Skill Descriptor: Demonstrate knowledge of health habits that have a positive impact on self.

Global Competencies: CL, CM, CTPS, ICE, SASM

Achievement Indicators:

• Conduct an audit of personal health habits
• Develop a personal plan for healthy living
• Assess the effectiveness of various health habits to prevent the spread of communicable diseases
• List community resources that support healthy lifestyles

Skill Descriptor: Demonstrate knowledge of health habits that have a positive impact on community well-being.

Global Competencies: CL, CM, CTPS, ICE, SASM, SGC

Achievement Indicators:

• Discuss the influence of individuals on community well-being
• Evaluate factors that contribute to the overall well-being of a community
• Design solutions that respond to a community wellness issue

Skill Descriptor: Apply strategies that have a positive impact on food, screen time, and substance use/misuse.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Analyze how food, screen time, and substances may affect an individual’s health (e.g., mental, social, emotional, and physical including brain development)
• Analyze health, interpersonal, and legal concerns about the use and abuse of legal and illegal substances
• Discuss how the use or misuse of food, screen time, and substances is personal and looks different for every individual
• List resources and supports associated with the prevention of substance misuse

Skill Descriptor: Demonstrate competency in healthy interactions with media and technology.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Develop criteria for effective digital citizenship
• Identify laws about sharing or securing sexually explicit images
• Assess strategies to keep self and others safe online (e.g., luring, protecting personal information, identifying misinformation and disinformation, reporting unsafe behaviours/conditions, etc.)
• Analyze the accuracy and purposes of online information and messages
• Reflect on and share personal positive digital practices and behaviours

Skill Descriptor: Demonstrate care, sensitivity, and respect for identities and for changes that occur during adolescence.

Global Competencies: CL, CM, CTPS, SGC

Achievement Indicators:

• Demonstrate understanding of diverse identities
• Reflect on and share changes in adolescence for self and peers, including identity changes
• Assess how comparing oneself to another person can be healthy or unhealthy
• Discuss the harms and risks associated with hurtful behaviour towards someone related to identity or changes they cannot control
• Demonstrate strategies to support positive identity development for self and peers during adolescence

Skill Descriptor: Demonstrate the knowledge, responsibilities, and skills necessary to make informed decisions about becoming sexually active.

Global Competencies: CL, CM

Achievement Indicators:

• Reflect on and share personal values, attitudes, and beliefs about becoming sexually active
• Assess factors that influence consent to and during sexual activity
• Explain laws that govern consent
• Describe factors that contribute to the development of healthy sexuality (e.g., self-pleasure)
• Affirm the diversity of relationships across sexual orientation and gender identity, including sexual relationships
• Explain risk factors for sexual harm, including substance use
• List resources and supports associated with promoting and maintaining sexual health

Skill Descriptor: Analyze how media present messages about bodies, sexuality, and relationships.

Global Competencies: CL, CM, CTPS, SGC

Achievement Indicators:

• Reflect on how texts (e.g., media, social media, books, and discourses among peer groups) and social norms influence image of self and peers/community
• Analyze the impact of media on healthy relationships, sexuality and sexual activity, gender roles, and equity
• Discuss factors that contribute to identity-based violence, including media
• Analyze the influence of media, including pornography, on own and societal ideas about relationships and sexuality

Skill Descriptor: Explore the components of positive mental health.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Discuss the role of hope in positive mental health
• Assess how listening and empathy support the positive mental health of peers
• Understand the warning signs of self-harm
• List resources for mental illness and suicide prevention
• Discuss the value of emotional regulation in different contexts
• Demonstrate understanding of how stopping negative thought cycles and/or catastrophizing, overcoming fear of failure, and developing a positive mindset can build resilience

Skill Descriptor: Demonstrate skills to improve mental fitness.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Identify strategies to build own positive mental health
• Practise goal-setting in a variety of contexts
• Develop strategies that reduce stigma regarding mental illness
• Reflect on and share strategies for suicide prevention
• Evaluate strategies to self-assess personal growth mindset

Skill Descriptor: Apply the five components of financial literacy.

Global Competencies: CL, CM, CTPS

Achievement Indicators:

• Explain the importance of earning an income
• Create budgets that address needs and wants
• Discuss the benefits, risks, and responsibilities associated with using credit
• Assess options for saving and investment
• List community resources for financial decision-making

Skill Descriptor: Evaluate the influence of respect, empathy, power, and coercion on establishing and maintaining respectful relationships, including sexual relationships.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Practise strategies for expressing personal needs, opinions, and choices
• Describe how unmet needs influence own behaviour
• Describe strategies for seeking, giving, withdrawing, and denying consent
• Describe the characteristics of healthy and unhealthy relationships, including repairing harm
• Demonstrate the cultivation of positive relationships with a variety of individuals and groups
• List resources for relationship supports

Skill Descriptor: Identify strategies for navigating situations where their own or others’ health, safety, or well-being may be at risk.

Global Competencies: CL, CM, CTPS, ICE, SGC

Achievement Indicators:

• Identify the characteristics of a community that lives together civilly
• Examine and identify impact of own biases and lenses on community
• Identify different types of conflict resolution strategies and when to best use each
• Reflect on and share bullying and violent behaviour (physical, emotional, and social), including in online spaces
• Discuss situations that are beyond own capabilities and capacity to resolve
• Identify who to turn to for support and to obtain help if needed

Skill Descriptor: Assess strategies to enact anti-discrimination practices in their communities.

Global Competencies: CL, CM, CTPS, ICE, SASM, SGC

Achievement Indicators:

• Demonstrate a positive commitment to upholding human rights
• Demonstrate attitudes and behaviours that enable people to live together civilly
• Respond to and share diverse cultural expressions
• Respond consistently and effectively when witnessing prejudice, bias, or discrimination
• Describe legal responsibilities required to maintain positive and safe environments

Skill Descriptor: Demonstrate an informed vision for the future linked to own interests, preferences, values and abilities.

Global Competencies: CL, CM, SASM

Achievement Indicators:

• Create informed career pathway and transition plans (including backup plans)
• Reflect on and share insights from career conversations with school, peers, mentors, and family
• Assess reasons why some career pathways might be more fulfilling and suitable than others
• Explain why some people might face barriers in securing their desired career pathways
• Practise strategies to address inequities in the workforce
• Identify supports and interventions needed to achieve desired career pathways

Skill Descriptor: Critically investigate and describe the labour market and preferred career pathways.

Global Competencies: CL, CM, ICE, SASM

Achievement Indicators:

• Discuss feedback on own resumé and cover letter
• Practise job interviews
• Apply labour market information to explore career pathways
• Articulate connections between high school course selections and preferred career pathways
• Describe roles and responsibilities of a range of people doing work in locations outside of my school

Skill Descriptor: Engage in frequent and ongoing career-connected experiential learning to learn about preferred career pathways and develop personal competencies.

Global Competencies: CL, CM, ICE, SASM

Achievement Indicators:

• Describe how career competencies are developed through experiences such as part-time work and volunteering
• Assess needed competencies for desired career pathways using labour market experiences
• Reflect on and share how areas of strength in own competencies lead to preferred career pathways
• Engage in career-connected experiences to develop further competencies needed for success in preferred career pathways