Skill Descriptor: Examine personal health habits and their impact on the seven domains of wellness.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Discuss the seven domains of wellness
• Discuss how finances can impact a person’s health and well-being
• Explain the relationship between personal health habits (nutrition, cleanliness, sleep, physical activity, nature benefits, and screen time) and well-being
• Examine ways to prevent communicable and non-communicable diseases

Skill Descriptor: Describe factors that influence food, substance, and screen time use/misuse.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Explain the difference between use and misuse
• Identify how marketing can influence choices
• Give examples of positive and negative peer pressure
• Demonstrate decision-making and refusal skills to deal with pressures in various scenarios
• Discuss the factors within and out of personal control that could lead to addiction
• Give examples of healthy coping strategies for stressors

Skill Descriptor: Explain how media and technology influence health and well-being.

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

Achievement Indicators:

• List strategies to identify reliable information online
• Describe personal boundaries while online
• Discuss the impact of the information they share online
• Describe what it means to be a responsible digital citizen
• Identify how a person’s identity or personality can be different online
• Describe online safety strategies

Skill Descriptor: Explain the four stages of pregnancy: preconception, fertilization, gestation, and childbirth.

Global Competencies: CM

Achievement Indicators:

• Discuss changes and challenges that occur during puberty at different times for different people
• Explain the structures and functions of the female reproductive system
• Explain the structures and functions of the male reproductive system
• Discuss the stigmatization around menstruation
• Explain each of the stages of pregnancy: preconception, fertilization, gestation, and childbirth

Skill Descriptor: Identify sexuality as a natural part of being human throughout one’s lifespan.

Global Competencies: CL, CM

Achievement Indicators:

• Identify how sexuality impacts different aspects of a person’s life
• Identify how friendships and romantic relationships are different
• Explain what it means to have consent over one’s own body
• Identify two characteristics of a reliable website for sexual health education
• Demonstrate strategies for saying no and giving consent through role play scenarios

Skill Descriptor: Discuss how media influence individual beliefs about self-image.

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

Achievement Indicators:

• Define self-image
• Describe how media portray beauty standards
• Identify how media portray gender roles
• Discuss how media can affect a person’s beliefs about their body
• Identify how a person’s self-image can impact self-esteem
• Demonstrate the use of language that promotes body positivity

Skill Descriptor: Describe strategies to support positive mental health.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Define and discuss ways to improve mental fitness
• Explain mental health as a continuum with highs and lows
• Describe strategies to manage stress
• Identify the connection between career development and positive mental health
• Discuss where to get support to improve mental health (e.g., call 211)

Skill Descriptor: Describe how decision-making impacts personal wellness.

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

Achievement Indicators:

• Identify risks encountered at home, school, and play
• Discuss ways to prevent various forms of harm and promote safety for self and others
• Discuss ways to demonstrate respect for people with diverse needs
• Use a decision-making model when presented with various situations
• List where to get support in their community for various needs

Skill Descriptor: Discuss decision-making about money.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Discuss how to balance saving and spending money
• Identify barriers and risks to responsible financial decision-making
• List where to find support for financial decision-making

Skill Descriptor: Discuss characteristics of healthy relationships.

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

Achievement Indicators:

• Describe characteristics of healthy and unhealthy relationships
• Give examples of how relationships change
• Discuss how peers and family members influence relationships
• Demonstrate listening with empathy to understand and learn from a peer about something they have experienced
• Describe how to communicate in a positive way
• Identify healthy personal boundaries

Skill Descriptor: Identify differences between conflict and bullying.

Global Competencies: CL, CM, CTPS, SGC

Achievement Indicators:

• Explain the difference between conflict and bullying
• Identify actions that contribute to unkind behaviour, bullying, leaving people out, etc.
• Describe the impact of bullying
• Describe strategies to resolve conflict and to stand up to bullying behaviours
• Explain how to build a support network

Skill Descriptor: Identify ways to promote anti-discrimination.

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

Achievement Indicators:

• Describe how their own life experiences (family, history, background, where they live or have lived, etc.) have influenced and continue to influence identities
• Give examples of personal values, beliefs, and attitudes
• Discuss how identities can be impacted by the values, beliefs, and attitudes of others
• Identify bias and stereotypes in the school and wider community
• Discuss gender identity, gender expression, and sexual orientation
• Discuss the importance of showing acceptance and celebrating differences

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

Global Competencies: CL, CM, SASM

Achievement Indicators:

• Identify potential career pathways and roles considering my developing interests, preferences, values, and abilities.
• Discuss skills used to help solve problems in the world
• Identify reasons why it might be harder for some people to secure their desired careers.
• Continue to reflect on and build a career-life portfolio

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

Global Competencies: CL, CM, ICE, SASM

Achievement Indicators:

• Identify skills needed to secure, create, and access work
• Explore different ways of working
• Engage in career conversations and discuss career pathways with peers and adults
• Discuss the different activities people do in a variety of workplaces

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:

• Explore cross-curricular career-connected experiential learning opportunities.
• Identify ways to contribute to family, community, hobbies, and extra-curricular activities
• Discuss how volunteering and working can help to prepare for the future

Skill Descriptor: Describe the impact of health habits on self and community.

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

Achievement Indicators:

• Explain how food labels are valuable sources of information about nutrition
• Describe some ways that they like to stay active
• Describe ways to promote wellness personally and in their own community
• Identify when and where to seek support for a health habit or medical need

Skill Descriptor: Describe the impacts of food, substance, and screen time use/misuse on health and well-being.

Global Competencies: CL, CM, CTPS, SASM 

Achievement Indicators:

• Discuss signs of substance misuse and addiction
• Describe how addiction impacts health and well-being for individuals, families, and communities
• Describe how protective factors prevent addiction and misuse
• Use decision-making and refusal skills to deal with pressures around food choice, harmful substance, and screen time.
• Identify community supports for helpful and harmful choices

Skill Descriptor: Examine how media and technology influence health and well-being.

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

Achievement Indicators:

• Discuss how media can influence personal and social decision-making
• Discuss rights and responsibilities around social media use
• Explain how to balance personal use of technology with other goals
• Apply critical thinking skills to examine advertising messages
• Explain online safety strategies

Skill Descriptor: Describe social, emotional, and cognitive changes associated with adolescence.

Global Competencies: CL, CM

Achievement Indicators:

• Explain the process of human reproduction
• Discuss changes and challenges that occur during puberty at different times for different people
• Discuss how friendships and relationships can change during adolescence
• Identify strategies to navigate changes associated with adolescence
• Identify who to ask for information or support with questions/concerns about these changes

Skill Descriptor: Discuss how thoughts, feelings, and behaviours associated with sexuality are natural and occur throughout one’s lifespan.

Global Competencies: CM

Achievement Indicators:

• Define sexual health
• Discuss sexual desire, romantic feelings, and sexual pleasure with or without a partner and that these may or may not occur during adolescence
• Describe consent and give examples of what it looks and sounds like
• Define coercion
• Discuss methods of contraception
• List ways to reduce the risk of STBBIs
• Give examples of stereotypes and stigma related to STBBIs
• Discuss abstinence and the decision to postpone sexual activity as personal choices for risk reduction
• List local and regional sexual health services and supports

Skill Descriptor: Discuss how media present messages about sexuality and relationships that can influence body image and self-worth.

Global Competencies: CL, CM, CTPS, SGC

Achievement Indicators:

• Discuss how media influence ideals of beauty and how this can affect a person’s beliefs about their body image and sense of self-worth
• Describe how media influence social and cultural norms to change over time
• Identify how advertising targets children and youth
• Analyse media messages about gender expression, gender roles, and equity

Skill Descriptor: Analyze the impact of mental health on well-being.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Explain different levels of stress
• Discuss the impact of stigma related to mental health
• Practice stress management strategies to promote personal well-being
• Discuss the benefits of career development on well-being
• Identify where to get help for mental health concerns

Skill Descriptor: Analyze how decision-making impacts personal wellness.

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

Achievement Indicators:

• Describe various risks for youth
• List several credible sources of wellness information
• Discuss how peer pressure may positively or negatively influence decision-making
• Demonstrate and critique decision-making skills.
• List community supports for various needs

Skill Descriptor: Describe the five components of financial literacy.

Global Competencies: CL, CM, CTPS

Achievement Indicators:

• Discuss how people earn money
• List some significant purchases a person might make
• Explain what it means to borrow, save, and invest money
• Identify barriers and risks to responsible financial decision-making
• List where to find support for financial decision-making

Skill Descriptor: Describe strategies to build and maintain healthy relationships.

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

Achievement Indicators:

• Describe strategies to handle emotions and behaviours that affect relationships
• List what unmet needs look like and feel like
• Discuss the benefits of setting healthy personal boundaries
• Explain the importance of building connections with individuals even when we are different or when we disagree
• Model strategies and communication techniques that build healthy relationships.

Skill Descriptor: Develop skills for responding to conflict, bullying, and violence.

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

Achievement Indicators:

• Discuss the impacts of violence
• Demonstrate self and social awareness around own behaviours in bullying and conflict situations
• Identify characteristics of an environment that tolerates “othering”
• Explain two or three strategies used to reduce conflict in own relationships
• Model conflict resolution strategies.
• List ways to build support networks that foster healthy relationships and/or to handle concerns with conflict, bullying, and violence

Skill Descriptor: Examine ways to promote anti-discrimination.

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

Achievement Indicators:

• Discuss how identities can change over time
• Analyze how human rights protect diverse societies
• Assess the impact of bias, discrimination, and stereotyping
• List ways to show acceptance, inclusion, and respect for community members and take a respectful stand against discrimination
• Describe affirming language
• Discuss the difference between racist and antiracist statements and behaviours

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

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Describe potential career pathways and roles related to interests, preferences, values, and abilities.
• Discuss a career pathway that addresses a local or global concern
• Discuss challenges faced by people in securing their desired careers.
• Identify inequities in the workforce
• Continue to reflect on and build a career-life portfolio

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

Global Competencies: CL, CM, ICE, SASM

Achievement Indicators:

• Explore skills needed to secure, create, and access work
• Discuss how work environments can vary
• Participate in career conversations and discuss career pathways with peers and adults
• Research the purpose of a resume and cover letter

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:

• Engage in cross-curricular career-connected experiential learning opportunities.
• Explore and contribute to family, community, hobbies, and extra-curricular activities
• Identify volunteering opportunities connected to career pathway decisions

Skill Descriptor: Evaluate the impact of health habits on self and community well-being.

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

Achievement Indicators:

• Describe how food security applies to own community
• Explain the importance of culture to food choices
• Outline health habits (including health care practices) to prevent the spread of communicable diseases
• Discuss how taking care of oneself contributes to the overall well-being of the community
• List where to get support to promote a healthy lifestyle

Skill Descriptor: Evaluate the impacts of food, screen time, and substance use/misuse on self and community.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Describe how food, screen time, and substance use can affect overall health (mental, social, emotional, and physical including brain development, etc.)
• Analyze risks associated with the co-use of substances (alcohol and caffeine, etc.)
• Discuss the legal implications of substance use
• Analyze influences that lead youth to decide whether or not to misuse food, screen time, and harmful substances
• Evaluate how healthy strategies to manage stress can prevent the misuse of food, screen time, and harmful substances, and harmful behaviours
• Model refusal skills and accepting help

Skill Descriptor: Evaluate how media and technology influence the health and well-being of self and community.

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

Achievement Indicators:

• Discuss behaviours that promote a positive digital profile
• Evaluate the impact of information (posted or shared) forever stored in cyberspace
• Describe when it is appropriate to use a social media platform
• Explain the benefits or harms of following certain people or groups online
• Outline the law about sharing or securing sexually explicit images
• Describe strategies to keep self and others safe online (luring, protecting personal information, identifying misinformation and disinformation, etc.)

Skill Descriptor: Discuss care, sensitivity, and respect for the changes during adolescence that are unique and occur at different rates for everyone.

Global Competencies: CL, CM, CTPS, SGC

Achievement Indicators:

• Discuss the harms associated with mocking someone for changes they cannot control
• Describe how individuals handle different rates of development differently
• Discuss how comparing oneself to another person can be healthy or unhealthy
• Create a toolkit of strategies to support positive self-image for self and peers during adolescence

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

Global Competencies: CL, CM

Achievement Indicators:

• Reflect on personal values, attitudes, and beliefs about becoming sexually active
• Discuss the importance of communication for sexual decision-making, including consent and boundaries
• Discuss how substance use increases the risk of sexual harm
• Give examples of stereotypes and stigma related to STBBIs
• Participate in discussions to support decision-making about becoming sexually active
• Discuss medical consent laws for minors in New Brunswick
• List where to access sexual health services and supports

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

Global Competencies: CL, CM, CTPS, SGC

Achievement Indicators:

• Analyze how texts (media, social media, books, discourses among peer groups, etc.) impact ideas about healthy relationships and sexual activity
• Analyze the impact of media on sexuality, gender roles, and equity
• Discuss how the media portrays gender-based violence
• Describe how pornography negatively influences ideas about relationships
• Describe strategies to eliminate gender stereotypes

Skill Descriptor: Evaluate behaviours/environments that help foster positive mental health and build resilience.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Analyze strategies that reduce stigma regarding mental health
• Identify strategies to build own positive mental health
• Model listening with empathy to support the positive mental health of peers
• Evaluate personal flexibility and openness to positive suggestions
• Explore how negative thought cycles impact mental health
• List community resources for mental health support

Skill Descriptor: Assess how decision-making impacts personal wellness.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

• Assess positive and negative peer influences when making decisions
• Examine their personal process used to make big or small decisions
• Evaluate credible sources of health and safety information
• Identify sources of health and safety misinformation and disinformation
• Assess how own decision-making skills promote a healthy environment for self and community
• List sources of support for decision-making in my community

Skill Descriptor: Explore the five components of financial literacy.

Global Competencies: CL, CM, CTPS

Achievement Indicators:

• Discuss different ways that youth and adults earn money
• Examine some significant purchases a person might make
• Evaluate how saving money and responsible consumption contribute to health and well-being
• Describe various ways to save and invest
• Discuss barriers and risks to responsible financial decision-making, including credit
• List where to find support for financial decision-making

Skill Descriptor: Apply strategies to build and maintain healthy relationships.

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

Achievement Indicators:

• Evaluate ways that power and control influence relationships
• Examine healthy personal boundaries
• Describe how to express needs and emotions
• Develop strategies for responding to conflict, including handling rejection and ending a relationship
• Model empathy and respectful communication when disagreeing, compromising, and/or negotiating
• List resources for relationship supports

Skill Descriptor: Evaluate factors and influences that contribute to a safe society.

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

Achievement Indicators:

• Examine the legal rights belonging to all persons
• Discuss how a person’s values, beliefs, and attitudes can infringe on the human rights of another person
• Reflect on and discuss own prejudices and biases
• Examine legal responsibilities required to maintain positive and safe environments
• Analyze conflict resolution strategies that contribute to a safe society
• Describe strategies to develop a healthy support network

Skill Descriptor: Assess ways to promote anti-discrimination.

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

Achievement Indicators:

• Define social justice
• Discuss the importance of relating to people as individuals and not representatives of groups
• Analyze injustice in many forms including attitudes, speech, behaviours, practices, and laws
• Discuss own responsibility to address stigma and discrimination
• Discuss how to take action when witnessing bias, prejudice, exclusion, or discrimination
• Outline 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:

• Examine potential career pathways and roles considering interests, preferences, values, and abilities.
• Explore a range of career pathways that address a local or global concern
• Reflect and share ideas on how inequities in career pathways may be solved
• Continue to reflect on and build a career-life portfolio

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

Global Competencies: CL, CM, ICE, SASM

Achievement Indicators:

• Describe skills needed to secure, create, and access work
• Explore post-secondary education and training options for a preferred career pathway
• Participate in career conversations and discuss career pathways with peers and adults
• Research the purpose of a resume and cover letter
• Participate in activities that prepare me for transition to high school and beyond

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:

• Experience cross-curricular career-connected experiential learning opportunities.
• Engage in and contribute to family, community, hobbies, and extra-curricular activities
• Explore the types of work available to adolescents
• Describe how volunteering helps to make career pathway decisions