

• priorities may be influenced by national, provincial and local initiatives, campaigns and programs;
  

• students display wide variations in their physical, social, emotional and intellectual maturity, and in their readiness or need for specific health education information;
  
• health-related issues and needs vary from community to community.

Local decision-making in using the framework of topics to address specific health education needs and priority issues is encouraged. The local liaison committee provides an ideal forum for guiding such decisions. Following are two different examples of adaptations to the suggestions provided in the framework of topics, and the reasons for such adaptations:

• a school might decide to address bicycle safety at a level other than grade four, so that classroom instruction coincides with programs available in the community;
  

• if solvent abuse among young children is known or suspected within a community, the issue may be addressed in the health education program.

Resources suggested to support the implementation of the curriculum take into account this flexibility.

Human Sexuality and Child Abuse Prevention

The framework of topics suggests content related to human sexuality and child abuse prevention. Classroom instruction related to human sexuality (grade five: the reproductive system) must be approved each year by the local school administration and the local school board.

Classroom instruction related to child abuse prevention (e.g., grade two: preventing sexual abuse) must also be approved each year by the local school administration and the local school board if explicit guidelines and/or terminology related to human sexuality are incorporated into the lessons (e.g., identifying private parts of the body; recognizing situations where touching private parts of the body is appropriate, for cleanliness or for medical reasons; recognizing situations where such touching may be wrong).

		Strands
Perspectives		A Healthy Body	Social Relationships	Safety	Self-esteem
Grade 1 Becoming models of wellness		choosing healthy snacks disease and health infectious diseases, e.g., colds, chicken pox, AIDS daily habits for good health immunization by public health nurses body systems: muscles games, sports and active play	personal identity stereotypes : being a boy or a girl making friends being a good listener identifying and expressing feelings family relationships sharing relationships in the classroom making it a good place for learning	preventing injuries on the street pedestrian safety avoiding dangerous situations saying no to strangers sources of support parents, teachers	growth and development respecting individual rates of growth and development assertiveness preventing physical abuse appearance being clean and tidy self-knowledge aptitudes
Grade 2 Discovering wellness patterns		following Canada's Food Guide disease and health emotional support for those who are sick, e.g., people with AIDS going to the hospital nurses and other hospital personnel body systems: heart and lungs activities for cardiorespiratory fitness	personal identity stereotypes: activities for boys and girls making friends supporting others identifying and expressing feelings family relationships cooperation relationships in the community being a good neighbour	preventing injuries on the playground garbage, e.g., needles dressing for the weather avoiding dangerous situations a safe, healthy environment sources of support Block Parents	growth and development being different assertiveness preventing sexual abuse appearance making personal choices self-knowledge preferred learning styles
Perspectives		A Healthy Body	Social Relationships	Safety	Self-esteem
Grade 3 Gathering facts for Wellness		choosing what we eat reading labels disease and health non-infectious diseases, e.g., diabetes, asthma infectious diseases not transmitted by casual contact, e.g., AIDS medicine for treating disease going to the doctor protecting our senses body systems: the immune system activities for helping our immune system, e.g., reducing stress	personal identity stereotypes: family roles making friends resolving conflict without violence identifying and expressing feelings family relationships responsibilities community relationships helping others , e.g., visiting the elderly	preventing injuries at home electricity, fire, poisons avoiding dangerous situations saying no to someone (even someone you know) sources of support fire-fighters, emergency services (911)	growth and development taking on more responsibility assertiveness resisting media stereotypes appearance accepting differences self-knowledge favourite activities
Grade 4 Applying decisions for Wellness		aids to good digestion fibre, water disease and health long term serious threats to health, e.g., AIDS, cancer treatments and technology other health care professionals like technicians body systems: the digestive system sports and social activities	personal identity stereotypes making friends friendship for reducing stress identifying and expressing feelings family relationships a source of support and information community relationships helping others , e.g., food banks	preventing injuries during sports activities water safety bicyles sports equipment protecting ourselves in the sun avoiding dangerous situations saying no to smoking, alcohol, drugs sources of support Kids Help Phone	growth and development physical changes assertiveness preventing drug, tobacco and alcohol abuse appearance understanding stereotypes (body image) self-knowledge accepting yourself the way you are
Perspectives		A Healthy Body	Social Relationships	Safety	Self-esteem
Grade 5 Considering the Wellness of Others		good nutrition in adolescence calcium, fats, proteins diseases linked to life styles prevention of infectious diseases, e.g., AIDS prevention of non-infectious diseases, e.g., heart disease or lung cancer, eating disorders medical research body systems: the skeletal system physical activity for healthy bones body systems: the reproductive system	personal identity responsibilities in boy-girl relationships changes in social relationships in adolescence making friends fighting discrimination family relationships responsibilities identifying and expressing feelings community relationships helping others	preventing injuries in daily situations cars and other vehicles, machinery, tools, weapons chemicals in the home and on the farm avoiding dangerous situations saying no to friends sources of support police community organizations	growth and development emotional changes in adolescence assertiveness peer pressure appearance developing a personal style self-knowledge personal values working in the community