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British
ColumbiaAlbertaSaskatchewan
ManitobaOntarioQuébec
New BrunswickNova ScotiaPrince Edward
IslandNewfoundland
(Effective September 2002)
Curriculum
Expectations |
CHOICES
Links |
(Number corresponds to
Lesson
|
|
| identify
the factors that contribute to positive relationships with
others |
1,2,3,4
5 6 |
| identify
strategies to minimize potentially dangerous situations |
1,2,3,4,5,6 |
describe specific types
of physical and non-physical abuse
|
1,2,3 |
| assess
the impact of non-physical abuse on victims |
1,2,3,4,5,6 |
| identify
the causes of abuse and violence |
3,4 |
| describe
solutions and strategies to address violence in the lives
of young people |
3,4,5 |
| explain how
the school, the local community, and other community agencies
are involved in developing strategies (e.g., a school’s code
of conduct) to prevent or end the violence in young people’s
lives |
2,5,6 |
| demonstrate
effective personal strategies to minimize injury in adolescence |
1,2,3,4,5,6 |
| use appropriate
decision-making skills to achieve goals related to personal
health |
3,4,5,6 |
| explain the
effectiveness of various conflict resolution processes in
daily situations |
5,6 |
use appropriate
social skills when working collaboratively with others |
1,2,3,4,5,6 |
demonstrate
understanding of personal values that can lead to conflict |
1,3,4,5,6 |
use assertiveness
techniques to avoid escalating conflict |
3,4,5 |
demonstrate
active listening skills when managing conflict |
6 |
demonstrate
the appropriate steps of conflict resolution in situations
encountered in class, at school, with friends, and at home |
5,6 |
demonstrate
understanding of the triggers of conflict to prevent escalation |
4,5,6 |
identify coping
skills to deal with internal conflict and stress |
2,4,5 |
contribute
to the success of the group verbally and non-verbally |
1,2,3,4,5,6 |
give and receive
assistance (e.g., through peer mentoring) |
1,2,3,4,5,6 |
|
|
|
describe different
types of violence |
1,2,3 |
|
demonstrate an
understanding of the causes of relationship violence |
4,5,6 |
identify and analyze the
indicators of violence in interpersonal relationships as
well as appropriate intervention strategies
|
1,2,3,4,5,6 |
|
assess solutions
and strategies for preventing and eliminating relationship
violence |
2,3,4,5,6 |
|
|
|
analyse the causes
of certain types of interpersonal violence |
1,2.3.4 |
|
describe the possible
effects of violence on individuals who are exposed to it in
their personal lives (e.g., becoming violent themselves, thereby
continuing the cycle of violence and abuse) |
2,3,4 |
identify sources of support
for individuals exposed to violence (e.g. within the family
, the school, or the community)
|
2,3,4,5,6 |
|
demonstrate
an ability to use skills and strategies (e.g., refusal, self-defence)
to deal with threats to personal safety and the safety of
others |
5,6 |
|
|
| analyze
strategies to develop and maintain effective relationships |
1,2,3,4,5,6 |
| explain
the nature and role of relationships and the importance of
reciprocity in meeting the social and emotional needs of individuals,
families, and groups |
1,2,3 |
distinguish between effective
relationships and ones that are emotionally, psychologically,
or physically abusive, and identify resources and strategies
for dealing with abusive relationships
|
1,2,3,4,5,6 |
| apply
strategies for building self-confidence |
3,5,6 |
| |
| demonstrate
an understanding of their growing rights and responsibilities
in relation to their family, as well as their emerging independence
from their family |
4,5 |
| demonstrate
communication and conflict-resolution skills in the context
of family and social relationships |
5,6 |
| demonstrate
appropriate speaking and listening skills for a variety of
situations |
6 |
3,5,6 |
|
identify community resources that offer free
services |
1,2,3,4,5,6 |
|
|
| identify
the personal resources necessary to make a smooth transition
from adolescence to adulthood |
1,2,3,4,5,6 |
| demonstrate
an understanding of the dynamics of human interaction and
communication with others |
1,2,3,4,5,6 |
demonstrate an understanding
of the challenges involved in human interaction
|
1,2,3,4,5,6 |
| demonstrate
an understanding of the need for greater responsibility, maturity,
and independence as part of the transition from adolescence
to adulthood |
1,2,3,4,5,6 |
| demonstrate
an understanding of how to apply the required knowledge and
skills to build on personal strengths and address personal
areas of weakness during the transition |
5,6 |
| identify the various types
of interactions in which they are involved |
1, 2, 5,6 |
| analyze the characteristics
of healthy relationships and of various types of interactions |
3,4,5,6 |
| identify ways to improve the
quality of interpersonal relations |
1,2,3,4,5,6 |
| identify the components
of non-verbal communication |
3 |
| describe techniques for communicating
effectively |
3,5,6 |
| analyze what leads to challenging
personal interactions and how they are manifested in personal
relationships, the workplace, and the marketplace |
4 |
| analyze the effects of living and working in
a threatening environment |
1,2,3 |
| demonstrate an understanding and correct use
of techniques for dealing with conflict |
2,3,5,6 |
| explain strategies for coping with issues relating
to personal and public safety |
2,3,5,6 |
| demonstrate an understanding of the relationship
between effective decision making and well-being |
1,2,3,4,5,6 |
| investigate some common approaches to decision
making that hinder the ability to make good choices |
1,2,3,4 |
| investigate community resources
that are available to assist individuals and families |
1,2,3,4,5,6 |
|
|
| apply a variety
of learning skills and strategies to a variety of situations |
5,6 |
| use personal skills
appropriately to encourage responsible behaviour in others
in a wide range of situations |
5,6 |
demonstrate appropriate
behaviour at school, in the community
|
1,3,5,6 |
| apply skills
to build positive relationships in diverse settings at school,
in the community, and in the workplace |
1,3,5,6 |
| |
| understand the concepts related
to lifelong learning, interpersonal relationships |
1,2,3,4,5,6 |
| develop learning skills, social
skills, a sense of social responsibility |
1,2,3,4,5,6 |
| apply this learning to their
lives and work in the school and the community |
5,6 |
|
|
| demonstrate an
understanding of the characteristics of positive relationships
and of the early signs of an abusive relationship |
1,2,3,4,5,6 |
| demonstrate an
understanding of the elements of good mental health |
3,5,6 |
describe the elements of
effective interpersonal relations (e.g., respect for differences,
flexibility , honesty, integrity) and demonstrate their
use in selected leadership and peer support roles in the
school or community
|
3,4,5,6 |
| describe
a conflict resolution model and demonstrate its use in a variety
of situations to reduce conflict and reach mutually agreeable
solutions |
3,5,6 |
| |
|
explain the benefits and pitfalls
of expressing emotions and demonstrate appropriate ways of
managing their own emotions and responding to others’ expressions
of emotions |
1,2,3,4,5,6 |
|
describe the elements of effective
communication and demonstrate their use |
2,3,5,6 |
|
use feedback effectively and appropriately
to help others identify their strengths and areas needing
improvement |
3,6 |
|
demonstrate an understanding of how to
respond appropriately to peers’ disclosures of serious personal
matters |
6 |
|
explain how power can be used positively or
misused in work, family, and peer contexts and identify strategies
to deal with situations where power is misused (e.g., gang
aggression, child abuse, workplace harassment) |
1,2,3,4,5,6 |
|
describe the causes and costs
to individuals, families, and communities of discrimination,
harassment, violence, and poverty |
2,4,5,6 |
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