Wellness 10 A Curriculum Guide for the Secondary Level

Relationships Strand

At a Glance
Decision-making Process	Content	Resources
Level A – Extend Knowledge Base
1. Reflect on what you know about the issue.	Overview of the strand Identifying and comparing types of relationships	Decision-making process chart
2. Research the issue. Find the facts	Behaviours and qualities of respect for persons and relationships Qualities of relationships that support wellness of self and others Factors that support or destroy a relationship How to exit an unhealthy relationship How friends and family can have a positive impact on Stress Management, Physical Activity and Fitness, Healthy Eating, and Leisure How friends and family can have a negative impact on Stress Management, Physical Activity and Fitness, Healthy Eating, and Leisure	Core Concepts in Health, Brief 9th Edition Relationships Affect Wellness, Appendix A Factors that can Support or Destroy a Relationship, Appendix B

Level B – Make an Informed Decision
3. State the challenge. Explore alternatives and consequences.	Strategies to initiate relationships that support wellness Ways to maintain relationships that support wellness Selecting the best way to initiate or maintain relationships that support wellness
4. Make a decision. Set a personal goal.	Setting a goal statement to initiate or maintain a relationship that will support wellness

Level C – Carry Out Action Plan
5. Design and apply an action plan.	Designing action plans to initiate or maintain a relationship to support wellness, as well as manage a recurring stressor, and increase or maintain appropriate amounts of physical activity for wellness Using criteria to assess the design elements of action plans
6. Evaluate progress. Revise as needed.	Using criteria to assess and evaluate the implementation of action plans

Overview of Relationships in Grades 6-9

Grade and Unit	Grade 7: Decision Making in Relationships (Required)	Grade 8: Respect in Relationships (Optional)	Grade 9: Dating (Required)
Perspective/ Theme	Commit Self	Support Peers	Promote Health
Content	range of human emotions and ways of expressing them gender, sex, and sexuality factors that contribute to the development of attitudes in relationships attitudes and personal standards affect decisions made in relationships factors affecting degrees of intimacy assertiveness and refusal skills in relationships	emotions in acquaintances, friendships, dating relationships, and families variety of ways to express feelings behaviours that demonstrate respect for acquaintances, friends, dates, and family members sexual harassment, abuse, rape, and assault as behaviours that demonstrate a lack of respect for others effects of sexual harassment, abuse, rape, and assault on mental and physical health ways to reduce incidence of sexual harassment, abuse, rape, and assault sources of help	dating in the past dating and culture things people do on dates positive and negative aspects of dating positive consequences of setting limits date rape personal standards affect setting limits in relationships personal commitment strategies required to set limits assertiveness skills needed to set limits for dating support strategies to help one another stick to the limits that have been established supporting peers who have chosen not to date at this time supporting a person who has experienced date rape or assault
Process	use criteria for selecting resources access and gather information evaluate sources of information analyze reporting techniques of special interest groups (i.e., persuasion and propaganda techniques) evaluate information	use criteria for selecting resources access and gather information evaluate sources of information analyze reporting techniques of special interest groups evaluate information practise strategies to support a peer who needs help coping with sexual abuse, rape, or assault	use criteria for selecting resources access and gather information evaluate sources of information analyze reporting techniques of special interest groups evaluate information develop leadership skills and health promotion strategies that apply to youth and dating promote community services to increase the options of healthy activities available for youth who date and for those who do not

Note: Life Transitions 20 includes a compulsory module about Relationships and Life Transitions 30 features a compulsory module that focuses on Conflict in Relationships.

Objectives

Level A – Extend Knowledge Base

Foundational Objectives

Students will explore Relationships as a strand of Wellness.

Students will access and evaluate information in order to understand how Relationships and the other strands of Wellness 10 are interrelated .

Learning Objectives

Students will:

identify and compare various types of relationships
describe the day-to-day behaviours that demonstrate respect for all persons and relationships (PSVS)
outline the qualities of relationships that support the wellness of self and others
describe the factors that can support and/or destroy a relationship
identify ways to get out of unhealthy relationships
describe some behaviours that would be evident in Relationships that have a positive impact on each of the other strands of Wellness 10
explain ways in which Relationships affect and are affected by the other strands of Wellness 10.

Level B – Make an Informed Decision

Foundational Objectives

Students will develop the lifelong practice of making decisions about their well-being based on current, accurate information about Relationships and their connections with the other strands of wellness.

Students will acknowledge that goals are more likely to be attained when plans are designed in advance.

Learning Objectives

Students will:

identify ways to initiate relationships that are supportive of their own wellness
identify ways to maintain relationships that are supportive of their own wellness
based upon specific criteria, select the best strategies for initiating or maintaining relationships that support wellness (CCT)
establish a goal to initiate or maintain a relationship that supports wellness (IL).

Note: All students design and carry out an action plan that features the balancing of two strands of wellness. One strand is Physical Activity and Fitness and the second strand is Stress Management. Some students may choose to add Relationships to their action plan in order to experience the benefits of balancing three strands of wellness.

Level C – Carry Out Action Plan

Foundational Objectives

Students will practise planning for Relationships that support their goals for Stress Management and Physical Activity and Fitness in their overall design of wellness.

Students will carry out an action plan that combines Relationships, Stress Management, and Physical Activity and Fitness to enhance their wellness.

Learning Objectives

Students will:

design action plans to initiate or maintain a supportive relationship, manage stress, and maintain or increase physical activity in daily life (IL)
use specific criteria to assess the design elements of action plans (CCT)
use specific criteria to assess and evaluate the implementation of action plans (CCT).

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